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The Common Good

In ordinary political discourse, the “common good” refers to those facilities—whether material, cultural or institutional—that the members of a community provide to all members in order to fulfill a relational obligation they all have to care for certain interests that they have in common. Some canonical examples of the common good in a modern liberal democracy include: the road system; public parks; police protection and public safety; courts and the judicial system; public schools; museums and cultural institutions; public transportation; civil liberties, such as the freedom of speech and the freedom of association; the system of property; clean air and clean water; and national defense. The term itself may refer either to the interests that members have in common or to the facilities that serve common interests. For example, people may say, “the new public library will serve the common good” or “the public library is part of the common good”.

As a philosophical concept, the common good is best understood as part of an encompassing model for practical reasoning among the members of a political community. The model takes for granted that citizens stand in a “political” or “civic” relationship with one another and that this relationship requires them to create and maintain certain facilities on the grounds that these facilities serve certain common interests. The relevant facilities and interests together constitute the common good and serve as a shared standpoint for political deliberation. [ 1 ] When citizens face various questions about legislation, public policy or social responsibility, they resolve these questions by appeal to a conception of the relevant facilities and the relevant interests. That is, they argue about what facilities have a special claim on their attention, how they should expand, contract or maintain existing facilities, and what facilities they should design and build in the future.

The common good is an important concept in political philosophy because it plays a central role in philosophical reflection about the public and private dimensions of social life. Let’s say that “public life” in a political community consists of a shared effort among members to maintain certain facilities for the sake of common interests. “Private life” consists of each member’s pursuit of a distinct set of personal projects. As members of a political community, we are each involved in our community’s public life and in our own private lives, and this raises an array of questions about the nature and scope of each of these enterprises. For example, when are we supposed to make decisions based on the common good? Most of us would agree that we are required to do so when we act as legislators or civil servants. But what about as journalists, corporate executives or consumers? More fundamentally, why should we care about the common good? What would be wrong with a community whose members withdraw from public life and focus exclusively on their own private lives? These are some of the questions that motivate philosophical discussions of the common good.

This article reviews the philosophical literature, covering various points of agreement among traditional conceptions of the common good, such as those favored by Plato, Aristotle, John Locke, J.J. Rousseau, Adam Smith, G.W.F. Hegel, John Rawls and Michael Walzer. It also covers some important disagreements, especially the disagreement between “communal” and “distributive” views. It concludes by considering three important topics in the literature: democracy, communal sharing, and competitive markets. In order to understand the issues, it is helpful to start by distinguishing the common good from various notions of the good that play a prominent role in welfare economics and welfare consequentialist accounts of political morality.

1. First Contrast: Welfare Consequentialism

2. second contrast: public goods, 3. why does political philosophy need this concept defects in a “private society”, 4.1 a shared standpoint for practical reasoning, 4.2 a set of common facilities, 4.3 a privileged class of common interests, 4.4 a solidaristic concern, 4.5 a nonaggregative concern, 5. common interests (i): joint activity, 6. common interests (ii): private individuality, 7. the common good perspective: communal or distributive, 8. the common good in politics: democracy and collective decision-making, 9. the common good in civic life: burden sharing and resource pooling, 10. markets, competition and the invisible hand, 11. conclusion: social justice and the common good, other internet resources, related entries.

The common good belongs to a family of concepts that relate to goodness rather than rightness (Sidgwick 1874). What makes the common good different from other concepts in this family is that it is a notion of the good that is understood to be internal to the requirements of a social relationship. In any community, the common good consists of the facilities and interests that members have a special obligation to care about in virtue of the fact that they stand in a certain relationship with one another. In a family, for instance, the family home is part of the common good because the familial bond requires members to take care of the home as part of a shared effort to care for one another’s interests in shelter and safety. In a university, the climate of academic freedom on campus is part of the common good because the special relationship among members of the university community requires them to care for this climate as part of a shared effort to care for one another’s interests in teaching, learning and inquiring.

The common good differs from the various notions of the good that play a foundational role in welfare consequentialist accounts of political morality. Among the notions in the latter category, we can include: the sum of pleasure over pain, total satisfaction of rational desire, aggregate welfare adjusted for distributive considerations, welfare prioritarianism, equality of welfare (in certain formulations), Pareto optimality, and so on. Unlike the common good, these notions make no essential reference to the requirements of a social relationship. They set out fully independent standards for the goodness of actions, motivations and states of affairs, and the independent character of these standards allows them to serve as foundational elements in a normative theory that has a consequentialist structure. [ 2 ]

According to classical utilitarianism, for example, the correct course of action is the optimal course of action as judged from the standpoint of an impartial concern for the pleasures and pains of all sentient creatures (Sidgwick 1874). Suppose that a relationship consists of a set of requirements for how people who stand in the relationship should act towards one another—e.g., parents should feed their children, parents should clothe their children, children should defer to their parents’ judgment, etc. According to classical utilitarianism, an agent should perform the action that satisfies the requirements of a relationship only when her doing so would result in the greatest sum of pleasure over pain. The notion of the good here—i.e., the sum of pleasure over pain—is defined independently of the requirements of any relationship, so it sets out a criterion for goodness that can tell us, among other things, when it would be good for people to comply with any particular relational requirements.

Some welfare consequentialist notions of the good incorporate a distributive element—e.g., welfare prioritarianism—and this feature may make it more plausible to see these notions as internal to the requirements of a relationship. For example, some may think that welfare prioritarianism could be internal to the family relationship, where the relationship is understood to require family members to perform the action that is optimal from the standpoint of the worst off member of the group. But keep in mind that even more distributionally sensitive notions of the good, such as welfare prioritarianism, retain other features of a consequentialist understanding of goodness that make it difficult to see how these notions could be internal to a relationship in the relevant sense.

Take agent neutrality. Insofar as welfare prioritarianism is a genuinely consequentialist notion, it says that the correct course of action is the course of action that is optimal as judged from a standpoint that does not change with the position of the agent or the relationships that the agent happens to stand in (Williams 1973; Nagel 1986; cf. Sen 1993). Understood in this way, welfare prioritarianism does not require an agent to perform the action that is optimal from the standpoint of the worst off member of her own family. Instead, it requires an agent to perform the action that is optimal from the agent neutral standpoint of, say, the welfare of the worst off person in the world or the average welfare of all those in the class of people who are worst off in their respective families. If people have reason to pay special attention to the worst off member of their own families, on this view, it is because a pattern of reasoning along these lines leads to the highest level of welfare for the worst off person in the world or the highest average welfare for those in the relevant class.

Because it is an agent neutral notion, welfare prioritarianism may require parents to harm their own children if circumstances arise such that doing so would bring about the best result from the standpoint of the welfare of the worst off person in the world or the average welfare of those in the relevant class. A parent might be required to act this way, even when lowering the welfare of her own child would lead to only a slightly higher level of welfare for the other people affected. These implications are clearly at odds with our ordinary understanding of the agent relative character of relational requirements.

The upshot is that welfare consequentialist accounts of political morality are not based, at the most fundamental level, on conceptions of the common good. They are based instead on notions of the good that are understood to be prior to and independent of any social relationship. Nonetheless, it is worth stressing that a welfare consequentialist account of political morality may incorporate a conception of the common good as part of a more specific account of the ethical obligations of citizens in public life. After all, a certain pattern of agent relative motivation among citizens may be the optimal pattern as judged from the standpoint of aggregate welfare (or some other suitably agent neutral perspective). John Stuart Mill sets out a theory along these lines in Considerations on Representative Government (1862). On his view, citizens should take an active interest in the public affairs of their community and social institutions should be designed to generate this pattern of motivation among citizens. The reason for this is that an orientation among citizens towards the common affairs of their community is part of the best political arrangement overall, as judged from the standpoint of the principle of utility. [ 3 ]

Another important contrast to draw is between the common good and a public good. In economic theory, a public good is a particular type of good that members of a community would not possess if they were each motivated only by their own self-interest. [ 4 ] Here is an example. Imagine that the residents in a town could enjoy a mosquito free summer if most every resident treats her lawn with a bug spray. The spray costs money, but every resident would be better off having paid for the spray and enjoying life without mosquitoes. If most every resident sprays her lawn, everyone in the town will enjoy the benefit, even those residents who do not spray their lawns. But there is no feasible way to exclude the nonsprayers from enjoying the benefit.

The problem posed by a public good is that the optimal course of action for each individual, from the standpoint of her egoistic rationality, is for her not to contribute to the provision of the good, even though everyone would be better off if they all did so (see Olson 1965). Take any resident in the town I just described. From the standpoint of her own self-interest, she should not spray her lawn: If the other residents spray their lawns, she would get the benefit without paying the cost. And if the other residents do not spray their lawns, she would save herself the cost of spraying her lawn. It follows that as long as residents are moved only by their own self-interest, they will not produce the good of a mosquito free summer.

In both academic and nonacademic discussions, people often confuse the common good with a public good or a set of public goods. But it is important to keep the two ideas distinct. The facilities that make up the common good resemble public goods because they are often facilities that are supposed to be open and available to everyone (e.g., a public library). This means that it is not possible to exclude those who do not contribute from enjoying the benefits. Nonetheless, the facilities that make up the common good are conceptually different from public goods because these facilities may not be a net benefit for each member of the community. The facilities that make up the common good serve a special class of interests that all citizens have in common, i.e., the interests that are the object of the civic relationship. But each citizen will have various private interests in addition to these common interests, so for any particular citizen, the private interests affected by some facility may be more important from the standpoint of her egoistic rationality than the interests that belong to the special class of common interests. As such, the facility may not be a net benefit to her.

Consider the case of a public library. Suppose that a certain library is part of the common good in a political community because it serves an interest in the privileged class of common interests. Suppose the relevant interest is an interest in guaranteed access to the storehouse of human knowledge. Some individual X owns a bakery. Her bakery is profitable, but it would be even more profitable if people were not able to read certain cookbooks at the library and so could not make her carrot muffins at home. X has an interest in guaranteed access to the storehouse of human knowledge, but she also has an interest in her bakery’s profitability. If her private interest in a muffin monopoly is more important from her egoistic perspective than her interest in guaranteed access to the storehouse of human knowledge, then she is actually worse off because of the public library. [ 5 ] In this case, the public library is part of the common good, but it is not a public good because there is someone in the community who is worse off in virtue of the library’s existence.

Before moving on, note that people sometimes use “the public good” to refer to something other than the technical notion of a public good in economic theory. In academic and nonacademic discussions, people sometimes use “the public good” in a way that is more or less synonymous with “the common good”. This use of the term was especially prevalent among political philosophers, roughly from the 16 th century to the 19 th century. For example, in the Second Treatise of Government (1698), John Locke defines political power as the right to make binding laws and the right to mobilize the community in defense of these laws, where both of these powers are

to be directed to no other end , but the Peace , Safety , and publick good of the People. (1698 [1988: 353]).

Here Locke uses the term “public good” to refer to interests that are common to all members of a political community (e.g., the interest in bodily security and property), where members have a relational obligation to care for these common interests. The “public good” in this sense basically refers to the common good, though philosophers who use the term “public good” typically favor a thinner conception of the political relationship and a more limited view of the powers of government.

Why does political philosophy need the concept of the common good? What’s the rationale for having this concept in addition to other concepts, such as welfare, justice, or human rights? To understand the importance of the common good, it is helpful to think about the moral defects in a private society.

A private society is a society whose members care only about their lives as private individuals (Tocqueville 1835–1840; Hegel 1821; Rawls 1971; see also Dewey 1927). Members are not necessarily rational egoists—they may care about their family and friends. What is central is that their motivational horizons do not extend beyond the people and projects that are the focus of their personal lives. [ 6 ] As an individual in a private society, I might be interested in acquiring a better home for my family or improving the local school for my children and the other children in my neighborhood. I might even vote in national elections insofar as the results could affect my home or my local school. But I take no interest in national elections insofar as the results affect citizens I don’t know, those in other states or provinces. And I take no interest in national elections insofar as the results affect the basic fairness of my society’s laws and institutions. Having withdrawn into private life, I care about the common affairs of the community only insofar as these touch my private world.

Many philosophers believe that there is something morally defective about a private society. One type of defect bears especially on the case of a private society that consists of rational egoists. As I noted in the last section, a community of rational egoists will not perform the actions necessary to generate public goods. Since these goods are desirable, the absence of public goods may be suboptimal, both from the standpoint of aggregate welfare and from the standpoint of each member’s egoistic rationality. [ 7 ] So there are good instrumental reasons for people to create a public agency—i.e., a state—that can use taxes, subsidies and coercive threats to draw people into mutually beneficial patterns of cooperation. [ 8 ]

The common good, however, points to a different kind of defect in a private society. The defect in this case extends to all forms of private society, not just to a society of rational egoists, and the defect is noninstrumental. The defect in this case is that the members of a political community have a relational obligation to care about their common affairs, so the fact that they are exclusively concerned with their private lives is itself a moral defect in the community, whether or not this pattern of concern leads to a suboptimal outcome.

To appreciate the point, think about the various public roles that people may occupy in a liberal democracy (see Hegel 1821; Dewey 1927; J. Cohen 2010: 54–58). Most obviously, citizens act in a public capacity when they occupy positions as legislators, civil servants, judges, prosecutors, jurors, police officers, soldiers, school teachers, and so on. They also act in a public capacity when they participate in the political process, voting in elections and taking part in policy discussions in the public sphere (Habermas 1992; Mill 1862; Rawls 1993 [2005]). And many philosophers argue that citizens act in a public capacity—or at least in a partly public capacity—when they act as executives in large business enterprises (McMahon 2013; Christiano 2010); as high-ranking officials in colleges and universities (Scanlon 2003); as journalists, lawyers, and academics (Habermas 1992, e.g., [1996: 373–9]); as protesters engaged in civil disobedience (Rawls 1971); and as socially conscious consumers (Hussain 2012).

When citizens occupy public roles, political morality requires them to think and act differently than they would if they were acting as private individuals. If you are a judge in a criminal trial, you might stand to benefit personally if the defendant were found guilty. But political morality does not allow you to decide cases as if you were a private individual, looking to advance your own private objectives. As a judge, you are required to make decisions based on the evidence presented at trial and the standards set out in the law. These legal standards themselves are supposed to answer to common interests. So, in effect, political morality directs you to think and act from the standpoint of a shared concern for common interests.

Citizens who occupy public roles may also be required to make personal sacrifices. Consider an historical example. During the Watergate scandal, President Richard Nixon ordered the Attorney General of the United States, Elliot Richardson, to fire the Watergate special prosecutor in order to stop an investigation into Nixon’s abuses of power. Rather than carry out Nixon’s order, Richardson resigned his position. Many would argue that Richardson did the right thing, and that, in fact, he had an obligation to refuse Nixon’s order, even if this resulted in a significant setback to his career. As Attorney General, Richardson had an obligation to uphold the rule of law in the United States, a practice that serves common interests, even if this meant significant sacrifices in terms of his career aspirations.

Now consider the following possibility. Imagine that we are living in a liberal democracy with a full array of social roles in which people act in a public capacity. But imagine that our society is a private society: citizens care only about their own private affairs. In order to ensure that various public roles are filled, our institutions create private incentives for people to take on these responsibilities. High salaries draw people into positions as judges and legislators, and mutual surveillance gives these people private incentives to carry out their duties. Suppose that our institutions are well structured and private incentives are adequate to fill all of the important public positions. Is there anything missing in our society? Does our society suffer from a moral defect of some kind?

Philosophers in the common good tradition believe that the answer is yes: there is something morally significant that is missing from our society. What is missing is a genuine concern for the common good . No one in our society actually cares about shared facilities, such as the rule of law, or the common interests that these facilities serve. Citizens fill various public roles simply for the sake of the private benefits that they get from doing so. According to a common good conception of political morality, this lack of concern for the common good is itself a moral defect in a political community, even if private incentives lead people to fill all of the relevant positions.

A central challenge for theorists in the common good tradition is to explain why a genuine commitment to the common good matters. Why should it matter whether citizens actually care about the common good? Some philosophers in the tradition cite a practical problem. Even in a well-designed arrangement, circumstances are likely to arise where social institutions do not provide people with an adequate private incentive to act in a publicly oriented way. For example, political morality may require public officials to stand up for the rule of law, even in situations where this will damage their careers. Or political morality may require citizens to protest against an unjust law, even if this means a private risk of being jailed or blacklisted. Political morality may even require citizens to run the risk of losing their lives in order to defend the constitutional order against a foreign threat (see Walzer 1970; Rousseau 1762b [1997: 63–4]). In each of these cases, no matter how well designed institutions are, citizens may not have an adequate private incentive to do what political morality requires, so a genuine concern for the common good may be essential.

A different explanation—perhaps the most important one in the common good tradition—stresses the idea of a social relationship. Think of the relationship between parents and their children. This relationship requires not only that the people involved act in certain ways towards one another, but also that they care about one another in certain ways. For instance, parents are required not only to feed and clothe their children, perhaps to avoid getting fined by the Department of Child and Family Services. Parents are also required to care about their children: they must give their children’s interests a certain status in their practical reasoning. Many philosophers argue that our relation to our fellow citizens has similar features. The political bond requires not only that we act in certain ways, but also that we give the interests of our fellow citizens a certain status in our practical reasoning. It would be unacceptable, on this view, for citizens to fulfill certain public roles purely for the sake of private incentives. A Supreme Court justice, for example, must care about the rule of law and the common interests that this practice serves. If she were making consistent rulings just to cash her paycheck every two weeks, she would not be responding in the right way to her fellow citizens, who act for the sake of common interests in doing things such as voting, following the law, and standing ready to defend the constitutional order. [ 9 ]

Many philosophers believe that there is something morally defective about a private society, even one in which private incentives move people to fill all of the important public roles. A conception of the common good provides us with an account of what is missing from the practical reasoning of citizens in a private society, and it connects this with a wider view about the relational obligations that require citizens to reason in these ways.

4. Central Features of the Common Good

According to a common good conception of political morality, members of a political community stand in a social relationship with one another. This relationship is not as intimate as the relationship among family members or the members of a church. But it is a genuine social relationship nonetheless, and it requires members not only to act in certain ways, but also to give one another’s interests a certain status in their practical reasoning. This basic outlook leads most conceptions of the common good to share certain features.

The first feature that most conceptions share is that they describe a pattern of practical reasoning that is meant to be realized in the actual thought processes of the members of a political community. A conception of the common good is not just a criterion for correct action, such that citizens would satisfy the conception so long as they performed the correct action, regardless of their subjective reasons for doing so. The point of a conception of the common good is to define a pattern of practical reasoning, a way of thinking and acting that constitutes the appropriate form of mutual concern among members. In order to satisfy the conception, the activities of the members of the community must be organized, at some level, by thought processes that embody the relevant pattern. [ 10 ]

Most conceptions of the common good identify a set of facilities that citizens have a special obligation to maintain in virtue of the fact that these facilities serve certain common interests. The relevant facilities may be part of the natural environment (e.g., the atmosphere, a freshwater aquifer, etc.) or human artifacts (e.g., hospitals, schools, etc.). But the most important facilities in the literature are social institutions and practices. For example, a scheme of private property exists when members of a community conform to rules that assign individuals certain forms of authority over external objects. Private property, as a social institution, serves a common interest of citizens in being able to assert private control over their physical environment, and so many conceptions include this institution as part of the common good.

A conception of the common good will define a privileged class of abstract interests. Citizens are understood to have a relational obligation to create and maintain certain facilities because these facilities serve the relevant interests. The interests in the privileged class are “common” in the sense that every citizen is understood to have these interests to a similar degree. [ 11 ] The interests are “abstract” in the sense that they may be served by a variety of material, cultural or institutional facilities. A wide variety of interests figure prominently in the literature, including: the interest in taking part in the most choiceworthy way of life (Aristotle Pol. 1323a14–1325b31); the interest in bodily security and property (e.g., Locke 1698; Rousseau 1762b); the interest in living a responsible and industrious private life (Smith 1776); the interest in a fully adequate scheme of equal basic liberties (Rawls 1971 and 1993); the interest in a fair opportunity to reach the more attractive positions in society (Rawls 1971); and the interest in security and welfare, where these interests are understood as socially recognized needs that are subject to ongoing political determination (Walzer 1983).

Most conceptions of the common good define a form of practical reasoning that fits the model of solidarity. Many social relationships require a form of solidarity among those who stand in the relationship. Solidarity here basically involves one person giving a certain subset of the interests of another person a status in her reasoning that is analogous to the status that she gives to her own interests in her reasoning (see, e.g., Aristotle NE 1166a1–33). For example, if my friend needs a place to sleep tonight, friendship requires that I should offer him my couch. I have to do this because friendship requires that I reason about events that affect my friend’s basic interests as if these events were affecting my own basic interests in a similar way. A conception of the common good typically requires citizens to maintain certain facilities because these facilities serve certain common interests. So when citizens reason as the conception requires, they effectively give the interests of their fellow citizens a status in their reasoning that is analogous to the status that they give to their own interests in their reasoning.

An example will make the idea more intuitive. According to Rousseau, a properly ordered political community is “a form of association that will defend and protect the person and goods of each associate with the full common force” (1762b [1997: 49]). Citizens in this community are united by a solidaristic form of mutual concern that is focused on (among other things) their common interests in physical security and property. This form of mutual concern requires each citizen to respond to an attack on the body or property of a fellow citizen as if this were an attack on her own body and property. When extended over all members, this form of mutual concern requires the whole community to respond to an attack on any individual member as if this were an attack on every member. In this sense, “the full common force” stands behind each person’s physical security and property. Or, as Rousseau sometimes puts it, “one cannot injure one of the members without attacking the body, and still less can one injure the body without the members being affected” (1762b [1997: 52]). [ 12 ]

A closely related feature is that most conceptions of the common good do not take an aggregative view of individual interests. The aggregative view treats the satisfaction of individuals’ interests as commensurable values, and it directs citizens to maximize the sum of these values. Because it focuses on the aggregate, the aggregative view may require citizens to impose a debilitating condition on some of their fellow citizens when this would generate sufficient gains for others.

Solidarity rules out the aggregative view. Starting with an appropriate view of her own interests, solidarity requires each citizen to give certain interests of her fellow citizens a status in her reasoning that is similar to the status that she gives to her own interests. This way of thinking does not allow citizens to abandon the interests of any of their fellow citizens for the sake of aggregate gains. For instance, solidarity would not allow citizens to subject some of their fellow citizens to slavery, even if this might produce substantial benefits for others, because enslavement would involve a failure on the part of each citizen to give the interests of each of her enslaved comrades the right status in her reasoning.

Let’s turn now to some of the ways that conceptions of the common good differ from each other. One way has to do with how they define the privileged class of common interests that are the object of the political relationship. We can divide the important views in the literature into two main categories: (a) joint activity conceptions and (b) private individuality conceptions .

A joint activity conception defines the privileged class of common interests as interests that members have in taking part in a complex activity that involves all or most members of the community. Among those who endorse this kind of view are ancient philosophers, such as Plato ( Republic ) and Aristotle ( Politics ), secular natural law theorists such as John Finnis (1980), and most natural law theorists in the Catholic tradition. Aspects of the joint activity view are also important in the work of communitarian thinkers such as Charles Taylor (1984) and, to a lesser extent, Michael Sandel (2009). The most important and influential view is Aristotle’s.

Aristotle holds that members of a political community are not just involved in a military alliance or an especially dense network of contractual agreements ( Pol. 1280b29–33). Members are also involved in a relationship that he describes as a form of friendship ( NE 1159b25–35). This friendship consists in citizens wishing one another well, their being aware of the fact that their fellow citizens wish them well, and their taking part in a shared life that answers to this mutual concern ( Pol. 1280b29–1281a3). In caring about one another and wishing one another well, what citizens care about in particular is that they and their fellow citizens live well, that is, live the most choiceworthy life. [ 13 ]

The most choiceworthy life, on Aristotle’s view, is a pattern of activity that fully engages and expresses the rational parts of human nature. This pattern of activity is a pattern of joint activity because, like a play, it has various interdependent parts that can only be realized by the members of a group together. The pattern is centered on an array of leisured activities that are valuable in themselves, including philosophy, mathematics, art and music. But the pattern also includes the activity of coordinating the social effort to engage in leisured activities (i.e., statesmanship) and various supporting activities, such as the education of citizens and the management of resources.

On Aristotle’s view, a properly ordered society will have an array of material, cultural and institutional facilities that answer to the common interest of citizens in living the most choiceworthy life. These facilities form an environment in which citizens can engage in leisured activities and in which they can perform the various coordinating and supporting activities. Some facilities that figure into Aristotle’s account include: common mess halls and communal meals, which provide occasions for leisured activities ( Pol. 1330a1–10; 1331a19–25); a communal system of education ( Pol. 1337a20–30); common land ( Pol. 1330a9–14); commonly owned slaves to work the land ( Pol. 1330a30–3); a shared set of political offices ( Pol. 1276a40–3; 1321b12–a10) and administrative buildings ( Pol. 1331b5–11); shared weapons and fortifications ( Pol. 1328b6–11; 1331a9–18); and an official system priests, temples and public sacrifices ( Pol. 1322b17–28).

Aristotle’s account may seem distant from modern sensibilities, but a good analogy for what he has in mind is the form of community that we associate today with certain universities. Think of a college like Princeton or Harvard. Members of the university community are bound together in a social relationship marked by a certain form of mutual concern: members care that they and their fellow members live well, where living well is understood in terms of taking part in a flourishing university life. This way of life is organized around intellectual, cultural and athletic activities, such as physics, art history, lacrosse, and so on. Members work together to maintain an array of facilities that serve their common interest in taking part in this joint activity (e.g., libraries, computer labs, dorm rooms, football fields, etc.). And we can think of public life in the university community in terms of a form of shared practical reasoning that most members engage in, which focuses on maintaining common facilities for the sake of their common interest. [ 14 ]

Private individuality conceptions offer a different account of the privileged class of common interests. According to these views, members of a political community have a relational obligation to care about their common interest in being able to lead lives as private individuals. Citizens each have an interest in being able to shape their lives through their own private choices about what activities to pursue and what associations to form. Choices are “private” in the relevant sense when citizens are not required to consult with anyone in making these choices and they are not required to reach a decision through any form of shared deliberation. [ 15 ] Among the philosophers who endorse this kind of view are many important thinkers in the liberal tradition, including John Locke (1698), J.J. Rousseau (1762b), Adam Smith (1776), and G.W.F. Hegel (1821). More recent figures who endorse this kind of view include John Rawls (1971) and Michael Walzer (1983).

A sophisticated example of a private individuality conception is Rawls’s. On Rawls’s view, members of a political community have a relational obligation to care for the interests attached to the “position of equal citizenship” which all citizens share (1971 [1999: 82–83]). These interests are (a) the interest in a fully adequate scheme of equal basic liberties and (b) the interest in a fair opportunity to reach the more attractive positions in society. Rawls uses the term “the common good” to refer to the sum total of social conditions that answer to the interests attached to the position of equal citizenship (1971 [1999: 217]). Understood in this way, the common good consists, inter alia , of: a legal order that provides citizens with the liberty of expression, the liberty of conscience and the other liberal freedoms; a democratic system of government that provides citizens with political liberties, such as the liberty to vote, hold office and participate in collective rule-making; a system of courts to enforce the rule of law; as well as police protection and national defense to protect the basic liberties. The common good also consists of legal protections for free choice of occupation; mass media mechanisms that gather and disperse information about job possibilities; a transportation system to give people access to work; and a system of education (whether public or private) that ensures conditions in which people with similar talents and motivations have similar prospects, regardless of their class or family background.

Rawls’s conception has the core features of a private individuality view. The facilities that answer to the common interest in equal liberty and fair opportunity put citizens in a position to join or withdraw from various activities and associations as private persons who can make their own independent choices. For example, the liberty of conscience gives citizens the legal right to join or leave a religious association based on their own private beliefs. They need not consult with other citizens about these choices or make these choices as part of a wider deliberative process that involves other citizens.

Rawls’s view takes the common good to consist partly in a system of bodily security, private property and civil liberty. In this way, his view resembles Rousseau’s, which also focuses on these common interests. Where Rawls’s view differs from Rousseau’s is that it extends the privileged class of common interests to include an interest in a wider set of basic liberties and an interest in a fair opportunity to reach the more attractive positions in society. These interests involve a more extensive array of institutions and social conditions, especially when it comes to education, communication, and economic redistribution. But it is worth emphasizing that neither Rawls nor Rousseau incorporates a full account of distributive justice into their conceptions of the common good. [ 16 ] I will say more about this in the next section.

One of the most important differences among different conceptions of the common good has to do with how they take private and sectional interests to factor into determining the relational obligations of citizens. Here we can distinguish two main types of views: (a) communal conceptions of the common good and (b) distributive conceptions of the common good.

Members of a political community have a relational obligation to care for certain interests that they have in common. A “communal” conception of the common good takes these interests to be interests that citizens have as citizens, where the status of being a citizen and the interests attached to this status are both understood to be prior to the various statuses and interests that make up each member’s identity as a private individual. When citizens engage in social deliberation about their laws and institutions, a communal conception typically directs them to abstract away from their private interests and the sectional interests they may have as members of one subgroup or another and to focus instead on their common interests as citizens.

For example, imagine that citizens are considering changes to trade rules in their society. They may be inclined to assess proposals in terms of how attractive these are from the standpoint of their sectional interests as members of a certain profession or participants in a certain industry. But a communal conception of the common good directs citizens to set these interests aside and assess proposals in terms of how well they answer to common civic interests, such as the interest in national security or the interest in a productive economy. [ 17 ]

A “distributive” conception of the common good differs from a “communal” conception in that it does not direct citizens to abstract away from their private and sectional interests in the same way. A distributive conception starts with the idea that citizens belong to various groups with distinct sectional interests. These interests make partly competing claims on the material, cultural and institutional facilities in a community. The distributive conception incorporates a distributive principle that determines how social facilities should answer to these sectional interests, and the conception says that members have a relational obligation to maintain a set of facilities that answers to everyone’s sectional interests in the way that the distributive principle prescribes.

As an example of a distributive view, consider the view held by many philosophers, which defines the common good in terms of Rawls’s difference principle (see, e.g., J. Cohen 1996 [2009: 169–170]; see also section 8 below). According to this view, we can think of citizens as belonging to various subgroups, each consisting of all those born into a certain “starting position” in social life. Citizens in each group share certain choice-independent characteristics, such as their class position at birth and their level of innate talent. Group members have sectional interests in better life prospects (as measured in terms of primary goods), where these interests make partly competing claims on the basic structure of society. The difference principle says that social institutions should answer to the interests of each group equally, with the caveat that institutions should incorporate whatever inequalities would serve to maximize the prospects of the least advantaged group. Citizens are then understood to have a relational obligation to maintain a scheme of institutions that attends to everyone’s sectional interests in the way that the difference principle prescribes.

The disagreement between communal and distributive conceptions of the common good is perhaps the most important disagreement among different conceptions, and it raises some important questions about the nature of the political relationship. Let me make two general points.

The first has to do with the moral underpinnings of the communal view. It is helpful to think of communal accounts of the common good as appealing to a certain conception social life (e.g., Rousseau 1762b; Hegel 1821; Walzer 1983). According to this conception, citizens form their various private and sectional interests within the framework of a more fundamental effort to maintain certain social conditions together. The political bond is prior to their private interests in a certain way, so the political relationship may sometimes require citizens to set their private interests aside in order to act collectively to maintain the relevant social conditions. Perhaps the clearest example of this is national defense (see section 9 below). When defending the constitutional order against a foreign threat, political morality requires citizens to act collectively in defense of common interests, without organizing their efforts in a way that answers specifically to their competing private interests in different levels of protection.

An analogy may help here. Members of a family each have distinct interests as private individuals—e.g., in developing their talents, pursuing relationships, cultivating career prospects, and so on. At some level, the household must be organized in a way that answers to these private interests. But there are some matters where the familial relationship requires members to act together in a way that sets their competing private interests aside. If the family home is on fire, members are required to save the home, without special regard for how resources are being deployed in ways that are more likely to save one member’s room rather than another’s. In certain domains, members are supposed to act from a communal point of view that focuses on common interests that are essential to their social bond, rather than their distinct and potentially competing interests as private individuals. Communal conceptions of the common good see the political relationship as having a similar character. [ 18 ]

The second point is that—surprisingly—Rawls himself favours a substantially communal rather than distributive conception of the common good. In A Theory of Justice , he does not define the common good in terms of his full conception of social justice. He defines it instead in terms of the “principle of common interest”. This principle assesses social institutions from the position of equal citizenship. As he says, “as far as possible, the basic structure should be appraised from the position of equal citizenship” where this position “is defined by the rights and liberties required by the principle of equal liberty and the principle of fair equality of opportunity” (1971 [1999: 82–83]). Rawls thinks that a wide variety of policy questions can be settled by appeal to the principle of common interest, including “reasonable regulations to maintain public order”, “efficient measures for public health and safety”, and “collective efforts for national defense in a just war” (1971 [1999: 83]). [ 19 ]

Social deliberation, on Rawls’s view, should unfold, as far as possible, within a framework of reasoning that focuses on interests that are common to all citizens, where the difference principle enters the discussion mainly when the appeal to common interests alone could not properly decide an issue. But why should political deliberation unfold in this way? Why does Rawls think that, “as far as possible, the basic structure should be appraised from the position of equal citizenship”?

One possible rationale has to do with the kind of solidarity that citizens realize through their shared status as “citizens”. When members of a society reason in terms of the principle of common interest, they set their private and sectional interests aside whenever possible in order to focus on their common interests as citizens. Setting their sectional interests aside (e.g., as members of the least advantaged group, the second least advantaged group, the third least advantaged group, etc.), citizens treat their shared interests as “citizens” as being more fundamental than their distinct and potentially competing interests as private individuals. Each citizen effectively tells her fellow citizens, “What unites us is more important than what divides us”. Bringing the status of “citizen” to the center of how citizens relate to one another in public life is particularly important for Rawls because mutual recognition on the basis of this shared status is important to his account of how a just social order will prevent envy and positional competition from undermining the basic liberties (1971 [1999: 476–9]).

A closely related idea has to do with mutuality (section 4.4 and 4.5 above). When members of society reason in terms of their common interests in liberty and opportunity, they assess policies from a standpoint that does not distinguish between one citizen and another. They each accord the interests of their fellow citizens the very same status in their reasoning that they accord to their own interests. When citizens do their parts in a social arrangement that answers to common interests, and they do so on the grounds that the arrangement serves common interests, citizens realize a form of solidarity that is perfectly mutual: each citizen works for the interests of each her fellow citizens in exactly the same way that each of her fellow citizens works for her interests.

Social cooperation on the basis of the difference principle does not embody the same kind of mutuality. Imagine that citizens are reasoning about their institutions. Starting with an arrangement that creates equal prospects for those born into every starting position, they consider different arrangements that would yield Pareto improvements over the egalitarian scheme. [ 20 ] Citizens must now choose between different possibilities: one arrangement would maximize the prospects for the least advantaged group; another would maximize the prospects for the second least advantaged group; a third would maximize the prospects for the third least advantaged group; and so on. Given these possibilities, the difference principle requires citizens to choose the arrangement that is best from the standpoint of one group in particular—i.e., those in the least advantaged position.

Imagine now that we live in a social order that satisfies the difference principle. There are certain facilities in society—say, certain educational facilities—that answer distinctively to the interests of those in the least advantaged group. The resources involved could have been deployed in ways that would have been better for those in the second least advantaged group, or the third least advantaged group, etc., so the arrangement as a whole is tilted in favour of one group in particular. Because it is tilted in this way, the pattern of interaction lacks the property of perfect mutuality: each citizen does not work for the interests of each of her fellow citizens in exactly the same way each of her fellow citizens works for her interests. Everyone works in a way that is distinctively oriented towards the interests of the least advantaged.

Of course, citizens realize a form of solidarity insofar as social cooperation is organized in light of the difference principle; the point is just that citizens realize a distinctive form of solidarity insofar as social cooperation is organized in light of the principle of common interest. In the latter case, they realize a more communal form of solidarity, as citizens set their private interests aside to focus on common interests and citizens attach no special significance to the distinctions between different groups. A more communal form of solidarity answers better to the social dimension of the political relationship and this may be one reason why Rawls favors a form of public reasoning in which the principle of common interest governs “matters which concern the interests of everyone and in regard to which distributive effects are immaterial or irrelevant” (1971 [1999: 82–83]).

In the vast literature on the common good, several topics stand out as important subjects of concern. One important topic is democracy. Democracy figures prominently in philosophical reflection about the common good because there is broad agreement among philosophers—though by no means universal agreement!—that a private society would be defective in terms of the way that members make collective decisions. Collective decision-making in a political community must unfold in its public life, that is, in the sphere of interaction in which citizens transcend their own private concerns and reason from the standpoint of the common good.

On some accounts of democracy, citizens are not required to take up the perspective of the common good. According to pluralism, for example, democracy is best understood as a collective decision-making process that disperses power and influence among many different groups in society (see Dahl 1956 and 1989). Citizens each have their own private interests and groups of citizens with similar interests advance these interests in various rule-making forums. The overall process is essentially a form of bargaining, where each group strategically trades concessions with other groups in order to maximize the satisfaction of their policy preferences. A properly ordered democratic regime will maintain fair bargaining conditions, where all important groups are able to exercise a meaningful degree of influence on the collective decisions that affect their interests. But on the pluralist view no one needs to take an interest in the common affairs of the community: each citizen may care only about her own private affairs, entering the public forum to advance her private interests against the interests of others.

Many philosophers criticize pluralism and other similarly privatized views of democratic reasoning because these views fail to capture an important aspect of political life. As Jeremy Waldron notes, citizens often vote on the basis of something other than their own private interests:

People often vote on the basis of what they think is the general good of society. They are concerned about the deficit, or about abortion, or about Eastern Europe, in a way that reflects nothing more about their own personal interests than that they have a stake in the issues. Similarly, the way they vote will usually take into account their conception of the special importance of certain interests and liberties. (Waldron 1990 [1993: 408])

Many critics also contend that pluralism does not distinguish properly between the form of practical reasoning appropriate to democratic decision-making and the form that is appropriate in market contexts. Managers in a firm may justify one business strategy over another on the grounds that this strategy will improve the bottom line for the firm, taking no account of how the strategy might harm competitors or other groups. But citizens in a democratic process are not supposed to reason this way:

…it is a political convention of a democratic society to appeal to the common interest. No political party publicly admits to pressing for legislation to the disadvantage of any recognized social group. (Rawls 1971 [1999: 280])

If a privatized approach to democratic decision-making is morally defective, what exactly is the problem? What is wrong with citizens assessing laws and voting on laws based on how well these will serve their private interests?

One prominent line of reasoning in democratic theory appeals to an epistemic conception of democracy (e.g., Rousseau 1762b; J. Cohen 1986). According to this view, there is an independent standard of correctness for legislation, which says that laws must serve common interests. Democratic decision-making is a requirement of political morality because the legislative process is more likely to generate laws that meet the standard when the process is democratic. Moreover, a democratic process is more likely to generate laws that meet the standard when those taking part in the process are actually trying to identify laws that meet the standard. So citizens taking part in the democratic process should assess legislative proposals in terms of how well these proposals serve common interests because this is the best way to identify and enact laws that are justified.

The other main line of reasoning in democratic theory appeals to a deliberative conception of democracy (J. Cohen 1996, 2009; Habermas 1992; Gutman & Thompson 1996). According to Joshua Cohen’s deliberative conception, political morality requires citizens to make binding collective decisions through a process of public reasoning in which citizens recognize one another as equal members of the political community (J. Cohen 1989, 1996). The process of public reasoning requires that each citizen should offer reasons to convince others to adopt a legislative proposal, where these reasons are reasons that she could properly expect others to accept, given the facts of reasonable pluralism.

Cohen argues that the ideal of deliberative democracy, as he understands it, provides a compelling account of the common good orientation of democratic decision-making (1996 [2009: 168–170]). No citizen could reasonably expect others to accept a legislative proposal simply because it serves her own interests, so there is a basic requirement that any legislative proposal must be responsive to the interests of all citizens. Furthermore, the background idea that citizens are equal members of the political community imposes an additional requirement. Citizens

can reject, as a reason within [the] process, that some are worth less than others or that the interests of one group are to count less than the interests of other groups. (1996 [2009: 169])

This constraint on acceptable reasons leads to a substantive requirement that legislation must be consistent with a public understanding of the common good that treats people as equals in the relevant sense.

Cohen cites Rawls’s difference principle as one example of a public understanding of the common good that satisfies the relevant requirement.

Treating equality as a baseline, [the difference principle] requires that inequalities established or sanctioned by state action must work to the maximal advantage of the least advantaged. That baseline [i.e., equality] is a natural expression of the constraints on reasons that emerge from the background equal standing of citizens: it will not count as a reason for a system of policy that that system benefits the members of a particular group singled out by social class or native talent or any other feature that distinguishes among equal citizens. […In addition, the principle] insists, roughly speaking, that no one be left less well off than anyone needs to be—which is itself a natural expression of the deliberative conception. (J. Cohen 1996 [2009: 169–170])

Note that Cohen argues here for a “distributive” rather than a “communal” conception of the common good (see section 7 above). On Cohen’s view, members of a political community have a relational obligation to provide one another with a set of facilities that answers to everyone’s sectional interests in the way that a certain distributive principle prescribes (i.e. the difference principle). This differs from a communal conception, which does not conceive of the relational obligation of citizens in terms of a distributive principle.

Cohen is probably right that the difference principle is a natural expression of the deliberative ideal against the background of an assumption that all citizens are equal members of the political community. But defenders of a communal conception might argue that the political relationship among citizens has a social dimension that goes beyond equal membership in the political community. Like the relationship among friends or among members of a sports team, the political relationship must be understood to impose obligations on people that embody relational ideals such as solidarity and mutuality. This means that the political relationship may require citizens to reason with each other in ways that embody these values. For instance, the political relationship may require citizens to set their private and sectional interests aside in certain deliberative contexts in order to focus on their common interests as citizens. An implicit concern for social ideals such as solidarity and mutuality may be one reason why Rawls identifies the common good with the principle of common interest and gives this principle a special role to play in political reasoning.

Many philosophers agree that citizens must transcend their private concerns when they take part in the political process. But some philosophers believe that there are other aspects of social life in which citizens have a relational obligation to transcend their private concerns. Two especially prominent examples in the literature involve burden sharing and resource pooling. Michael Walzer’s discussion of conscription and national defense highlights several important issues (1983: 64–71, 78–91, 97–9, and 168–70; see also Walzer 1970).

When a foreign power threatens the constitutional order in a liberal democracy, political morality seems to direct citizens to defend the order in a particular way. Citizens must approach national defense as a communal enterprise in which they organize themselves to achieve a certain common level of security together through various forms of burden sharing and resource pooling. Burden sharing, in this case, requires every member of the community to participate in some way in carrying the collective burden of fighting the threat. Some citizens will do the actual fighting, but others will contribute by treating the wounded, developing weapons, taking care of children, sending care packages to soldiers, rationing essential resources, and so on.

The moral importance of burden sharing comes out most clearly when we consider certain highly privatized ways of organizing national defense. Consider, for example, a market based approach. A political community might allow entrepreneurs to set up “protection agencies” that would act as firms, hiring mercenaries, buying weapons, and selling varying levels of protection to individual citizens based on their preferences and their ability to pay (see Nozick 1974). Even if it were possible to defend people’s constitutional liberties through a mechanism of this kind, [ 21 ] political morality seems to rule it out. One reason is that the market scheme would allow citizens who are wealthy enough to buy protection services for themselves, but then leave it to others to face the actual dangers of combat. This would violate the communal ideal that all citizens must share in some way in carrying the collective burden of defending the community (see Walzer 1983: 98–9 and 169).

Another problem with a highly privatized approach to national defence has to do with the injured. When soldiers get injured in combat, their injuries have a different moral status as compared to the injuries that they might suffer if they decide to do things as private individuals like ride a motorcycle or work in a circus. The difference is that combat injuries are not private injuries that citizens must bear as private persons. Even in the case where soldiers volunteer for combat, they perform a public service and we treat their injuries as part of a collective burden that the community as a whole must bear, e.g., by providing medical care and rehabilitation services to the wounded free of charge.

The communal ideal of public service and burden sharing might extend beyond national defence to other forms of socially necessary work that is difficult or dangerous.

Miners today are free citizens, but we might think of them…as citizens in the service of the nation. And then we might treat them as if they were conscripts, not sharing their risks, but sharing the costs of the remedy: research into mine safety, health care designed for their immediate needs, early retirement, decent pensions, and so on. (Walzer 1983: 170)

A more extensive application of the communal ideal might require citizens to treat the burdens associated with other occupations as parts of a shared social burden, including the burdens faced by police officers, firefighters, teachers, day care workers, nurses, nursing home workers, and so on (cf. Brennan & Jaworski 2015).

Besides burden sharing, resource pooling is another way that citizens may organize their activities in light of the common good. Many facilities in a modern liberal democracy serve common interests, including the armed forces, public health services, and the education system. These facilities require material resources, and this raises an array of questions about how to generate these resources and incorporate them into the pool of assets that serve common interests.

Aristotle favors an approach that works through private ownership. In Plato’s Republic , almost all of the resources held by the guardians are held as collective assets that the guardians may use for the sake of the common interest of the community. [ 22 ] Importantly, because the guardians hold almost nothing as private property, they do nothing that is analogous to the choices that a group of friends might make on a camping trip to voluntarily pool their resources for the sake of common interests. In other words, the guardians do not express their concern for the members of the community through gifts, donations or other forms of private contribution. Partly for this reason, Aristotle favors an arrangement in which citizens have private ownership and control over assets and a civic obligation to pool these assets for the sake of common interests (see Kraut 2002: 327–56). For example, if the community faces a naval threat, wealthy citizens in Aristotle’s ideal community would be responsible for building warships and contributing these ships to the war effort.

Aristotle’s view draws attention to an important set of questions in contemporary market societies. The civic obligation he has in mind comes closest to our notion of private philanthropy. But is private philanthropy really the right way for a community to maintain common facilities for the sake of common interests? In 2015, Mark Zuckerberg, the billionaire founder of Facebook, announced that he would donate 99% of his shares in the company to charitable causes, including public education (Kelly 2015). From Aristotle’s point of view, this reflects well on our society: our institutions put wealth in private hands, thereby allowing citizens to make meaningful choices to pool their wealth for common interests. But many would argue that our arrangements are seriously defective insofar as they put some individuals in a position to control a private fortune worth over $45 billion, even if these individuals will eventually devote these resources to common interests. Plato is on to something when he says that political solidarity requires that social institutions channel some wealth directly into the public domain. But Plato seems to go too far in the other direction, and this leaves us with an important set of questions about when society should pool resources through the state and when society should pool resources through private philanthropy.

A third important topic in philosophical reflection about the common good is the market. Citizens have a relational obligation to care about certain common interests, and social coordination through markets can draw citizens into a pattern of production activity and consumption activity that answers to these interests. For example, markets can lead citizens to make better use of land and labor in society, thereby generating more resources for everyone to use in pursuing their various ends. The problem is that market coordination involves a privatized form of reasoning, and the proper functioning of the market may require citizens not to reason from the standpoint of the common good.

To illustrate, suppose that a society uses markets to coordinate the education of citizens (see Friedman 1962). A system of for-profit schools would operate as firms, hiring teachers, buying computers, and selling education services to the public. Parents, in turn, would act as consumers, buying the best education for their children at the lowest cost. Each citizen in this arrangement would reason from the standpoint of her own private concerns: as school managers, citizens would aim to maximize profits, and as parents, citizens would aim to get the best education for their children at the lowest cost. No one would act out of a concern for the education system as a shared facility that serves common interests. In fact, the market may require citizens to avoid this perspective. After all, to lower costs effectively, school managers must not show too much concern for the education of their students. And in order to improve the education of their own children, parents must not show too much concern for the education of other people’s children.

We can divide the philosophical debate into two camps. The first camp says that market society—i.e., a social order that relies extensively on markets to coordinate social life—is compatible with the requirements of the political relationship. Theorists in this camp include Adam Smith (1776), G.W.F. Hegel (1821), John Rawls (1971), Michael Sandel (2009) and perhaps Michael Walzer (1983). We might also include deliberative democrats such as Jürgen Habermas (1992) and Joshua Cohen (Cohen & Sabel 1997). [ 23 ]

As an example of someone in the first camp, consider Hegel (1821) and his view of the market. Hegel follows Adam Smith in thinking that the market draws citizens into a pattern of specialization that serves common interests. The market does this through prices. Each citizen finds that she can do better for herself by developing her talents and selling her labor at the going rate, then buying the goods that she needs from others. But following price signals involves a form of reasoning that is focused only on private interests, not the common good. As a result, it is essential, on Hegel’s view, that the realm of market activity must be integrated into a wider political community. As members of a political community, citizens (or at least some citizens) discuss their common interests in the public sphere, vote in elections, and find their views represented in legislative deliberations that shape an official conception of the common good. This official conception shapes the laws and guides the government in managing the economy. So even if citizens do not reason from the standpoint of the common good as market actors, their lives as a whole are organized by a form of reasoning that is focused on maintaining shared facilities for the sake of common interests.

The other camp in the disagreement says that market society is not compatible with the requirements of the political relationship. Theorists in this camp include Aristotle (see Pol. 1256b39–1258a17), Rousseau (1762b), Marx (1844, 1867), and G.A. Cohen (2009). Marx’s view provides an interesting contrast to Hegel’s.

Marx agrees with Hegel that members of a political community must organize their activities in light of a conception of the common good. But he does not think that members live up to the ideal if most of them never actually reason from this standpoint. A political community must be “radically democratic” in the sense that ordinary citizens participate directly in the collective effort to organize social life by appeal to a conception of the common good (Marx 1844). What makes social coordination through markets problematic is that market actors are drawn into certain patterns of activity through prices, which means that they never actually reason with each other in terms of the common good. On Marx’s view, a properly ordered political community would move beyond this opaque form of social coordination:

The life-process of society, which is based on the process of material production, does not strip off its mystical veil until it is treated as production by freely associated men, and is consciously regulated by them in accordance with a settled plan. (Marx 1867 [1967:84]).

In a properly ordered political community, members will transcend the authoritarian mysticism of price coordination and organize their production and consumption activities through an open and transparent process of reasoning that makes explicit to everyone how their activities serve common interests.

Many contemporary issues in political philosophy revolve around questions about the market and the standpoint of the common good. Most theorists today hold views that fall somewhere between the two camps I just described: they argue for some more nuanced view about when citizens are supposed to adopt a privatized perspective and when they must reason from the standpoint of the common good.

When it comes to corporations and corporate executives, for example, Thomas Christiano (2010) argues for a certain kind of socially conscious orientation: corporate leaders must reason from the standpoint of the common good at least in limiting their strategic pursuit of private objectives in a way that is consistent with the broader social objectives established by democratic majorities. [ 24 ] Joseph Heath (2014) argues for a more limited view, such that market actors must not take a purely privatized perspective in cases where externalities and other market failures would prevent the market process from generating attractive results. A great deal of work remains to be done when it comes to other aspects of market life that may require citizens to reason from a more socially conscious perspective, particularly when it comes to labor rights, political liberties and climate change.

Another important set of contemporary issues has to do with competition. Market coordination typically works through a process in which citizens compete with one another for important goods. In the United States, for instance, labor market participants compete for jobs that substantially determine who gets access to different levels of income, and by extension, different levels of health care, police protection, consideration in the justice system, and political influence. As citizens square off against each other, each one strives to secure important goods for herself, knowing that her activities will—if successful—effectively deprive some other citizen of these same goods. In this way, labor market competition requires citizens to act with an extreme form of disregard for how their actions affect one another’s basic interests.

Many philosophers believe that the antagonistic structure of market competition is inconsistent with the relational obligation that members of a political community have to care about certain common interests. G.A. Cohen (2009: 34–45) articulates the problem in terms of a “socialist principle of community” that rules out social arrangements that require people to view one another simply as obstacles that must be overcome. Hussain (forthcoming) takes a more moderate view, arguing that there is a difference between a “friendly competition” and a “life or death struggle”. The political relationship allows for a certain degree of competition among citizens, but it limits how severely institutions can pit citizens against each other when it comes to goods that are part of the common good, e.g., health care, education, and the social bases of self-respect.

This article has covered the main points of agreement and disagreement among different conceptions of the common good, as well as a few central topics of concern. Let me conclude by saying something about the relation between the common good and social justice.

Consider the case of friendship. Friendship is a social relationship that requires those who stand in the relationship to think and act in ways that embody a particular form of mutual concern. The relevant form of concern incorporates the basic requirements of morality—i.e., what Scanlon (1998) calls “the morality of right and wrong”—as friends must not lie to each other, assault each other, or take unfair advantage of each other. But even strangers are required to conform to these basic moral standards. What distinguishes friendship is that the form of mutual concern it involves goes beyond basic morality and requires friends to maintain certain patterns of conduct on the grounds that these patterns serve certain common interests.

Members of a political community stand in a social relationship, and this relationship also requires them to think and act in ways that embody a certain form of mutual concern. The common good defines this form of concern. The common good incorporates certain basic requirements of social justice, as citizens must provide one another with basic rights and freedoms and they must not exploit each other. But the common good goes beyond the basic requirements of justice because it requires citizens to maintain certain patterns of conduct on the grounds that these patterns serve certain common interests.

The analogy with friendship should make it clear that the common good is distinct from, but still closely related to social justice. According to most of the major traditional views, the facilities and interests that members of a political community have a relational obligation to care about are partly defined in terms of social justice. For instance, Rousseau (1762b), Hegel (1821) and Rawls (1971) all hold that a basic system of private property is both a requirement of justice and an element of the common good. Similarly, in Natural Law and Natural Rights , Finnis holds that respect for human rights is a requirement of justice and that “the maintenance of human rights is a fundamental component of the common good” (1980: 218). But the common good goes beyond the requirements of justice because (1) it describes a pattern of inner motivation, not just a pattern of outer conduct and (2) it may incorporate facilities and interests that are not general requirements of justice.

All of this leaves us with some important questions. Many contemporary social issues turn on disagreements about when citizens may take up a privatized perspective and when they must reason from the standpoint of the common good. Social justice is often silent on these issues because people could, in principle, act as justice requires, whether they are moved by a scheme of private incentives or by a concern for common interests. These social issues are best understood as turning on disagreements about the nature of the political relationship and the form of mutual concern that it requires. Philosophical reflection has an important role to play in shedding light on this relationship and what it requires of us beyond what we owe to each other as a matter of justice.

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How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

• Simply philosophy , a blog with a good Ted Talk on the economy for the common good.
• The Concept of the Common Good , working paper by Maximilian Jaede (University of Edinburgh), at the British Academy project.
• The Common Good , Section II of Article 2, from Part Three, Section One, Chapter Two of Catechism of the Catholic Church , maintained by the Vatican. (Contains an important religious statement about the common good.)
• Catechism Commentary: The Common Good , post by David Cloutier (Theology, Catholic University of America) at Catholic Moral Theology website.
• Economy for the Common Good , a volunteer organization that advocates a model for a market economy organized around the idea of the common good.
• The Economy for the Common Good , paper by Christian Felber (Vienna University of Economics and Business) and Gus Hagelberg (Coordinator for International Expansion of the Economy for the Common Good), at the Next System Project website.
• Catholic Healthcare and the Common Good , by Rev. Charles E. Bouchard, OP, S.T.D., at the Catholic Health Association website. (Catholic statement about the common good in the context of doctor-patient relations.)
• Government And The Common Good , a resolution by the American Federation of Teachers.

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The Common Good

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Commenting on the many economic and social problems that American society confronts, Newsweek columnist Robert J. Samuelson once wrote: "We face a choice between a society where people accept modest sacrifices for a common good or a more contentious society where groups selfishly protect their own benefits." The common good has been an important ethical concept in a society that has encouraged many to "look out for Number 1."

Appeals to the common good have also surfaced in discussions of business' social responsibilities, discussions of environmental pollution, discussions of our lack of investment in education, and discussions of the problems of crime and poverty. Everywhere, it seems, social commentators are claiming that our most fundamental social problems grow out of a widespread pursuit of individual interests.

What exactly is "the common good", and why has it come to have such a critical place in current discussions of problems in our society? The common good is a notion that originated over two thousand years ago in the writings of Plato, Aristotle, and Cicero. More recently, the ethicist John Rawls defined the common good as "certain general conditions that are...equally to everyone's advantage". The Catholic religious tradition, which has a long history of struggling to define and promote the common good, defines it as "the sum of those conditions of social life which allow social groups and their individual members relatively thorough and ready access to their own fulfillment." The common good, then, consists primarily of having the social systems, institutions, and environments on which we all depend work in a manner that benefits all people. Examples of particular common goods or parts of the common good include an accessible and affordable public health care system, an effective system of public safety and security, peace among the nations of the world, a just legal and political system, an unpolluted natural environment, and a flourishing economic system. Because such systems, institutions, and environments have such a powerful impact on the well-being of members of a society, it is no surprise that virtually every social problem in one way or another is linked to how well these systems and institutions are functioning.

As these examples suggest, the common good does not just happen. Establishing and maintaining the common good require the cooperative efforts of some, often of many, people. Just as keeping a park free of litter depends on each user picking up after himself, so also maintaining the social conditions from which we all benefit requires the cooperative efforts of citizens. But these efforts pay off, for the common good is a good to which all members of society have access, and from whose enjoyment no one can be easily excluded. All persons, for example, enjoy the benefits of clean air or an unpolluted environment, or any of our society's other common goods. In fact, something counts as a common good only to the extent that it is a good to which all have access.

It might seem that since all citizens benefit from the common good, we would all willingly respond to urgings that we each cooperate to establish and maintain the common good. But numerous observers have identified a number of obstacles that hinder us, as a society, from successfully doing so.

First, according to some philosophers, the very idea of a common good is inconsistent with a pluralistic society like ours. Different people have different ideas about what is worthwhile or what constitutes "the good life for human beings", differences that have increased during the last few decades as the voices of more and more previously silenced groups, such as women and minorities, have been heard. Given these differences, some people urge, it will be impossible for us to agree on what particular kind of social systems, institutions, and environments we will all pitch in to support.

And even if we agreed upon what we all valued, we would certainly disagree about the relative values things have for us. While all may agree, for example, that an affordable health system, a healthy educational system, and a clean environment are all parts of the common good, some will say that more should be invested in health than in education, while others will favor directing resources to the environment over both health and education. Such disagreements are bound to undercut our ability to evoke a sustained and widespread commitment to the common good. In the face of such pluralism, efforts to bring about the common good may lead to adopting or promoting the views of some, while excluding others.  This has led some to argue the common good is an unachievable goal.

A second problem encountered by proponents of the common good is what is sometimes called the "free-rider problem". The benefits that a common good provides are, as we noted, available to everyone, including those who choose not to do their part to maintain the common good. Individuals can become "free riders" by taking the benefits the common good provides while refusing to do their part to support the common good. An adequate water supply, for example, is a common good from which all people benefit. But to maintain an adequate supply of water during a drought, people must conserve water, which entails sacrifices. Some individuals may be reluctant to do their share, however, since they know that so long as enough other people conserve, they can enjoy the benefits without reducing their own consumption. If enough people become free riders in this way, the common good which depends on their support will be destroyed. Many observers believe that this is exactly what has happened to many of our common goods, such as the environment or education, where the reluctance of all person to support efforts to maintain the health of these systems has led to their virtual collapse.

The third problem encountered by attempts to promote the common good is that of individualism. our historical traditions place a high value on individual freedom, on personal rights, and on allowing each person to "do her own thing". Our culture views society as comprised of separate independent individuals who are free to pursue their own individual goals and interests without interference from others. In this individualistic culture it is difficult, perhaps impossible, to convince people that they should sacrifice some of their freedom, some of their personal goals, and some of their self-interest, for the sake of the "common good". American cultural traditions, in fact, reinforce the individual who thinks that she should not have to contribute to the community's common good, but should be left free to pursue her own personal ends.

Finally, appeals to the common good are confronted by the problem of an unequal sharing of burdens. Maintaining a common good often requires that particular individuals or particular groups bear costs that are much greater than those borne by others. Maintaining an unpolluted environment, for example, may require that particular firms that pollute install costly pollution control devices, undercutting profits. Making employment opportunities more equal may require that some groups, such as white males, limit for a time their own employment chances. Making the health system affordable and accessible to all may require that insurers accept lower premiums, that physicians accept lower salaries, or that those with particularly costly diseases or conditions forego the medical treatment on which their live depend. Forcing particular groups or individuals to carry such unequal burdens "for the sake of the common good", is, at least arguably, unjust. Moreover, the prospect of having to carry such heavy and unequal burdens leads such groups and individuals to resist any attempts to secure common goods.

All of these problems pose considerable obstacles to those who call for an ethic of the common good. Still, appeals to the common good ought not to be dismissed. For they urge us to reflect on broad questions concerning the kind of society we want to become and how we are to achieve that society. They also challenge us to view ourselves as members of the same community and, while respecting and valuing the freedom of individuals to pursue their own goals, to recognize and further those goals we share in common.

This article appeared originally in Issues in Ethics V5, N1 (Spring 1992). It was updated in August 2018.

What Is the Common Good in Political Science? Definition and Examples

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“Common good” in political science refers to anything that benefits and is naturally shared by all members of a given community, compared to things that benefit the private good of individuals or sectors of society. In some cases, securing things serving the common good requires collective action and participation in the political process.

Key Takeaways: The Common Good

• The “common good” refers to those facilities or institutions that benefit all members of a given community.
• The common good contrasts with those things that benefit only specific individuals or parts of the community.
• Examples of elements making up the common good include basic rights and freedoms, police and fire departments, national defense, courts of law, highways, public schools, safe food and water, and natural resources.
• In most cases, providing the elements of the common good requires a degree of individual sacrifice such as the payment of new or higher taxes. 
• Today, many impactful social problems are caused by the lack or failure of essential elements of the common good. 

Common Good Definition

As normally used today, the phrase “common good” refers to those facilities or institutions that all or most members of a community agree are necessary to satisfy certain interests they have in common. A few of the things making up the common good in a modern democracy might include basic rights and freedoms , a transportation system , cultural institutions, police and public safety, a judicial system , an electoral system , public education, clean air and water, safe and ample food supply, and national defense. For example, people might say, “The new bridge will serve the common good,” or “We will all profit from the new convention center.” Because the systems and facilities of the common good impact all members of the society, it stands to reason that most social problems are in some way tied to how well or poorly these systems and facilities are working.

From an economic and philosophical standpoint, it is assumed that providing for the common good will require a degree of sacrifice by many members of the society. Such sacrifice often comes in the form of paying higher taxes or costs of industrial production. In an article on economic and social problems in American society, Newsweek columnist Robert J. Samuelson once wrote, “We face a choice between a society where people accept modest sacrifices for a common goal or a more contentious society where groups selfishly protect their own benefits.” Many times, achieving the common good in modern societies requires overcoming the human tendency to “look out for Number One first.” 

Despite its increasing importance in modern society, the concept of the common good was first mentioned over two thousand years ago in the writings of Plato , Aristotle , and Cicero . As early as the second century AD, Catholic religious tradition defined the common good as “the sum of those conditions of social life which allow social groups and their individual members relatively thorough and ready access to their own fulfillment.”

Jean-Jacques Rousseau in 'The Social Contract'

In his 1762 book The Social Contract , Swiss philosopher, writer, and political theorist Jean-Jacques Rousseau argues that in successful societies, the “general will” of the people will always be directed toward achieving the collectively agreed common good. Rousseau contrasts the will of all—the total of the desires of each individual—with the general will—the “one will which is directed towards their common preservation and general well-being.” Rousseau further contends that political authority, in the form of laws, will be viewed as legitimate and enforceable only if it is applied according to the general will of the people and directed toward their common good.

Adam Smith in 'Wealth of Nations'

Scottish philosopher and economist Adam Smith , in his classic 1776 book Wealth of Nations , argues that in systems of “natural liberty” where people are allowed through the “ invisible hand ” of a free-market economy to pursue their own self-interest, “Individual ambition serves the common good.” In saying this, Smith contends that “universal opulence which extends itself to the lowest ranks of the people,” will ultimately result in the advancement of the common good.

John Rawls in 'Theory of Justice'

Much like Aristotle, American moral and political philosopher John Rawls considered the public common good to be the heart of a healthy moral, economic, and political system. In his 1971 book Theory of Justice , Rawls defines the common good as “certain general conditions that are … equally to everyone’s advantage.” In this context, Rawls equates the common good to the combination of equally shared social conditions, such as basic liberties and fair economic opportunity, that come with citizenship.

Like Adam Smith, Rawls further contends that for the common good to be realized, the society bears a shared responsibility to ensure that the well-being of the least economically advantaged class is maintained. Indeed, his Second Principle of Justice provides that for the common good to be persevered, all social and economic inequalities must be prioritized so that they are “of the greatest benefit to the least-advantaged members of society,” and that policymaking “offices and positions must be open to everyone under conditions of fair equality of opportunity.”

Practical Modern Examples

Achieving a common good has always required a degree of individual sacrifice. Today, the trade-offs and sacrifices necessary for the common good often involve paying taxes, accepting personal inconvenience, or giving up certain long-held cultural beliefs and privileges. While occasionally offered voluntarily, these sacrifices and trade-offs are usually incorporated into laws and public policy. Some modern examples of the common good and the sacrifices involved in achieving them include:

Public Infrastructure Improvement

More often than not, public infrastructure improvements—such as safer and more convenient highways and public transportation facilities; new water, sewer, and power lines; dams and reservoirs; and cultural facilities—requires the payment of new or increased taxes. Additionally, eminent domain laws give the government the right to seize private property, in exchange for just compensation, when the property is needed for infrastructure facilities serving the common good like public schools, parks, transit operations, and public utilities. In 2005, the U.S. Supreme Court, in the case of Kelo v. City of New London, expanded the reach of eminent domain to allow governments to seize private property to be used for the redevelopment or revitalization of economically depressed areas. In this decision, the Court further defined the term “public use” to describe public benefit or general welfare, long considered elements of the common good.

Civil Rights and Racial Equality

In the realm of sacrificing assumed privileges and deeply-seated cultural beliefs for the common good, few examples stand out like the struggle for racial equality and civil rights in the United States. Even after the Civil War , and the end of the enslavement of Black people through the Emancipation Proclamation and the 13th Amendment , implementing the cultural sacrifices demanded by the civil rights movement of the 1960s did not come without extensive government intervention. Rarely occurring voluntarily, surrendering long-held vestiges of “ white privilege ” required the force of law applied on a historic scale, including the passage of the Civil Rights Act of 1964 , the Voting Rights Act of 1965 , and the Fair Housing Act of 1968 .

Environmental Quality

Today there is little debate that clean air and water, along with an abundance of natural resources, benefit the common good. However, the process of ensuring environmental quality has historically and is likely to continue to require government intervention coupled with individual sacrifice. Since the early 1960s, Americans have expressed increasing concern over the detrimental impact of industrial growth on the environment. These concerns were addressed through the hard-fought passage of a series of laws including the Clean Air Act of 1963 ; the Clean Water Act of 1972 ; the Endangered Species Act of 1973 ; and the Safe Drinking Water Act of 1974 . Applying these laws and the hundreds of often controversial federal regulations necessary to enforce them results in considerable economic sacrifice on the part of the industrial sector. For example, automobile manufactures have been forced to comply with a series of costly fuel economy and air pollution regulations. Yet, environmentalists argue that the government bears a societal obligation to protect the natural environment for the common good, even if doing so requires the sacrifice of some economic growth.

Sources and Further Reference

• Velasquez, Manuel, et al. “The Common Good.” Markkula Center for Applied Ethics , August 2, 2014, https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/the-common-good/.
• Skousen, Mark. “It All Started with Adam.” Foundation for Economic Education , May 1, 2001, https://fee.org/articles/it-all-started-with-adam/.
• Samuelson, Robert J. “How Our American Dream Unraveled.” Newsweek , March 1, 1992, https://www.newsweek.com/how-our-american-dream-unraveled-195900.
• Tierney, William G. “Governance and the Public Good.” State University of New York Press , 2006, https://muse.jhu.edu/book/5104.
• Reich, Robert B. “The Common Good.” Knopf, February 20, 2018, ISBN: 978-0525520498
• Rawls, John. “Theory of Justice.” Harvard University Press, 1971, ISBN: 0674000781.
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How to Write the Common Application Essays 2023-2024 (With Examples)

The Common App essay is one of the most important parts of your application, but it can be extremely daunting if you’re not familiar with creative writing or what admissions officers are looking for.

In this blog post, we’ll provide advice on how to break down these prompts, organize your thoughts, and craft a strong, meaningful response that admissions officers will notice. If you’d like more free personalized help, you can get your essays reviewed and explore school-by-school essay help on CollegeVine.

Why the Common App Essay Matters

Admissions is a human process. While admissions committees look at grades, test scores, and extracurriculars, there are five students that have great qualifications in those areas for every spot in a university’s class. As an applicant, you need an admissions counselor to choose you over everyone else — to advocate specifically for you. 

This is where essays come in; they are an opportunity for you to turn an admissions counselor into an advocate for your application! Of your essays, the Common App is the most important since it is seen by most of the colleges to which you apply. It is also your longest essay, which gives you more space to craft a narrative and share your personality, feelings, and perspective.

It’s not hyperbole to say that getting the Common App essay right is the single most important thing you can do to improve your chances of admission as a senior. 

Overview of the Common App

The Common App essay is the best way for admissions committees to get to know you. While SAT scores, your past course load, and your grades provide a quantitative picture of you as a student, the Common App essay offers adcoms a refreshing glimpse into your identity and personality. For this reason, try to treat the essay as an opportunity to tell colleges why you are unique and what matters to you.

Since your Common App essay will be seen by numerous colleges, you will want to paint a portrait of yourself that is accessible to a breadth of institutions and admissions officers (for example, if you are only applying to engineering programs at some schools, don’t focus your Common App on STEM at the expense of your other applications — save that for your supplemental essays).

In short, be open and willing to write about a topic you love, whether it is sports, music, politics, food, or watching movies. The Common App essay is more of a conversation than a job interview.

What Makes a Great Common App Essay?

A great Common App essay is, first and foremost, deeply personal. You are relying on the admissions committee to choose you over someone else, which they are more likely to do if they feel a personal connection to you. In your essay, you should delve into your feelings, how you think about situations/problems, and how you make decisions.

Good essays also usually avoid cliche topics . A couple overdone themes include an immigrant’s journey (particularly if you’re Asian American), and a sports accomplishment or injury. It’s not that these topics are bad, but rather that many students write about these subjects, so they don’t stand out as much. Of course, some students are able to write a genuine and unique essay about one of these topics, but it’s hard to pull off. You’re better off writing about more nuanced aspects of your identity!

You should also, of course, pay close attention to your grammar and spelling, use varied sentence structure and word choice, and be consistent with your tone/writing style. Take full advantage of the available 650 words, as writing less tends to mean missed opportunities.

Finally, it’s a good practice to be aware of your audience – know who you are writing for! For example, admissions officers at BYU will probably be very religious, while those at Oberlin will be deeply committed to social justice.

See some examples of great Common App essays to get a better idea of what makes a strong essay.

How your Common App Essay Fits with Your Other Essays

The Common App is one part of a portfolio of essays that you send to colleges, along with supplemental essays at individual colleges. With all of your essays for a particular college, you want to create a narrative and tell different parts of your story. So, the topics you write about should be cohesive and complementary, but not repetitive or overlapping. 

Before jumping in to write your Common App essay, you should think about the other schools that you’re writing essays for and make sure that you have a strategy for your entire portfolio of essays and cover different topics for each. If you have strong qualifications on paper for the colleges you are targeting, the best narratives tend to humanize you. If you have weaker qualifications on paper for your colleges, the best narratives tend to draw out your passion for the topics or fields of study that are of interest to you and magnify your accomplishments. 

Strategy for Writing the Common App Essays

Because the Common App essay is 650 words long and has few formal directions, organizing a response might seem daunting. Fortunately, at CollegeVine, we’ve developed a straightforward approach to formulating strong, unique responses.

This section outlines how to: 1) Brainstorm , 2) Organize , and 3) Write a Common App essay.

Before reading the prompts, brainstorming is a critical exercise to develop high-level ideas. One way to construct a high-level idea would be to delve into a passion and focus on how you interact with the concept or activity. For example, using “creative writing” as a high-level idea, one could stress their love of world-building, conveying complex emotions, and depicting character interactions, emphasizing how writing stems from real-life experiences.

A different idea that doesn’t involve an activity would be to discuss how your personality has developed in relation to your family; maybe one sibling is hot-headed, the other quiet, and you’re in the middle as the voice of reason (or maybe you’re the hot-head). These are simply two examples of infinitely many ideas you could come up with.

To begin developing your own high-level ideas, you can address these Core Four questions that all good Common App essays should answer:

• “Who Am I?”
• “Why Am I Here?”
• “What is Unique About Me?”
• “What Matters to Me?”

The first question focuses on your personality traits — who you are. The second question targets your progression throughout high school (an arc or journey). The third question is more difficult to grasp, but it involves showing why your personality traits, methods of thinking, areas of interest, and tangible skills form a unique combination. The fourth question is a concluding point that can be answered simply, normally in the conclusion paragraph, i.e., “Running matters to me” or “Ethical fashion matters to me.”

You can brainstorm freeform or start with a specific prompt in mind.

Sometimes, it can be helpful to start by jotting down the 3-5 aspects of your personality or experiences you’ve had on a piece of paper. Play around with narratives that are constructed out of different combinations of these essential attributes before settling on a prompt. 

For example, you might note that you are fascinated by environmental justice, have had success in Model Congress, and are now working with a local politician to create a recycling program in your school district. You may also have tried previous initiatives that failed. These experiences could be constructed and applied to a number of Common App prompts. You could address a specific identity or interest you have associated with public advocacy, discuss what you learned from your failed initiatives, explore how you challenged the lack of recycling at your school, fantasize about solving waste management issues, etc. 

Selecting a prompt that you identify with

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

Perhaps you had been a dedicated and active member of your school’s debate team until one of your parents lost their jobs, leaving you unable to afford the high membership and travel dues. You decided to help out by getting a job after school, and responded to your familial hardship with grace and understanding (as opposed to anger). A few months later, and after speaking with your former debate coach and your parents, you set up a system to save up for your own trips so that you could still participate in debate!

In general, the most common mistake CollegeVine sees with Common App essays is that they aren’t deeply personal. Your essay should be specific enough that it could be identified as yours even if your name wasn’t attached. 

If you get stuck, don’t worry! This is very common as the Common App is often the first personal essay college applicants have ever written. One way of getting unstuck if you feel like you aren’t getting creative or personal enough is to keep asking yourself “why”

For example: I love basketball…

• Because I like having to think on the fly and be creative while running our offense.

It can often help to work with someone and bounce ideas off them. Teachers are often a bad idea – they tend to think of essays in an academic sense, which is to say they often fail to apply the admissions context. Further, it is unlikely that they know you well enough to provide valuable insight. Friends in your own year can be a good idea because they know you, but you should be careful about competitive pressures applying within the same high school. Older friends, siblings, or neighbors who have successfully navigated the admissions process at your target universities (or good universities) strike that medium between no longer being competitive with you for admissions but still being able to help you brainstorm well because they know you.

Overall, there is no single “correct” topic. Your essay will be strong as long as you are comfortable and passionate about your idea and it answers the Core Four questions.

Common App essays are not traditional five-paragraph essays. You are free to be creative in structure, employ dialogue, and use vivid descriptions—and you should! Make sure that context and logic are inherent in your essay, however. From paragraph to paragraph, sentence to sentence, your ideas should be clear and flow naturally. Great ways to ensure this are using a story arc following a few major points, or focusing on cause and effect.

The traditional approach

This involves constructing a narrative out of your experiences and writing a classic personal essay. You are free to be creative in structure, employ dialogue, and use vivid descriptions—and you should! Make sure that context and logic are inherent in your essay, however. From paragraph to paragraph, sentence to sentence, your ideas should be clear and flow naturally. Great ways to ensure this are using a story arc following a few major points, or focusing on cause and effect.

The creative approach

Some students prefer to experiment with an entirely new approach to the personal essay. For example, a student who is passionate about programming could write their essay in alternating lines of Binary and English. A hopeful Literature major could reimagine a moment in their life as a chapter of War and Peace, adopting Tolstoy’s writing style. Or, you could write about a fight with your friend in the form of a third person sports recap to both highlight your interest in journalism and reveal a personal story. Creative essays are incredibly risky and difficult to pull off. However, a creative essay that is well executed may also have the potential for high reward.

Your Common App essay must display excellent writing in terms of grammar and sentence structure. The essay doesn’t need to be a Shakespearean masterpiece, but it should be well-written and clear.

A few tips to accomplish this are:

• Show, don’t tell
• Be specific
• Choose active voice, not passive voice
• Avoid clichés
• Write in a tone that aligns with your goals for the essay. For example, if you are a heavy STEM applicant hoping to use your Common App essay to humanize your application, you will be undermined by writing in a brusque, harsh tone.

“Show, don’t tell” is vital to writing an engaging essay, and this is the point students struggle with most.  Instead of saying, “I struggled to make friends when I transferred schools,” you can show your emotions by writing, “I scanned the bustling school cafeteria, feeling more and more forlorn with each unfamiliar face. I found an empty table and ate my lunch alone.”

In many cases, writing can include more specific word choice . For example, “As a kid, I always played basketball,” can be improved to be “Every day after school as a kid, I ran home, laced up my sneakers, and shot a basketball in my driveway until the sun went down and I could barely see.”

To use active voice over passive voice , be sure that your sentence’s subject performs the action indicated by the verb, rather than the action performing onto the subject. Instead of writing “this project was built by my own hands,” you would say “I built this project with my own hands.”

Finally, avoid clichés like adages, sayings, and quotes that do not bring value to your essay. Examples include phrases like “Be the change you wish to see in the world” (it’s also important to know that sayings like these are often seriously misquoted—Gandhi did not actually utter these words) and lavish claims like “it was the greatest experience of my life.”

A few tips for the writing (and re-writing!) process

• If you have enough time, write a 950 word version of your personal statement first and then cut it down to the official word limit of 650. In many cases, the extra writing you do for this draft will contain compelling content. Using this, you can carve out the various sections and information that allow you to tell your story best. 
• Revise your draft 3-5 times. Any more, you are probably overthinking and overanalyzing. Any less, you are not putting in the work necessary to optimize your Common App essay.
• It can be easy for you to get lost in your words after reading and rereading, writing and rewriting. It is best to have someone else do your final proofread to help you identify typos or sentences that are unclear.

Deciding on a Prompt

This section provides insights and examples for each of the 7 Common App essay prompts for the 2023-2024 cycle. Each of these prompts lends itself to distinct topics and strategies, so selecting the prompt that best aligns with your idea is essential to writing an effective Common App essay.

Here are this year’s prompts (click the link to jump to the specific prompt):

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

The lessons we take from obstacles we encounter can be fundamental to later success. recount a time when you faced a challenge, setback, or failure. how did it affect you, and what did you learn from the experience, reflect on a time when you questioned or challenged a belief or idea. what prompted your thinking what was the outcome, reflect on something that someone has done for you that has made you happy or thankful in a surprising way. how has this gratitude affected or motivated you, discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others., describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. why does it captivate you what or who do you turn to when you want to learn more, share an essay on any topic of your choice. it can be one you’ve already written, one that responds to a different prompt, or one of your own design..

This prompt offers an opportunity to engage with your favorite extracurricular or academic subject, and it allows you to weave a narrative that displays personal growth in that area. An essay that displays your personality and a unique interest can be attention-grabbing, particularly if you have an unconventional passion, such as blogging about Chinese basketball or unicycling.

Don’t feel intimidated if you don’t have a passion that is immediately “unique,” however. Even an interest like “arctic scuba diving” will fail as an essay topic if it’s not written with insight and personality. Instead of attempting to impress the Admissions Officer by making up unusual or shocking things, think about how you spend your free time and ask yourself why you spend it that way. Also think about your upbringing, identity, and experiences and ask yourself, “What has impacted me in a meaningful way?”

Here Are A Few Response Examples:

Background – A person’s background includes experiences, training, education, and culture. You can discuss the experience of growing up, interacting with family, and how relationships have molded who you are. A background can include long-term interactions with arts, music, sciences, sports, writing, and many other learned skills. Background also includes your social environments and how they’ve influenced your perception. In addition, you can highlight intersections between multiple backgrounds and show how each is integral to you.

One student wrote about how growing up in a poor Vietnamese immigrant family inspired her to seize big opportunities, even if they were risky or challenging. She describes the emotional demand of opening and running a family grocery store. (Note: Names have been changed to protect the identity of the author and subjects in all the examples.)

The callouses on my mother’s hands formed during the years spent scaling fish at the  market in Go Noi, Vietnam. My mother never finished her formal education because she  labored on the streets to help six others survive. Her calloused hands not only scaled fish, they  also slaved over the stove, mustering a meal from the few items in the pantry. This image  resurfaces as I watch my mother’s calloused hands wipe her sweat-beaded forehead while she  manages the family business, compiling resources to provide for the family. 

Living in an impoverished region of Vietnam pushed my parents to emigrate. My two  year-old memory fails me, but my mother vividly recounts my frightened eyes staring up at her on my first plane ride. With life packed into a single suitcase, my mother’s heart, though,  trembled more than mine. Knowing only a few words of English, my mother embarked on a  journey shrouded in a haze of uncertainty. 

Our initial year in America bore an uncanny resemblance to Vietnam – from making one  meal last the entire day to wearing the same four shirts over and over again. Through thin walls, I  heard my parents debating their decision to come to the United States, a land where they knew  no one. My grandparents’ support came in half-hearted whispers cracking through long-distance  phone calls. My dad’s scanty income barely kept food on the table. We lived on soup and rice for  what seemed an interminable time. 

However, an opportunity knocked on my parents’ door: a grocery store in the town of  Decatur, Mississippi, was up for rent. My parents took the chance, risking all of their savings.  To help my parents, I spent most of my adolescent afternoons stocking shelves, mopping floors,  and even translating. My parents’ voices wavered when speaking English; through every attempt to communicate with their customers, a language barrier forged a palpable presence in each  transaction. My parents’ spirits faltered as customers grew impatient. A life of poverty awaited us in Vietnam if the business was not successful. 

On the first day, the business brought in only twenty dollars. Twenty dollars. My mother and my father wept after they closed the shop. Seeing the business as a failure, my mom commenced her packing that night; returning to Vietnam seemed inevitable. 

The next business day, however, sales increased ten-fold. More and more customers  came each successive day. My mom’s tears turned into—well, more tears, but they were tears of  joy. My mother unpacked a bag each night. 

Fifteen years later, my parents now own Blue Bear Grocery. My parents work, work,  work to keep the shelves stocked and the customers coming. The grocery store holds a special  place in my heart: it is the catalyst for my success. My parents serve as my role-models, teaching  me a new lesson with every can placed on the shelf. One lesson that resurfaces is the importance  of pursuing a formal education, something that my parents never had the chance of. 

When the opportunity to attend the Mississippi School for Mathematics and Science  (MSMS) presented itself, I took it and ran, as did my parents by leaving Vietnam and by buying  the store. Although I am not managing hundreds of products, I am managing hundreds of  assignments at MSMS – from Mu Alpha Theta tutoring to lab reports to student government to British literature. 

Had I not immigrated, my hands would be calloused from the tight grip of the knife  scaling fish rather than from the tight grip on my pencil. My hands would be calloused from scrubbing my clothes covered in fish scales rather than from long hours spent typing a research paper. 

Although the opportunities that my parents and I pursued are different, our journey is  essentially the same: we walk a road paved with uncertainty and doubt with the prospect of success fortified by our hearts and our hands.

Identity – this can mean racial identity, sexual orientation, gender, or simply one’s place within a specific community (even communities as unique as, say, players of World of Warcraft). With the topic of racial identity, it’s important to remember the audience (college admissions counselors often lean progressive politically), so this might not be the best place to make sweeping claims about today’s state of race relations. However, reflecting on how your culture has shaped your experiences can make for a compelling essay. Alternatively, focusing on a dominant personality trait can also make for a compelling theme. For example, if you’re extremely outgoing, you could explain how your adventurousness has allowed you to learn from a diverse group of friends and the random situations you find yourself in. One important thing to note: the topic of identity can easily lack originality if you cover a common experience such as feeling divided between cultures, or coming out. If such experiences are integral to who you are, you should still write about them, but be sure to show us your unique introspection and reflection.

One student detailed how growing up as an American in Germany led to feelings of displacement. Moving to America in high school only exacerbated her feelings of rootlessness. Her transcultural experiences, however, allowed her to relate to other “New Americans,” particularly refugees. Helping a young refugee girl settle into the US eventually helped the writer find home in America as well:

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

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

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

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

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

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

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

The above essay was written by Lydia Schooler, a graduate of Yale University and one of our CollegeVine advisors. If you enjoyed this essay and are looking for expert college essay and admissions advice, consider booking a session with Lydia .

Interests – Interest are basically synonymous to activities, but slightly broader (you could say that interests encompass activities); participation in an interest is often less organized than in an activity. For instance, you might consider cross country an activity, but cooking an interest. Writing about an interest is a way to highlight passions that may not come across in the rest of your application. If you’re a wrestler for example, writing about your interest in stand-up comedy would be a refreshing addition to your application. You should also feel free to use this topic to show what an important activity on your application really means to you. Keep in mind, however, that many schools will ask you to describe one of your activities in their supplemental essays (usually about 250 words), so choose strategically—you don’t want to write twice on the same thing.

Read a successful essay answering this prompt.

This prompt lends itself to consideration of what facets of your personality allow you to overcome adversity. While it’s okay to choose a relatively mundane “failure” such as not winning an award at a Model UN conference, another (perhaps more powerful) tactic is to write about a foundational failure and assess its impact on your development thereafter.

There are times in life when your foundation is uprooted. There are times when you experience failure and you want to give up since you don’t see a solution. This essay is about your response when you are destabilized and your actions when you don’t see an immediate answer.

For example, if you lost a friend due to an argument, you can analyze the positions from both sides, evaluate your decisions, and identify why you were wrong. The key is explaining your thought process and growth following the event to highlight how your thinking has changed. Did you ever admit your fault and seek to fix the problem? Have you treated others differently since then? How has the setback changed the way you view arguments and fights now? Framing the prompt in this way allows you to tackle heavier questions about ethics and demonstrate your self-awareness.

If you haven’t experienced a “big” failure, another angle to take would be to discuss smaller, repeated failures that are either linked or similar thematically. For example, if you used to stutter or get nervous in large social groups, you could discuss the steps you took to find a solution. Even if you don’t have a massive foundational challenge to write about, a recurring challenge can translate to a powerful essay topic, especially if the steps you took to overcome this repeated failure help expose your character.

One student described his ignorance of his brother’s challenges — the writer assumed that because his brother Sam was sociable, Sam  was adjusting fine to their family’s move. After an angry outburst from Sam  and a long late-night conversation, the writer realizes his need to develop greater sensitivity and empathy. He now strives to recognize and understand others’ struggles, even if they’re not immediately apparent.

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

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

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

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

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

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

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

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

This prompt is difficult to answer because most high schoolers haven’t participated in the types of iconoclastic protests against societal ills that lend themselves to an awe-inspiring response. A more tenable alternative here could be to discuss a time that you went against social norms, whether it was by becoming friends with someone who seemed like an outcast or by proudly showing off a geeky passion.

And if you ever participated in a situation in tandem with adults and found some success (i.e., by blogging, starting a tutoring organization, or participating in political campaigns), you could discuss your experiences as a young person without a college degree in professional circles. However, avoid sounding morally superior (as if you’re the only person who went against this convention, or that you’re better than your peers for doing so).

Another way to answer this prompt is to discuss a time when you noticed a need for change. For example, if you wondered why medical records are often handwritten, or why a doctor’s visit can be long and awkward, maybe you challenged the norm in healthcare by brainstorming an electronic-recording smartphone app or a telemedicine system. In a similar way, if you led a fundraiser and recognized that advertising on social media would be more effective than the traditional use of printed flyers, you could write about a topic along those lines as well. Focus on what action or experience caused you to recognize the need for change and follow with your actions and resulting outcome.

As a whole, this prompt lends itself to reflective writing, and more specifically, talking the reader through your thought processes. In many cases, the exploration of your thought processes and decision-making is more important than the actual outcome or concept in question. In short, this essay is very much about “thinking,” rumination, and inquisition. A good brainstorming exercise for this prompt would be to write your problem on a sheet of paper and then develop various solutions to the problem, including a brief reason for justification. The more thorough you are in justifying and explaining your solutions in the essay, the more compelling your response will be.

While this prompt may seem to be asking a simple question, your answer has the potential to provide deep insights about who you are to the admissions committee. Explaining what you are grateful for can show them your culture, your community, your philosophical outlook on the world, and what makes you tick. 

The first step to writing this essay is to think about the “something” and “someone” of your story. It is imperative to talk about a unique moment in your life, as the prompt asks for gratitude that came about in a surprising way. You will want to write about a story that you are certain no one else would have. To brainstorm, ask yourself: “if I told a stranger that I was grateful for what happened to me without any context, would they be surprised?” 

Note that the most common answers to this prompt involve a family member, teacher, or sports coach giving the narrator an arduous task ─ which, by the end of the story, the narrator becomes grateful for because of the lessons they learned through their hard work. Try to avoid writing an essay along these lines unless you feel that your take on it will be truly original.

Begin your essay by telling a creative story about the “something” that your “someone” did that made you thankful. Paint a picture with words here ─ establish who you were in the context of your story and make the character development of your “someone” thorough. Show the admissions committee that you have a clear understanding of yourself and the details of your world. 

Keep in mind, however, that the essay is ultimately about you and your growth. While you should set the scene clearly, don’t spend too much time talking about the “something” and “someone.”

Your story should then transition into a part about your unexpected epiphany, e.g. “Six months after Leonard gave me that pogo stick, I started to be grateful for the silly thing…” Explain the why of your gratitude as thoroughly as you can before you begin to talk about how your gratitude affected or motivated you. Have a Socratic seminar with yourself in your head ─ ask yourself, “why am I grateful for the pogo stick?” and continue asking why until you arrive at a philosophical conclusion. Perhaps your reason could be that you eventually got used to the odd looks that people gave you as you were pogoing and gained more self-confidence. 

Finally, think about how learning to be grateful for something you would not expect to bring you joy and thankfulness has had a positive impact on your life. Gaining more self-confidence, for example, could motivate you to do an infinite number of things that you were not able to attempt in the past. Try to make a conclusion by connecting this part to your story from the beginning of the essay. You want to ultimately show that had [reference to a snippet of your introduction, ideally an absurd part] never have happened, you would not be who you are today.

Remember to express these lessons implicitly through the experiences in your essay, and not explicitly. Show us your growth through the changes in your life rather than simply stating that you gained confidence. For instance, maybe the pogo stick gift led you to start a pogo dance team at your school, and the team went on to perform at large venues to raise money for charity. But before your pogo days, you had crippling stage fright and hated even giving speeches in your English class. These are the kinds of details that make your essay more engaging. 

This prompt is expansive in that you can choose any accomplishment, event, or realization that sparked personal growth or new understanding.

One option is to discuss a formal accomplishment or event (whether it is a religious ritual or social rite of passage) that reflects personal growth. If you go this route, make sure to discuss why the ritual was meaningful and how specific aspects of said ritual contributed to your personal growth. An example of this could be the meaning of becoming an Eagle Scout to you, the accomplishment of being elected to Senior Leadership, or completing a Confirmation. In the case of religious topics, however, be sure to not get carried away with details, and focus on the nature of your personal growth and new understanding — know your audience.

Alternatively, a more relaxed way to address this prompt is using an informal event or realization, which would allow you to show more personality and creativity. An example of this could be learning how to bake with your mother, thus sparking a newfound connection with her, allowing you to learn about her past. Having a long discussion about life or philosophy with your father could also suffice, thus sparking more thoughts about your identity. You could write about a realization that caused you to join a new organization or quit an activity you did not think you would enjoy, as doing so would force you to grow out of your comfort zone to try new things.

The key to answering this prompt is clearly defining what it is that sparked your growth, and then describing in detail the nature of this growth and how it related to your perception of yourself and others. This part of the essay is crucial, as you must dedicate sufficient time to not undersell the description of how you grew instead of simply explaining the experience and then saying, “I grew.” This description of how you grew must be specific, in-depth, and it does not have to be simple. Your growth can also be left open-ended if you are still learning from your experiences today.

One student wrote about how her single mother’s health crisis prompted her to quickly assume greater responsibility as a fourteen-year-old. This essay describes the new tasks she undertook, as well as how the writer now more greatly cherishes her time with her mother.

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

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

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

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

This prompt allows you to expand and deepen a seemingly small or simple idea, topic, or concept. One example could be “stars,” in that you could describe stargazing as a child, counting them, recognizing constellations, and then transforming that initial captivation into a deeper appreciation of the cosmos as a whole, spurring a love of astronomy and physics.

Another example could be “language,” discussing how it has evolved and changed over the course of history, how it allows you to look deeper into different cultures, and how learning different languages stretches the mind. A tip for expanding on these topics and achieving specificity is to select particular details of the topic that you find intriguing and explain why.

For example, if you’re passionate about cooking or baking, you could use specific details by explaining, in depth, the intricate attention and artistry necessary to make a dish or dessert. You can delve into why certain spices or garnishes are superior in different situations, how flavors blend well together and can be mixed creatively, or even the chemistry differences between steaming, searing, and grilling.

Regardless of your topic, this prompt provides a great opportunity to display writing prowess through elegant, specific descriptions that leverage sensory details. Describing the beauty of the night sky, the rhythms and sounds of different languages, or the scent of a crème brûlée shows passion and captivation in a very direct, evocative way.

The key to writing this essay is answering the question of why something captivates you instead of simply ending with “I love surfing.” A tip would be to play off your senses (for applicable topics), think about what you see, feel, smell, hear, and taste.

In the case of surfing, the salty water, weightlessness of bobbing over the waves, and fresh air could cater to senses. Alternatively, for less physical topics, you can use a train of thought and descriptions to show how deeply and vividly your mind dwells on the topic.

Well-executed trains of thought or similar tactics are successful ways to convey passion for a certain topic. To answer what or who you turn to when you want to learn more, you can be authentic and honest—if it’s Wikipedia, a teacher, friend, YouTube Channel, etc., you simply have to show how you interact with the medium.

When brainstorming this particular essay, a tip would be to use a web diagram, placing the topic in the middle and thinking about branching characteristics, themes, or concepts related to the topic that are directly engaging and captivating to you. In doing so, you’ll be able to gauge the depth of the topic and whether it will suffice for this prompt.

In the following example, a student shares their journey as they learn to appreciate a piece of their culture’s cuisine.

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

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

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

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

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

Your GPA and SAT don’t tell the full admissions story

We’ll let you know what your chances are at your dream schools!

This prompt allows you to express what you want to express if it doesn’t align directly with the other prompts. While this prompt is very open-ended, it doesn’t mean you can adapt any essay you’ve written and think it will suffice. Always refer back to the Strategy section of this article and make sure the topic and essay of your choice addresses the Core Four questions necessary for a good Common App essay.

This prompt, more than the others, poses a high risk but also a high-potential reward. Writing your own question allows you to demonstrate individuality and confidence. Here, you can craft an innovative essay that tackles a difficult topic (for example, whether to raise or lower taxes) or presents information with a unique format (such as a conversation with an historical figure).

We encourage you to try something unconventional for this prompt, like comparing your personality to a Picasso painting, using an extended philosophical metaphor to describe your four years of high school, or writing in a poetic style to display your love of poetry. If you are extremely passionate about a topic or an expert in a certain area, for example Renaissance technology or journalism during World War II, you can use this prompt to show your authority on a subject by discussing it at a high level.

Be careful to frame the essay in a way that is accessible to the average reader while still incorporating quality evidence and content that would qualify you as an expert. As always, exercise caution in writing about controversial social or political topics, and always make sure to consider your audience and what they’re looking for in a student.

Sometimes an unconventional essay can capture Admissions Officers’ attention and move them in a profound way; other times, the concept can fly completely over their heads. Be sure to execute the essay clearly and justify your decision by seeking high-quality feedback from reliable sources. As always, the essay should demonstrate something meaningful about you, whether it is your personality, thought process, or values.

Here’s what the experts have to say about this prompt…

This prompt, like the others, is really asking you to tell the story of who you are. Your essay should be personal and should talk about something significant that has shaped your identity.

Here are a few broad themes that can work well: academic interest; culture, values, and diversity; extracurricular interests; and your impact on the community. You should highlight one of these themes using creative, vividly descriptive narrative. Make sure to not fall into the common pitfall of talking about something else -- an extracurricular activity, for example -- more than yourself.

A student I advised had a great idea to respond to this prompt -- an essay about how they do their best thinking while sitting on a tree branch near their home. Not only was it unique and personal, but it allowed the student to show what they think about, dream about, and value. That's the main goal for any applicant responding to prompt 7.

Alex Oddo Advisor on CollegeVine

All of the Common App prompts are broad in scope, but this one really takes the cake! I typically advise using the first six prompts as guardrails for your brainstorm, but in doing so, you may come up with a topic that doesn’t cleanly fit with any of the first six prompts. That’s where this prompt can come in handy.

Or, you might have an idea that’s really out there (like writing about your love of sonnets as a series of sonnets). Essentially, this prompt is a good fit for essays that are anywhere from slightly unconventional to extremely atypical.

If this all feels a bit confusing - don’t worry! How you write your story is much more important than what prompt you end up choosing. At the end of the day, these are just guides to help you cultivate a topic and are not meant to stress you out.

Priya Desai Advisor on CollegeVine

Students who want to complete the CommonApp’s seventh prompt need to have already gone through the other prompts and determined that their story cannot fit with those. Thus, generally speaking, I advise my students to not use the final prompt unless it is absolutely necessary.

If an admission officer believes that your essay could have been used with one of the other prompts, this may lead them to have a perception about you as a student that might not be accurate.

Nevertheless, as my colleagues have pointed out, what matters is the essay the most and not necessarily the prompt. That being said, the test of whether or not you as a student can follow directions is part of the prompt selection and how well you answer it. If you choose the final prompt and yet your answer could work with another available prompt, this will not put you in your best light.

In conclusion, only use this prompt when absolutely necessary, and remember that the purpose of the personal statement is to give the admissions officers a glimpse into who you are as a person, so you want to use this space to showcase beautiful you.

Veronica Prout Advisor on CollegeVine

Where to get your common app essay edited.

At selective schools, your essays account for around 25% of your admissions decision. That’s more than grades (20%) and test scores (15%), and almost as much as extracurriculars (30%). Why is this? Most students applying to top schools will have stellar academics and extracurriculars. Your essays are your chance to stand out and humanize your application. That’s why it’s vital that your essays are engaging, and present you as someone who would enrich the campus community.

Before submitting your application, you should have someone else review your essays. 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!

Related CollegeVine Blog Posts

25 Elite Common App Essay Examples (And Why They Worked)

Applying to competitive colleges? You'll need to have a stand-out Common App essay.

In this article, I'm going to share with you:

• 25 outstanding Common App essay examples
• Links to tons of personal statement examples
• Why these Common App essays worked

If you're looking for outstanding Common App essay examples, you've found the right place.

If you're applying to colleges in 2023, you're going to write some form of a Common App essay.

Writing a great Common App personal essay is key if you want to maximize your chances of getting admitted.

Whether you're a student working on your Common App essay, or a parent wondering what it takes, this article will help you master the Common App Essay.

What are the Common App Essay Prompts for 2023?

There are seven prompts for the Common App essay. Remember that the prompts are simply to help get you started thinking.

You don't have to answer any of the prompts if you don't want (see prompt #7 ).

Here's the seven Common App essay questions for 2022, which are the same as previous years:

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

The last prompt is a catch-all prompt, which means you can submit an essay on any topic you want.

Use the Common App prompts as brainstorming questions and to get you thinking.

But ultimately, you should write about any topic you meaningfully care about.

What makes an outstanding Common App personal essay?

I've read thousands of Common App essays from highly motivated students over the past years.

And if I had to choose the top 2 things that makes for incredible Common App essays it's these:

1. Being Genuine

Sounds simple enough. But it's something that is incredibly rare in admissions.

Authenticity is something we all know when we see it, but can be hard to define.

Instead of focus on what you think sounds the best to admissions officers, focus on what you have to say—what interests you.

2. Having Unique Ideas

The best ideas come about while you're writing.

You can't just sit down and say, "I'll think really hard of good essay ideas."

I wish that worked, but it sadly doesn't. And neither do most brainstorming questions.

The ideas you come up with from these surface-level tactics are cheap, because no effort was put in.

As they say,

"Writing is thinking"

By choosing a general topic (e.g. my leadership experience in choir) and writing on it, you'll naturally come to ideas.

As you write, continue asking yourself questions that make you reflect.

It is more of an artistic process than technical one, so you'll have to feel what ideas are most interesting.

25 Common App Essay Examples from Top Schools

With that, here's 25 examples as Common App essay inspiration to get you started.

These examples aren't perfect—nor should you expect yours to be—but they are stand-out essays.

I've handpicked these examples of personal statements from admitted students because they showcase a variety of topics and writing levels.

These students got into top schools and Ivy League colleges in recent years:

Table of Contents

• 1. Seeds of Immigration
• 2. Color Guard
• 3. Big Eater
• 4. Love for Medicine
• 5. Cultural Confusion
• 6. Football Manager
• 9. Mountaineering
• 10. Boarding School
• 11. My Father
• 12. DMV Trials
• 13. Ice Cream Fridays
• 14. Key to Happiness
• 15. Discovering Passion
• 16. Girl Things
• 17. Robotics
• 18. Lab Research
• 19. Carioca Dance
• 20. Chinese Language
• 21. Kiki's Delivery Service
• 22. Museum of Life
• 23. French Horn
• 24. Dear My Younger Self
• 25. Monopoly

Common App Essay Example #1: Seeds of Immigration

This student was admitted to Dartmouth College . In this Common App essay, they discuss their immigrant family background that motivates them.

Although family is a commonly used topic, this student makes sure to have unique ideas and write in a genuine way.

Common App Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. (250-650 words)

I placed three tiny seeds, imagining the corn stalk growing while the pumpkin vines wrapped around it; both sprouting, trying to bear fruit. I clenched a fistful of dirt and placed it on them. “Más,” my grandpa told me as he quickly flooded the seeds with life-giving dirt.

Covered. Completely trapped.

Why This Essay Works:

Everyone has a unique family history and story, and often that can make for a strong central theme of a personal statement. In this essay, the student does a great job of sharing aspects of his family's culture by using specific Spanish words like "yunta" and by describing their unique immigration story. Regardless of your background, sharing your culture and what it means to you can be a powerful tool for reflection.

This student focuses on reflecting on what their culture and immigrant background means to them. By focusing on what something represents, rather than just what it literally is, you can connect to more interesting ideas. This essay uses the metaphor of their family's history as farmers to connect to their own motivation for succeeding in life.

This essay has an overall tone of immense gratitude, by recognizing the hard work that this student's family has put in to afford them certain opportunities. By recognizing the efforts of others in your life—especially efforts which benefit you—you can create a powerful sense of gratitude. Showing gratitude is effective because it implies that you'll take full advantage of future opportunities (such as college) and not take them for granted. This student also demonstrates a mature worldview, by recognizing the difficulty in their family's past and how things easily could have turned out differently for this student.

This essay uses three moments of short, one-sentence long paragraphs. These moments create emphasis and are more impactful because they standalone. In general, paragraph breaks are your friend and you should use them liberally because they help keep the reader engaged. Long, dense paragraphs are easy to gloss over and ideas can lose focus within them. By using a variety of shorter and longer paragraphs (as well as shorter and longer sentences) you can create moments of emphasis and a more interesting structure.

What They Might Improve:

This conclusion is somewhat off-putting because it focuses on "other students" rather than the author themself. By saying it "fills me with pride" for having achieved without the same advantages, it could create the tone of "I'm better than those other students" which is distasteful. In general, avoid putting down others (unless they egregiously deserve it) and even subtle phrasings that imply you're better than others could create a negative tone. Always approach your writing with an attitude of optimism, understanding, and err on the side of positivity.

Common App Essay Example #2: Color Guard

This student was admitted to the University of North Carolina at Chapel Hill . Check out their Common App essay that focuses on an extracurricular:

Sweaty from the hot lights, the feeling of nervousness and excitement return as I take my place on the 30-yard line. For 10 short minutes, everyone is watching me. The first note of the opening song begins, and I’m off. Spinning flags, tossing rifles, and dancing across the football field. Being one of only two people on the colorguard means everyone will see everything. It’s amazing and terrifying. And just like that, the performance is over.

Flashback to almost four years ago, when I walked into the guard room for the first time. I saw flyers for a “dance/flag team” hanging in the bland school hallway, and because I am a dancer, I decided to go. This was not a dance team at all. Spinning flags and being part of the marching band did not sound like how I wanted to spend my free time. After the first day, I considered not going back. But, for some unknown reason, I stayed. And after that, I began to fall in love with color guard. It is such an unknown activity, and maybe that’s part of what captivated me. How could people not know about something so amazing? I learned everything about flags and dancing in that year. And something interesting happened- I noticed my confidence begin to grow. I had never thought I was that good at anything, there was always someone better. However, color guard was something I truly loved, and I was good at it.

The next year, I was thrown into an interesting position. Our current captain quit in the middle of the season, and I was named the new captain of a team of six. At first, this was quite a daunting task. I was only a sophomore, and I was supposed to lead people two years older than me? Someone must’ve really believed in me. Being captain sounded impossible to me at first, but I wouldn’t let that stop me from doing my best. This is where my confidence really shot up. I learned how to be a captain. Of course I was timid at first, but slowly, I began to become a true leader.

The next marching season, it paid off. I choreographed many pieces of our show, and helped teach the other part of my guard, which at the time was only one other person. Having a small guard, we had to be spectacular, especially for band competitions. We ended up winning first place and second place trophies, something that had never been done before at our school, especially for such a small guard. That season is still one of my favorite memories. The grueling hours of learning routines, making changes, and learning how to be a leader finally paid off.

Looking back on it as I exit the field after halftime once again, I am so proud of myself. Not only has color guard helped the band succeed, I’ve also grown. I am now confident in what my skills are. Of course there is always more to be done, but I now I have the confidence to share my ideas, which is something I can’t say I had before color guard. Every Friday night we perform, I think about the growth I’ve made, and I feel on top of the world. That feeling never gets old.

Common App Essay Example #3: Big Eater

This Common App essay is a successful Northwestern essay from an admitted student. It has a unique take using the topic of eating habits—an example of how "mundane" topics can make for interesting ideas.

This essay uses their relationship with food to explore how their perspective has changed through moving high schools far away. Having a central theme is often a good strategy because it allows you to explore ideas while making them feel connected and cohesive. This essay shows how even a "simple" topic like food can show a lot about your character because you can extrapolate what it represents, rather than just what it literally is. With every topic, you can analyze on two levels: what it literally is, and what it represents.

Admissions officers want to get a sense of who you are, and one way to convey that is by using natural-sounding language and being somewhat informal. In this essay, the student writes as they'd speak, which creates a "voice" that you as the reader can easily hear. Phrases like "I kind of got used to it" may be informal, but work to show a sense of character. Referring to their parents as "Ma" and "Papa" also bring the reader into their world. If you come from a non-English speaking country or household, it can also be beneficial to use words from your language, such as "chiemo" in this essay. Using foreign language words helps share your unique culture with admissions.

Rather than "telling" the reader what they have to say, this student does a great job of "showing" them through specific imagery and anecdotes. Using short but descriptive phrases like "whether it was a sum or Sam the bully" are able to capture bigger ideas in a more memorable way. Showing your points through anecdotes and examples is always more effective than simply telling them, because showing allows the reader to come to their own conclusion, rather than having to believe what you're saying.

This student's first language is not English, which does make it challenging to express ideas with the best clarity. Although this student does an overall great job in writing despite this hindrance, there are moments where their ideas are not easily understood. In particular, when discussing substance addiction, it isn't clear: Was the student's relationship with food a disorder, or was that a metaphor? When drafting your essay, focus first on expressing your points as clearly and plainly as possible (it's harder than you may think). Simplicity is often better, but if you'd like, afterwards you can add creative details and stylistic changes.

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Common App Essay Example #4: Love for Medicine

Here's another Common App essay which is an accepted Dartmouth essay . This student talks about their range of experiences as an emergency medical responder:

I never knew I had the courage to talk a suicidal sixteen-year-old boy down from the edge of a bridge, knowing that he could jump and take his life at any moment.

I never knew I had the confidence to stand my ground and defend my treatment plan to those who saw me as less than capable because of my age or gender.

This essay has lots of detailed moments and descriptions. These anecdotes help back up their main idea by showing, rather than just telling. It's always important to include relevant examples because they are the "proof in the pudding" for what you're trying to say.

This topic deals with a lot of sensitive issues, and at certain points the writing could be interpreted as insensitive or not humble. It's especially important when writing about tragedies that you focus on others, rather than yourself. Don't try to play up your accomplishments or role; let them speak for themselves. By doing so, you'll actually achieve what you're trying to do: create an image of an honorable and inspirational person.

This essay touches on a lot of challenging and difficult moments, but it lacks a deep level of reflection upon those moments. When analyzing your essay, ask yourself: what is the deepest idea in it? In this case, there are some interesting ideas (e.g. "when they were on my stretcher, socioeconomic status...fell away"), but they are not fully developed or fleshed out.

Common App Essay Example #5: Cultural Confusion

This student's Common App was accepted to Pomona College , among other schools. Although this essay uses a common topic of discussing cultural background, this student writes a compelling take.

This student uses the theme of cultural confusion to explain their interests and identity:

Common App Essay Example #6: Football Manager

Here's a UPenn essay that worked for the Common App:

This essay has lighthearted moments in it, such as recognizing how being a football manager "does not sound glamorous" and how "we managers go by many names: watergirls..." Using moments of humor can be appropriate for contrasting with moments of serious reflection. Being lighthearted also shows a sense of personality and that you are able to take things with stride.

The reflections in this essay are far too generic overall and ultimately lack meaning because they are unspecific. Using buzzwords like "hard work" and "valuable lessons" comes off as unoriginal, so avoid using them at all costs. Your reflections need to be specific to you to be most meaningful. If you could (in theory) pluck out sentences from your essay and drop them into another student's essay, then chances are those sentences are not very insightful. Your ideas should be only have been able to been written by you: specific to your experiences, personal in nature, and show deep reflection.

Although this essay uses the topic of "being a football manager," by the end of the essay it isn't clear what that role even constitutes. Avoid over-relying on other people or other's ideas when writing your essay. That is, most of the reflections in this essay are based on what the author witnessed the football team doing, rather than what they experienced for themselves in their role. Focus on your own experiences first, and be as specific and tangible as possible when describing your ideas. Rather than saying "hard work," show that hard work through an anecdote.

More important than your stories is the "So what?" behind them. Avoid writing stories that don't have a clear purpose besides "setting the scene." Although most fiction writing describes people and places as exposition, for your essays you want to avoid that unless it specifically contributes to your main point. In this essay, the first two paragraphs are almost entirely unnecessary, as the point of them can be captured in one sentence: "I joined to be a football manager one summer." The details of how that happened aren't necessary because they aren't reflected upon.

In typical academic writing, we're taught to "tell them what you're going to tell them" before telling them. But for college essays, every word is highly valuable. Avoid prefacing your statements and preparing the reader for them. Instead of saying "XYZ would prove to be an unforgettable experience," just dive right into the experience itself. Think of admissions officers as "being in a rush," and give them what they want: your interesting ideas and experiences.

Common App Essay Example #7: Coffee

This student was admitted to several selective colleges, including Emory University, Northwestern University , Tufts University, and the University of Southern California . Here's their Common Application they submitted to these schools:

I was 16 years old, and working at a family-owned coffee shop training other employees to pour latte art. Making coffee became an artistic outlet that I never had before. I always loved math, but once I explored the complexities of coffee, I began to delve into a more creative realm--photography and writing--and exposed myself to the arts--something foreign and intriguing.

This essay uses coffee as a metaphor for this student's self-growth, especially in dealing with the absence of their father. Showing the change of their relationship with coffee works well as a structure because it allows the student to explore various activities and ideas while making them seem connected.

This student does a great job of including specifics, such as coffee terminology ("bloom the grounds" and "pour a swan"). Using specific and "nerdy" language shows your interests effectively. Don't worry if they won't understand all the references exactly, as long as there is context around them.

While coffee is the central topic, the author also references their father extensively throughout. It isn't clear until the conclusion how these topics relate, which makes the essay feel disjointed. In addition, there is no strong main idea, but instead a few different ideas. In general, it is better to focus on one interesting idea and delve deeply, rather than focus on many and be surface-level.

Near the conclusion, this student tells about their character: "humble, yet important, simple, yet complex..." You should avoid describing yourself to admissions officers, as it is less convincing. Instead, use stories, anecdotes, and ideas to demonstrate these qualities. For example, don't say "I'm curious," but show them by asking questions. Don't say, "I'm humble," but show them with how you reacted after a success or failure.

Common App Essay Example #8: Chicago

Here's another Northwestern essay . Northwestern is a quite popular school with lots of strong essay-focused applicants, which makes your "Why Northwestern?" essay important.

To write a strong Why Northwestern essay, try to answer these questions: What does NU represent to you? What does NU offer for you (and your interests) that other schools don't?

This essay uses a variety of descriptive and compelling words, without seeming forced or unnatural. It is important that you use your best vocabulary, but don't go reaching for a thesaurus. Instead, use words that are the most descriptive, while remaining true to how you'd actually write.

This essay is one big metaphor: the "L" train serves as a vehicle to explore this student's intellectual curiosity. Throughout the essay, the student also incorporates creative metaphors like "the belly of a gargantuan silver beast" and "seventy-five cent silver chariot" that show a keen sense of expression. If a metaphor sounds like one you've heard before, you probably shouldn't use it.

This student does a fantastic job of naturally talking about their activities. By connecting their activities to a common theme—in this case the "L" train—you can more easily move from one activity to the next, without seeming like you're just listing activities. This serves as an engaging way of introducing your extracurriculars and achievements, while still having the focus of your essay be on your interesting ideas.

Admissions officers are ultimately trying to get a sense of who you are. This student does a great job of taking the reader into their world. By sharing quirks and colloquialisms (i.e. specific language you use), you can create an authentic sense of personality.

Common App Essay Example #9: Mountaineering

Here's a liberal arts college Common App essay from Colby College . Colby is a highly ranked liberal arts college.

As with all colleges—but especially liberal arts schools—your personal essay will be a considerable factor.

In this essay, the student describes their experience climbing Mount Adams, and the physical and logistical preparations that went into it. They describe how they overcame some initial setbacks by using their organizational skills from previous expeditions.

This Colby student explains how the process of preparation can lead to success in academics and other endeavours, but with the potential for negative unintended consequences.

Common App Prompt #2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? (250-650 words)

This essay does a great job of having a cohesive theme: mountaineering. Often times, great essay topics can be something simple on the surface, such as your favorite extracurricular activity or a notable experience. Consider using the literal activity as a sort of metaphor, like this essay does. This student uses mountaineering as a metaphor for preparation in the face of upcoming challenge. Using an overarching metaphor along with a central theme can be effective because it allows you to explore various ideas while having them all feel connected and cohesive.

Admissions officers want to see your self-growth, which doesn't always mean your successes. Often times, being vulnerable by expressing your struggles is powerful because it makes you more human and relatable, while providing the opportunity to reflect on what you learned. The best lessons from come failures, and writing about challenge can also make your later successes feel more impactful. Everyone loves to hear an underdog or zero-to-hero story. But counterintuitively, your failures are actually more important than your successes.

This essay has some nice ideas about focusing only on what's in your control: your attitude and your effort. However, these ideas are ultimately somewhat generic as they have been used countless times in admissions essays. Although ideas like this can be a good foundation, you should strive to reach deeper ideas. Deeper ideas are ones that are specific to you, unique, and interesting. You can reach deeper ideas by continually asking yourself "How" and "Why" questions that cause you to think deeper about a topic. Don't be satisfied with surface-level reflections. Think about what they represent more deeply, or how you can connect to other ideas or areas of your life.

Common App Essay Example #10: Boarding School

This personal essay was accepted to Claremont McKenna College . See how this student wrote a vulnerable essay about boarding school experience and their family relationship:

I began attending boarding school aged nine.

Obviously, this is not particularly unusual – my school dorms were comprised of boys and girls in the same position as me. However, for me it was difficult – or perhaps it was for all of us; I don’t know. We certainly never discussed it.

I felt utterly alone, as though my family had abruptly withdrawn the love and support thatI so desperately needed. At first, I did try to open up to them during weekly phone calls, but what could they do? As months slipped by, the number of calls reduced. I felt they had forgotten me. Maybe they felt I had withdrawn from them. A vast chasm of distance was cracking open between us.

At first, I shared my hurt feelings with my peers, who were amazingly supportive, but there was a limit to how much help they could offer. After a while, I realized that by opening up, I was burdening them, perhaps even irritating them. The feelings I was sharing should have been reserved for family. So, I withdrew into myself. I started storing up my emotions and became a man of few words. In the classroom or on the sports field, people saw a self-confident and cheerful character, but behind that facade was someone who yearned for someone to understand him and accept him as he was.

Years went past.

Then came the phone call which was about to change my life. “Just come home Aryan, it’s really important!” My mother’s voice was odd, brittle. I told her I had important exams the following week, so needed to study. “Aryan, why don’t you listen to me? There is no other option, okay? You are coming home.”

Concerned, I arranged to fly home. When I got there, my sister didn’t say hi to me, my grandmother didn’t seem overly enthusiastic to see me and my mother was nowhere to be seen. I wanted to be told why I was called back so suddenly just to be greeted as though I wasn’t even welcome.

Then my mother then came out of her room and saw me. To my immense incredulity, she ran to me and hugged me, and started crying in my arms.

Then came the revelation, “Your father had a heart attack.”

My father. The man I hadn’t really talked to in years. A man who didn’t even know who I was anymore. I’d spent so long being disappointed in him and suspecting he was disappointed in me, I sunk under a flood of emotions.

I opened the door to his room and there he was sitting on his bed with a weak smile on his face. I felt shaken to my core. All at once it was clear to me how self-centered I had become. A feeling of humiliation engulfed me, but finally I realized that rather than wallow in it, I needed to appreciate I was not alone in having feelings.

I remained at home that week. I understood that my family needed me. I worked with my uncle to ensure my family business was running smoothly and often invited relatives or friends over to cheer my father up.

Most importantly, I spent time with my family. It had been years since I’d last wanted to do this – I had actively built the distance between us – but really, I’d never stopped craving it. Sitting together in the living room, I realized how badly I needed them.

Seeing happiness in my father’s eyes, I felt I was finally being the son he had always needed me to be: A strong, capable young man equipped to take over the family business if need be.

Common App Essay Example #11: My Father

This Cornell University essay is an example of writing about a tragedy, which can be a tricky topic to write about well.

Family and tragedy essays are a commonly used topic, so it can be harder to come up with a unique essay idea using these topics.

Let me know what you think of this essay for Cornell:

My father was wise, reserved, hardworking, and above all, caring. I idolized his humility and pragmatism, and I cherish it today. But after his death, I was emotionally raw. I could barely get through class without staving off a breakdown.

Writing about tragedy, such as the loss of a loved one, is a tricky topic because it has been used countless times in college admissions. It is difficult to not come off as a "victim" or that you're trying to garner sympathy by using the topic (i.e. a "sob story"). This essay does a great job of writing about a personal tragedy in a meaningful and unique way by connecting to values and ideas, rather than staying focused on what literally happened. By connecting tragedy to lessons and takeaways, you can show how—despite the difficulty and sorrow—you have gained something positive from it, however small that may be. Don't write about personal tragedy because you think "you should." As with any topic, only write about it if you have a meaningful point to make.

This essay is effective at making the reader feel the similar emotions as the author does and in bringing the reader into their "world." Even small remarks like noting the the "firsts" without their loved one are powerful because it is relatable and something that is apparent, but not commonly talked about. Using short phrases like "That was it. No goodbye, no I love you..." create emphasis and again a sense of relatability. As the reader, you can vividly imagine how the author must have felt during these moments. The author also uses questions, such as "What did I last say to him?" which showcase their thought process, another powerful way to bring the reader into your world.

Admissions officers are looking for self-growth, which can come in a variety of forms. Showing a new perspective is one way to convey that you've developed over time, learned something new, or gained new understanding or appreciation. In this essay, the student uses the "sticker of a black and white eye" to represent how they viewed their father differently before and after his passing. By using a static, unchanging object like this, and showing how you now view it differently over time, you convey a change in perspective that can make for interesting reflections.

Common App Essay Example #12: DMV Trials

Here's a funny Common App essay from a Northwestern admitted student about getting their driver's license.

This topic has been used before—as many "topics" have—but what's important is having a unique take or idea.

What do you think of this Northwestern essay ?

Breath, Emily, breath. I drive to the exit and face a four-lane roadway. “Turn left,” my passenger says.

On July 29, [Date] , I finally got my license. After the April debacle, I practiced driving almost every week. I learned to stop at stop signs and look both ways before crossing streets, the things I apparently didn’t know how to do during my first two tests. When pulling into the parking lot with the examiner for the last time, a wave of relief washed over me.

This essay does a good job of having a compelling narrative. By setting the scene descriptively, it is easy to follow and makes for a pleasant reading experience. However, avoid excessive storytelling, as it can overshadow your reflections, which are ultimately most important.

This essay has some moments where the author may come off as being overly critical, of either themselves or of others. Although it is okay (and good) to recognize your flaws, you don't want to portray yourself in a negative manner. Avoid being too negative, and instead try to find the positive aspects when possible.

More important than your stories is the answer to "So what?" and why they matter. Avoid writing a personal statement that is entirely story-based, because this leaves little room for reflection and to share your ideas. In this essay, the reflections are delayed to the end and not as developed as they could be.

In this essay, it comes across that failure is negative. Although the conclusion ultimately has a change of perspective in that "failure is inevitable and essential to moving forward," it doesn't address that failure is ultimately a positive thing. Admissions officers want to see failure and your challenges, because overcoming those challenges is what demonstrates personal growth.

Common App Essay Example #13: Ice Cream Fridays

This Columbia essay starts off with a vulnerable moment of running for school president. The student goes on to show their growth through Model UN, using detailed anecdotes and selected moments.

My fascination with geopolitical and economic issues were what kept me committed to MUN. But by the end of sophomore year, the co-presidents were fed up. “Henry, we know how hard you try, but there are only so many spots for each conference...” said one. “You’re wasting space, you should quit,” said the other.

This essay has a compelling story, starting from this author's early struggles with public speaking and developing into their later successes with Model UN. Using a central theme—in this case public speaking—is an effective way of creating a cohesive essay. By having a main idea, you can tie in multiple moments or achievements without them coming across unrelated.

This student talks about their achievements with a humble attitude. To reference your successes, it's equally important to address your failures. By expressing your challenges, it will make your later achievements seem more impactful in contrast. This student also is less "me-focused" and instead is interested in others dealing with the same struggles. By connecting to people in your life, values, or interesting ideas, you can reference your accomplishments without coming off as bragging.

This essay has moments of reflection, such as "math and programming made sense... people didn't". However, most of these ideas are cut short, without going much deeper. When you strike upon a potentially interesting idea, keep going with it. Try to explain the nuances, or broaden your idea to more universal themes. Find what is most interesting about your experience and share that with admissions.

Stories are important, but make sure all your descriptions are critical for the story. In this essay, the author describes things that don't add to the story, such as the appearance of other people or what they were wearing. These ultimately don't relate to their main idea—overcoming public speaking challenges—and instead are distracting.

Common App Essay Example #14: Key to Happiness

Here's a Brown University application essay that does a great job of a broad timeline essay. This student shows the change in their thinking and motivations over a period of time, which makes for an interesting topic.

Let me know what you think of this Brown essay:

Common App Prompt #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? (250-650 words)

This student's first language is not English, which provides some insight into why the phrasing may not seem as natural or show as much personality. Admissions officers are holistic in determining who to admit, meaning they take into account many different factors when judging your essays. While this essay may not be the strongest, the applicant probably had other qualities or "hooks" that helped them get accepted, such as awards, activities, unique background, etc. Plus, there is some leniency granted to students who don't speak English as their first language, because writing essays in a foreign language is tough in and of itself.

It's good to be confident in your achievements, but you don't want to come across as boastful or self-assured. In this essay, some of the phrasing such as "when I was the best at everything" seems exaggerated and is off-putting. Instead of boosting your accomplishments, write about them in a way that almost "diminishes" them. Connect your achievements to something bigger than you: an interesting idea, a passionate cause, another person or group. By not inflating your achievements, you'll come across more humble and your achievements will actually seem more impactful. We all have heard of a highly successful person who thinks "it's no big deal," which actually makes their talents seem far more impressive.

This essay has some takeaways and reflections, as your essay should too, but ultimately these ideas are unoriginal and potentially cliché. Ideas like "what makes you happy is pursing your passion" are overused and have been heard thousands of times by admissions officers. Instead, focus on getting to unique and "deep" ideas: ideas that are specific to you and that have meaningful implications. It's okay to start off with more surface-level ideas, but you want to keep asking questions to yourself like "Why" and "How" to push yourself to think deeper. Try making connections, asking what something represents more broadly, or analyzing something from a different perspective.

You don't need to preface your ideas in your essay. Don't say things like "I later found out this would be life-changing, and here's why." Instead, just jump into the details that are most compelling. In this essay, there are moments that seem repetitive and redundant because they don't add new ideas and instead restate what's already been said in different words. When editing your essay, be critical of every sentence (and even words) by asking: Does this add something new to my essay? Does it have a clear, distinct purpose? If the answer is no, you should probably remove that sentence.

Common App Essay Example #15: Discovering Passion

Here's a Johns Hopkins essay that shows how the student had a change in attitude and perspective after taking a summer job at a care facility.

It may seem odd to write about your potential drawbacks or weaknesses—such as having a bad attitude towards something—but it's real and can help demonstrate personal growth.

So tell me your thoughts on this JHU Common App essay:

Common App Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. (250-650 words)

This student uses vulnerability in admitting that they held preconceived notions about the elderly before this experience. The quote introduces these preconceived notions well, while the description of how this student got their job in the care facility is also engaging.

Admission officers love to see your interactions with others. Showing how you interact reveals a lot about your character, and this essay benefits from reflecting upon the student's relationship with a particular elderly individual.

It is good to be descriptive, but only when it supports your expression of ideas. In this essay, the author uses adjectives and adverbs excessively, without introducing new ideas. Your ideas are more important than having a diverse vocabulary, and the realizations in this essay are muddled by rephrasing similar ideas using seemingly "impressive," but ultimately somewhat meaningless, vocabulary.

This essay touches on some interesting ideas, but on multiple occasions these ideas are repeated just in different phrasing. If you have already expressed an idea, don't repeat it unless you're adding something new: a deeper context, a new angle, a broadened application, etc. Ask yourself: what is the purpose of each sentence, and have I expressed it already?

It's true that almost any topic can make for a strong essay, but certain topics are trickier because they make it easy to write about overly used ideas. In this essay, the main idea can be summarized as: "I realized the elderly were worthy humans too." It touches upon more interesting ideas, such as how people can be reduced down to their afflictions rather than their true character, but the main idea is somewhat surface-level.

Common App Essay Example #16: "A Cow Gave Birth"

This Common App essay for the University of Pennsylvania centers on the theme of womanhood. Not only is it well-written, but this essay has interesting and unique ideas that relate to the student's interests.

Common App Essay Example #17: Robotics

This Common App essay was for Washington University in St. Louis .

This student writes about their experience creating and using an engineering notebook to better document their robotics progress. They share the story of how their dedication and perseverance led to winning awards and qualifying for the national championships.

Lastly, they reflect on the importance of following one's passions in life and decision to pursue a business degree instead of a engineering one.

This essay touches on various lessons that they've learned as a result of their experience doing robotics. However, these lessons are ultimately surface-level and generic, such as "I embraced new challenges." Although these could be a starting point for deeper ideas, on their own they come off as unoriginal and overused. Having interesting ideas is what makes an essay the most compelling, and you need to delve deeply into reflection, past the surface-level takeaways. When drafting and brainstorming, keep asking yourself questions like "How" and "Why" to dig deeper. Ask "What does this represent? How does it connect to other things? What does this show about myself/the world/society/etc.?"

Although this essay is focused on "VEX robotics," the details of what that activity involves are not elaborated. Rather than focusing on the surface-level descriptions like "We competed and won," it would be more engaging to delve into the details. What did your robot do? How did you compete? What were the specific challenges in "lacking building materials"? Use visuals and imagery to create a more engaging picture of what you were doing.

The hook and ending sentences of "drifting off to sleep" feel arbitrary and not at all connected to any ideas throughout the essay. Instead, it comes off as a contrived choice to create a "full circle" essay. Although coming full circle is often a good strategy, there should be a specific purpose in doing so. For your intro, try using a short sentence that creates emphasis on something interesting. For the conclusion, try using similar language to the intro, expanding upon your ideas to more universal takeaways, or connecting back to previous ideas with a new nuance.

Common App Essay Example #18: Lab Research

Common app essay example #19: carioca dance.

Having a natural-sounding style of writing can be a great way of conveying personality. This student does a fantastic job of writing as they'd speak, which lets admissions officers create a clear "image" of who you are in their head. By writing naturally and not robotically, you can create a "voice" and add character to your essay.

This student chooses a unique activity, the Carioca drill, as their main topic. By choosing a "theme" like this, it allows you to easily and naturally talk about other activities too, without seeming like you're simply listing activities. This student uses the Carioca as a metaphor for overcoming difficulties and relates it to their other activities and academics—public speaking and their job experience.

Showing a sense of humor can indicate wit, which not only makes you seem more likeable, but also conveys self-awareness. By not always taking yourself 100% seriously, you can be more relatable to the reader. This student acknowledges their struggles in conjunction with using humor ("the drills were not named after me—'Saads'"), which shows a recognition that they have room to improve, while not being overly self-critical.

Common App Essay Example #20: Chinese Language

The list of languages that Lincoln offered startled me. “There’s so many,” I thought, “Latin, Spanish, Chinese, and French.”

As soon as I stepped off the plane, and set my eyes upon the beautiful city of Shanghai, I fell in love. In that moment, I had an epiphany. China was made for me, and I wanted to give it all my first; first job and first apartment.

Using creative metaphors can be an effective way of conveying ideas. In this essay, the metaphor of "Chinese characters...were the names of my best friends" tells a lot about this student's relationship with the language. When coming up with metaphors, a good rule of thumb is: if you've heard it before, don't use it. Only use metaphors that are specific, make sense for what you're trying to say, and are highly unique.

Whenever you "tell" something, you should try and back it up with anecdotes, examples, or experiences. Instead of saying that "I made conversation," this student exemplifies it by listing who they talked to. Showing is always going to be more compelling than telling because it allows the reader to come to the conclusion on their own, which makes them believe it much stronger. Use specific, tangible examples to back up your points and convince the reader of what you're saying.

Although this essay has reflections, they tend to be more surface-level, rather than unique and compelling. Admissions officers have read thousands of application essays and are familiar with most of the ideas students write about. To stand out, you'll need to dive deeper into your ideas. To do this, keep asking yourself questions whenever you have an interesting idea. Ask "Why" and "How" repeatedly until you reach something that is unique, specific to you, and super interesting.

Avoid writing a conclusion that only "sounds nice," but lacks real meaning. Often times, students write conclusions that go full circle, or have an interesting quote, but they still don't connect to the main idea of the essay. Your conclusion should be your strongest, most interesting idea. It should say something new: a new perspective, a new takeaway, a new aspect of your main point. End your essay strongly by staying on topic, but taking your idea one step further to the deepest it can go.

Common App Essay Example #21: Kiki's Delivery Service

Common App Prompt #6: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? (250-650 words)

I spent much of my childhood watching movies. I became absolutely engrossed in many different films, TV shows, and animations. From the movie theatres to the TV, I spent my hours enjoying the beauty of visual media. One place that was special to me was the car. My parents purchased a special screen that could be mounted on the back of the headrest, so that I could watch movies on trips. This benefited both parties, as I was occupied, and they had peace. Looking back, I realize this screen played a crucial role in my childhood. It was an integral part of many journeys. I remember taking a drive to Washington D.C, with my visiting relatives from Poland, and spending my time with my eyes on the screen. I remember packing up my possessions and moving to my current home from Queens, watching my cartoons the whole time. I can comfortably say that watching movies in the car has been an familiar anchor during times of change in my life.

I used to watch many different cartoons, nature documentaries, and other products in the car, yet there has been one movie that I have rewatched constantly. It is called “Kiki’s Delivery Service” by Hayao Miyazaki. My parents picked it up at a garage sale one day, and I fell in love. The style of the animations were beautiful, and the captivating story of a thirteen year old witch leaving home really appealed to me. To be honest, the initial times I watched it, I didn’t fully understand the story but the magic and beauty just made me happy. Then, the more I watched it, I began to see that it was more about independence, including the need to get away from home and establish yourself as your own person. This mirrors how I felt during that period of my life,with mehaving a little rebellious streak; I didn’t agree with my parents on certain topics. That is not the end of the story though. As the years passed, and I watched it a couple more times, although with less frequency than before, my view of this movie evolved yet again.

Instead of solely thinking about the need for independence, I began to think the movie was more about the balance of independence and reliance. In the movie, the girl finds herself struggling until she begins to accept help from others. Looking back, this also follows my own philosophy during this time. As I began to mature, I began to realize the value of family, and accept all the help I can get from them. I appreciate all the hard work they had done for me, and I recognize their experience in life and take advantage of it. I passed through my rebellious phase, and this reflected in my analysis of the movie. I believe that this is common, and if I look through the rest of my life I am sure I would find other similar examples of my thoughts evolving based on the stage in my life. This movie is one of the most important to me throughout my life.

Common App Essay Example #22: Museum of Life

Using visuals can be a way to add interesting moments to your essay. Avoid being overly descriptive, however, as it can be distracting from your main point. When drafting, start by focusing on your ideas (your reflections and takeaways). Once you have a rough draft, then you can consider ways to incorporate imagery that can add character and flavor to your essay.

Admissions officers are people, just like you, and therefore are drawn to personalities that exhibit positive qualities. Some of the most important qualities to portray are: humility, curiosity, thoughtfulness, and passion. In this essay, there are several moments that could be interpreted as potentially self-centered or arrogant. Avoid trying to make yourself out to be "better" or "greater" than other people. Instead, focus on having unique and interesting ideas first, and this will show you as a likeable, insightful person. Although this is a "personal" statement, you should also avoid over using "I" in your essay. When you have lots of "I" sentences, it starts to feel somewhat ego-centric, rather than humble and interested in something greater than you.

This essay does a lot of "telling" about the author's character. Instead, you want to provide evidence—through examples, anecdotes, and moments—that allow the reader to come to their own conclusions about who you are. Avoid surface-level takeaways like "I am open-minded and have a thirst for knowledge." These types of statements are meaningless because anyone can write them. Instead, focus on backing up your points by "showing," and then reflect genuinely and deeply on those topics.

This essay is focused on art museums and tries to tie in a connection to studying medicine. However, because this connection is very brief and not elaborated, the connection seems weak. To connect to your area of study when writing about a different topic, try reflecting on your topic first. Go deep into interesting ideas by asking "How" and "Why" questions. Then, take those ideas and broaden them. Think of ways they could differ or parallel your desired area of study. The best connections between a topic (such as an extracurricular) and your area of study (i.e. your major) is through having interesting ideas.

Common App Essay Example #23: French Horn

This student chose the creative idea of personifying their French horn as their central theme. Using this personification, they are able to write about a multitude of moments while making them all feel connected. This unique approach also makes for a more engaging essay, as it is not overly straightforward and generic.

It can be challenging to reference your achievements without seeming boastful or coming across too plainly. This student manages to write about their successes ("acceptance into the Julliard Pre-College program") by using them as moments part of a broader story. The focus isn't necessarily on the accomplishments themselves, but the role they play in this relationship with their instrument. By connecting more subtly like this, it shows humility. Often, "diminishing" your achievements will actually make them stand out more, because it shows you're focused on the greater meaning behind them, rather than just "what you did."

This student does a good job of exemplifying each of their ideas. Rather than just saying "I experienced failure," they show it through imagery ("dried lips, cracked notes, and missed entrances"). Similarly, with their idea "no success comes without sacrifice," they exemplify it using examples of sacrifice. Always try to back up your points using examples, because showing is much more convincing than telling. Anyone can "tell" things, but showing requires proof.

This essay has a decent conclusion, but it could be stronger by adding nuance to their main idea or connecting to the beginning with a new perspective. Rather than repeating what you've established previously, make sure your conclusion has a different "angle" or new aspect. This can be connecting your main idea to more universal values, showing how you now view something differently, or emphasizing a particular aspect of your main idea that was earlier introduced.

Common App Essay Example #24: Dear My Younger Self

Common App Prompt #7: Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design. (250-650 words)

Younger Anna,

• Don’t live your life as if you're constantly being watched and criticized. Chances are, no one is even paying attention to you.
• Wear your retainer.
• Empathy makes your life easier. People who are inexplicably cruel are suffering just as much as the recipients of their abuse. Understanding this makes your interactions with these people less painful.
• Comparing yourself to your classmates is counterproductive. Sometimes you will forge ahead, other times you will lag behind. But ultimately, you’re only racing yourself.
• Speak up to your stepmom.
• Always eat the cake. I couldn't tell you how many times I’ve turned away a slice of cake, only to regret it the next day. If you really can’t commit, do yourself a favor and take a slice home with you.
• Cherish your grandparents.
• Forgive your mother. Harboring resentment hurts you just as much as her. All the time I spent being angry at her could’ve been spent discovering her strengths.

This essay chose a unique structure in the form of a letter addressed to themselves with a list of lessons they've learned. This structure is unique, and also allows the student to explore a variety of topics and ideas while making them all feel connected. It is tricky to not seem "gimmicky" when choosing a creative structure like this, but the key is to make your essay well thought-out. Show that you've put effort into reflecting deeply, and that you aren't choosing a unique structure just to stand out.

This essay is highly focused on lessons they've learned, which shows a deep level of reflection. Your ideas and takeaways from life experience are ultimately most compelling to admissions officers, and this essay succeeds because it is focused almost entirely on those reflections. This student also manages to incorporate anecdotes and mini stories where appropriate, which makes their reflections more memorable by being tangible.

Showing humility and self-awareness are two highly attractive traits in college admissions. Being able to recognize your own flaws and strengths, while not making yourself out to be more than what you are, shows that you are mature and thoughtful. Avoid trying to "boost yourself up" by exaggerating your accomplishments or over-emphasizing your strengths. Instead, let your ideas speak for themselves, and by focusing on genuine, meaningful ideas, you'll convey a persona that is both humble and insightful.

The drawback of having a structure like this, where lots of different ideas are examined, is that no one idea is examined in-depth. As a result, some ideas (such as "intelligence is not defined by your grades") come across as trite and overused. In general, avoid touching on lots of ideas while being surface-level. Instead, it's almost always better to choose a handful (or even just one main idea) and go as in-depth as possible by continually asking probing questions—"How" and "Why"—that force yourself to think deeper and be more critical. Having depth of ideas shows inquisitiveness, thoughtfulness, and ultimately are more interesting because they are ideas that only you could have written.

Common App Essay Example #25: Monopoly

Feeling a bit weary from my last roll of the dice, I cross my fingers with the “FREE PARKING” square in sight. As luck has it, I smoothly glide past the hotels to have my best horse show yet- earning multiple wins against stiff competition and gaining points to qualify for five different national finals this year.

This essay uses the board game "Monopoly" as a metaphor for their life. By using a metaphor as your main topic, you can connect to different ideas and activities in a cohesive way. However, make sure the metaphor isn't chosen arbitrarily. In this essay, it isn't completely clear why Monopoly is an apt metaphor for their life, because the specific qualities that make Monopoly unique aren't explained or elaborated. Lots of games require "strategy and precision, with a hint of luck and a tremendous amount of challenge," so it'd be better to focus on the unique aspects of the game to make a more clear connection. For example, moving around the board in a "repetitive" fashion, but each time you go around with a different perspective. When choosing a metaphor, first make sure that it is fitting for what you're trying to describe.

You want to avoid listing your activities or referencing them without a clear connection to something greater. Since you have an activities list already, referencing your activities in your essay should have a specific purpose, rather than just emphasizing your achievements. In this essay, the student connects their activities by connecting them to a specific idea: how each activity is like a mini challenge that they must encounter to progress in life. Make sure your activities connect to something specifically: an idea, a value, an aspect of your character.

This essay lacks depth in their reflections by not delving deeply into their main takeaways. In this essay, the main "idea" is that they've learned to be persistent with whatever comes their way. This idea could be a good starting point, but on its own is too generic and not unique enough. Your idea should be deep and specific, meaning that it should be something only you could have written about. If your takeaway could be used in another student's essay without much modification, chances are it is a surface-level takeaway and you want to go more in-depth. To go in-depth, keep asking probing questions like "How" and "Why" or try making more abstract connections between topics.

In the final two paragraphs, this essay does a lot of "telling" about the lessons they've learned. They write "I know that in moments of doubt...I can rise to the occasion." Although this could be interesting, it would be far more effective if this idea is shown through anecdotes or experiences. The previous examples in the essay don't "show" this idea. When drafting, take your ideas and think of ways you can represent them without having to state them outright. By showing your points, you will create a more engaging and convincing essay because you'll allow the reader to come to the conclusion themselves, rather than having to believe what you've told them.

What Can You Learn from These Common App Essay Examples?

With these 25 Common App essay examples, you can get inspired and improve your own personal statement.

If you want to get accepted into selective colleges this year, your Common App essays needs to be its best possible.

What makes a good Common App essay isn't easy to define. There aren't any rules or steps.

But using these samples from real students, you can understand what it takes to write an outstanding personal statement .

Let me know, which Common App essay did you think was the best?

Ryan Chiang , Founder of EssaysThatWorked

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The 2021-2022 Common App Essay: How to Write a Great Essay That Will Get You Accepted

If you’re reading this, then you’ve probably started the very exciting process of applying to college—and chances are you may be a little overwhelmed at times. That’s OK! The key to getting into the right college for you is taking each step of the application process in stride, and one of those steps is completing the Common App and the Common App essay.

In this post, you’ll learn what the Common Application essay is, how to write one (including a free checklist to help you with the process), example essays, and much more. Let’s get started!

Table of Contents

What is the Common App, and More Importantly, What is the Common App Essay? Quick Facts on the 2021-2022 Common App Essay How Do You Write a Common App Essay?

What Should I Avoid in My Common App Essay? What Are Some Good Common App Essay Examples?

Common Application Essay FAQs

What is the common app, and more importantly, what is the common app essay.

The “Common App,” short for the Common Application , is a general application used to apply to multiple college undergraduate programs at once. It’s accepted by hundreds of colleges in the United States as well as some colleges internationally.

The idea is that the Common App is a “one-stop shop” so you don’t have to complete a million separate applications. That said, plenty of colleges still require their own application components, and the Common App, as user-friendly as it aims to be, can still feel like a bit of a challenge to complete.

Part of the reason the Common App can seem intimidating is because of the Common App essay component, which is required of all students who submit a college application this way. But never fear! In reality, the Common App essay is easy to ace if you know how to approach it and you give it your best.

So without further ado, let’s take a look at anything and everything you need to know about the 2021-2022 Common App essay in order to help you get into the school of your dreams. We’ve also created a downloadable quick guide to writing a great Common Application essay.

Quick Facts on the 2021-2022 Common App Essay

Below are just a few of the short and sweet things you need to know about the 2021-2022 Common App essay, but we’ll elaborate on some of this content later in this post.

How Do You Write a Common App Essay?

The million dollar question about the Common App essay is obviously, “How do I actually write it?!”

Now there’s something to keep in mind before exploring how to compose the Common App essay, and that’s the purpose of this task. You may be wondering:

• What are college admissions boards actually looking for?
• Why are you being asked to write this essay?

College admissions boards want to see that you can compose a compelling, well-crafted essay. After four years of high school, you’re expected to be able to craft a clear and concise piece of writing that addresses a specific subject.

So yes, you’re actually being evaluated on your essay writing skills, but the purpose of the Common Application essay is deeper than that—it’s to present the type of person and thinker that you are.

Regardless of which prompt you choose, colleges are trying to get a sense of how thoughtfully and critically you can reflect on your life and the world around you .

And furthermore, they want to get a sense of who you are—your interests, your personality, your values—the dimensional aspects of you as an applicant that simply can’t be expressed in transcripts and test scores . In short, you want to stand out and be memorable.

That said, there is no exact formula for “cracking the case” of the Common App essay, but there are plenty of useful steps and tips that can help you write a great essay.

(In a hurry? Download our quick and concise handout that sums up some of the keys to the Common App essay!)

1) Familiarize Yourself With the Common App Prompts and How to Approach Them

The Common App recently released the 2021-2022 essay prompts , which are almost the same as last year’s prompts, but with one BIG difference.

The prompt about problem solving (formerly prompt #4) has been replaced with a prompt about gratitude and how it has motivated you. According to Common App President and CEO Jenny Rickard, this change was inspired by new scientific research on the benefits of writing about gratitude and the positive impact others have had on our lives.

Additionally, the Common App now includes an optional Covid-19 prompt where you can discuss how you’ve personally been affected by the Covid-19 pandemic.

Now, let’s take a look at each 2021-2022 Common App prompt individually. You’ll notice that every prompt really has two parts to it:

• share, explain and describe a narrative, and
• reflect on, analyze, and draw meaning from it.

Let’s take a look.

  Prompt #1: A snapshot of your story

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

• Discuss a background, identity, or interest that you feel is meaningful to who you are and/or that or sets you apart from others.
• Reflect on why this attribute is meaningful and how it has shaped you as a person.

  Prompt #2: An obstacle you overcame

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

• Recount a time you faced a challenge, setback, or failure.
• Reflect on how this affected you, what you learned from it, and if it led to any successes later down the line.

  Prompt #3: A belief or idea you questioned or challenged

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

• Explain a time that you questioned a particular belief or way of thinking.
• Elaborate on what prompted this questioning, what the outcome was, and why this outcome was significant.

  Prompt #4: An experience of gratitude that has motivated you

Prompt: Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

• Describe the specific experience or interaction that made you feel a sense of gratitude. Make sure to explain who did something nice for you and why it was surprising or unexpected.
• Explain, as specifically as possible, how this feeling of gratitude changed or motivated you. What actions did you take a result? How did your mindset change?

  Prompt #5: An accomplishment or event that sparked personal growth

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

• Describe an accomplishment or event that sparked personal growth for you.
• Reflect on the nature of this growth and/or a new understanding you gained in the process.

  Prompt #6: An interest so engaging you lose track of time

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

• Discuss a topic, idea, or interest that is so engaging to you that you lose track of time when focused on it.
• Reflect on and explain why this interest is so important to you, and your method of learning more about it.

  Prompt #7: An essay topic of your choice

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

• Discuss any subject matter or philosophical question of interest to you.
• Reflect on the implications of this subject or question, and how it has shaped you, transformed you, impacted your life, etc.

  Now keep in mind that to some degree, it doesn’t actually matter which prompt you choose to answer, so long as you write and present yourself well. But you obviously want to pick whichever Common App essay prompt speaks to you most, and the one you think will provide you the meatiest and most meaningful material.

This is an outstanding guide to choosing the right Common App essay prompt, but as a rule of thumb, the “right” prompt will probably stand out to you. If you have to rack your brain, for example, to think of a challenge you’ve overcome and how the experience has shaped you, then that prompt probably isn’t the right one.

Authenticity is key, so choose the prompt you can answer thoroughly.

2) Brainstorm

Whether you know immediately which prompt you’re going to choose or not, do yourself a huge favor and brainstorm . Take out a notebook and jot down or free write all of the ideas that spring to your mind for as many of the prompts that you’re considering. You might be surprised what ideas you generate as you start doing this, and you might be surprised which ideas seem to have the most content and examples to elaborate on.

Also, it’s important to note that your subject matter doesn’t have to be highly dramatic or spectacular. You don’t have to recount a near-death experience, an epic overseas adventure, a 180-degree turn of faith, etc. Your ordinary life, when reflected upon thoughtfully, is interesting and profound.

3) Answer the Question (and Stay on Topic!)

This may sound painfully obvious, but for some of us, it can be hard to stay on topic. Each prompt is posed as a question , so don’t lose sight of that and let your essay devolve into a story about yourself that never really gets at the heart of the prompt.

As you’re drafting your essay—say after each paragraph—pause and refer back to the question, making sure each paragraph plays some part in actually responding to the prompt.

4) Structure and Organize Your Essay Effectively

The Common App essay isn’t like many of the other argumentative essays you’ve been taught to write in school. It is argumentative in that you are essentially arguing for why you are a good candidate for a particular college, using your personal experience as support, but it’s more than that.

The Common Application essay is essentially a narrative essay that is reflective and analytical by nature. This means that regardless of which prompt you select, you’ll be sharing something personal about yourself, and then reflecting on and analyzing why what you shared is important.

And even if this isn’t an essay format that you’re accustomed to writing, you can still rely on your knowledge of basic essay structures to help you. You’ll still need a clear introduction, body, and conclusion.

Let’s talk about those three pieces now.

Introduction

The purpose of an introduction is 1) to grab the reader’s attention and compel them to continue reading, and 2) to introduce the reader to the general subject at hand.

So the most important part of the introduction is a unique attention-getter that establishes your personal voice and tone while piquing the reader’s interest. An example of a good hook could be a brief illustrative anecdote, a quote, a rhetorical question, and so on.

Now, you may be wondering, “Do I need a thesis statement?” This is a great question and the simple answer is no.

This is because some students prefer to hook their reader with a bit of mystery and let their story unfold organically without a thesis sentence “spoiling” what is to come. This doesn’t mean you can’t have a thesis sentence, it just means you don’t need one. It just depends on how you want to build your personal narrative, and what serves you best.

That said, your essay does need a greater message or lesson in it, which is another way of saying a thesis . You just don’t necessarily have to write it out in the introduction paragraph.

It might help you to keep a thesis in mind or even write it down just for your own sake, even if you don’t explicitly use it in your introduction. Doing so can help you stay on track and help you build up to a stronger reflection.

Here are some examples of narrative thesis statements:

• I moved a lot as a child on account of having a parent in the military, which led me to become highly adaptable to change.
• The greatest obstacle I’ve overcome is my battle with leukemia, which has taught me both incredible resilience and reverence for the present.
• An accomplishment that I achieved was making the varsity volleyball team, which has made me grow tremendously as a person, specifically in the areas of self-confidence and collaboration.

As discussed earlier, there are two parts to each prompt: explanation and reflection . Each part should be addressed throughout the essay, but how you organize your content is up to you.

A good rule of thumb for structuring the body of your essay is as follows:

• Situate your reader: provide context for your story by focusing in on a particular setting, subject matter, or set of details. For example, you may frame an essay about an internship at the zoo with the phrase, “Elephants make the best friends.” Your reader knows immediately that the subject matter involves your interaction with animals, specifically elephants.
• Explain more about your topic and how it affected you, using specific examples and key details.
• Go deeper. Elaborate and reflect on the message at hand and how this particular topic shaped the person you are today.

Note that while there are no set rules for how many paragraphs you should use for your essay, be mindful of breaking paragraphs whenever you naturally shift gears, and be mindful of too-long paragraphs that just feel like walls of text for the reader.

Your conclusion should flow nicely from your elaboration, really driving home your message or what you learned. Be careful not to just dead-end your essay abruptly.

This is a great place to speculate on how you see the subject matter informing your future, especially as a college student and beyond. For example, what might you want to continue to learn about? What problems do you anticipate being able to solve given your experience?

5) Write Honestly, Specifically, and Vividly

It may go without saying, but tell your own story, without borrowing from someone else’s or embellishing. Profound reflection, insight, and wisdom can be gleaned from the seemingly simplest experiences, so don’t feel the need to stray from the truth of your unique personal experiences.

Also, make sure to laser in on a highly specific event, obstacle, interest, etc. It is better to go “narrower and deeper” than to go “wider and shallower,” because the more specific you are, the more vivid and engrossing your essay will naturally be.

For example, if you were a camp counselor every summer for the last few years, avoid sharing several summers’ worth of content in your essay. Focus instead on one summer , and even better, on one incident during that summer at camp.

And on that note, remember to be vivid! Follow the cardinal rule of writing: show and don’t tell . Provide specific details, examples, and images in order to create a clear and captivating narrative for your readers.

6) Be Mindful of Voice and Tone

Unlike in most academic essays, you can sound a bit less stuffy and a bit more like yourself in the Common App essay. Your essay should be professional, but can be conversational. Try reading it aloud; does it sound like you? That’s good!

Be mindful, however, of not getting too casual or colloquial in it. This means avoiding slang, contractions, or “text speak” abbreviations (e.g. “lol”), at least without deliberate context in your story (for example, if you’re recounting dialogue).

You’re still appealing to academic institutions here, so avoid profanity at all costs, and make sure you’re still upholding all the rules for proper style, grammar, and punctuation.

7) Revise and Proofread

This one is a biggie. Give yourself time during your application process to revise, rework, and even rewrite your essay several times. Let it grow and change and become the best version it can be. After you write your first draft, walk away from it for a couple days, and return to it with fresh eyes. You may be surprised by what you feel like adding, removing, or changing.

And of course, make sure your essay is pristine before you submit it. Triple and quadruple check for spelling and usage errors, typos, etc. Since this isn’t a timed essay you have to sit for (like the ACT essay test , for example), the college admissions readers will expect your essay to be polished and sparkling.

A tried and true method for both ensuring flow and catching errors is reading your essay aloud. You may sound a little silly, but it really works!

What Should I Avoid in My Common App Essay?

Resume Material

Your Common App essay is your chance to provide a deeper insight into you as a person, so avoid just repeating what you’d put on a resume. This is not to say you can’t discuss something mentioned briefly on your resume in greater depth, but the best essays offer something new that helps round out the whole college application.

Controversy

Okay, now this one is a bit tricky. On the one hand, you should write boldly and honestly, and some of the prompts (the one about challenging a particular belief, for example) are appropriate for addressing potentially contentious topics.

But that said, avoid being controversial or edgy for the sake of being controversial or edgy. Be steadfast in your beliefs for the greater sake of the narrative and your essay will be naturally compelling without being alienating to your readers.

Vague Stories

If you have a personal story that you’re not entirely comfortable sharing, avoid it, even if it would make a great essay topic in theory. This is because if you’re not comfortable writing on the subject matter, you’ll end up being too vague, which won’t do your story or overall application justice. So choose a subject matter you’re familiar with and comfortable discussing in specifics.

Unless they really, truly serve your essay, avoid general platitudes and cliches in your language. It is definitely encouraged to have an essay with a moral, lesson, or greater takeaway, but try to avoid summing up what you’ve learned with reductive phrases like “slow and steady wins the race,” “good things come in small packages,” “actions speak louder than words,” “you can’t judge a book by its cover,” and so on.

What Are Some Good Common App Essay Examples?

There are tons of Common App essays out there, including these Common App essay examples accepted at Connecticut College, which include explanations from admissions readers about why they were chosen.

But let’s take a look here at two versions of an example essay, one that is just okay and one that is great.

Both Common App essay examples are crafted in response to prompt #2, which is:

Essay Version #1, Satisfactory Essay:

During my sophomore year of high school, I tore my ACL, which stands for “anterior cruciate ligament,” and is the kiss of death for most athletic careers. This injury ended up being one of the greatest obstacles of my life. It was also, however, a turning point that taught me to see opportunity amidst adversity.

It was particularly awful that I was just about to score a winning goal during a championship hockey game when I was checked by a guy on the opposing team and came crashing down on my knee. It was pain unlike anything I’d ever felt before, and I knew immediately that this was going to be bad.

For the few months that followed the accident, I was lost, not really knowing what to do with myself. I didn’t know who I was anymore because hockey had been my whole world and sense of identity. Between working out, attending practice, playing home and away games, and watching games to learn more, it was my lifeblood. Losing my ability to play took a toll on me physically and emotionally and I grew lethargic and depressed.

And then one day I heard my school would be adding an advanced multimedia art class for those students who wanted to continue studying art beyond what was already offered. I had taken the handful of art classes my school offered and really enjoyed and excelled at them—though I had never considered them more than just fun electives to fill my scheduled, as required.

After a couple of weeks of the class, I began feeling better. Suddenly I wanted to draw or paint everything I looked at. I wanted to share the world around me as I saw it with others, to connect with people in a way I’d never done before. I met and made friends with many new people in that art class, people I would have never known if I hadn’t taken it, which also opened me up to all kinds of new mindsets and experiences.

We’re all familiar with the common adage, “When one door closes, another opens,” and this is exactly what happened for me. I might never have pursued art more seriously if I hadn’t been taken out of hockey. This has served as a great reminder for me to stay open to new opportunities. We never know what will unexpectedly bring us joy and make us more well-rounded people.

Areas for Improvement in Version #1:

• It lacks a compelling hook.
• The discussion of the obstacle and reflection upon it are both a bit rushed.
• It could use more vivid and evocative language.
• It uses a cliche (“one door closes”).
• It is somewhat vague at times (e.g. what kinds of “new mindsets and experiences” did the writer experience? In what ways are they now more “well-rounded”?).

Now let’s apply this feedback and revise the essay.

Essay Version #2, Excellent Essay:

My body was splayed out on the ice and I was simultaneously right there, in searing pain, and watching everything from above, outside of myself. It wasn’t actually a “near death” experience, but it was certainly disorienting, considering that just seconds before, I was flying down the ice in possession of the puck, about to score the winning goal of our championship game.

Instead, I had taken a check from an opposing team member, and had torn my ACL (or anterior cruciate ligament), which is the kiss of death for most athletic careers.

My road to recovery included two major surgeries, a couple months on crutches, a year of physical therapy, and absolutely zero athletic activity. I would heal, thankfully, and regain movement in my knee and leg, but I was told by doctors that I may never play hockey again, which was devastating to me. Hockey wasn’t just my passion—it was my life’s goal to play professionally.

For the few months that followed the accident, I was lost, feeling like a ghost haunting my own life, watching everything but unable to participate. I didn’t know who I was anymore because hockey had been my whole world and sense of identity. Between working out, attending practice, playing home and away games, and watching games to learn more, it was my lifeblood. Losing my ability to play took a toll on me physically and emotionally, and I grew lethargic and depressed.

And then one day I heard my school would be adding an advanced multimedia art class after school for those students who wanted to study art more seriously. I had already taken the handful of art classes my school offered and really enjoyed them—though I had never considered them more than just fun electives to fill my schedule, as required. And, because of hockey, I certainly had never had afternoons open.

After a couple of weeks of the class, I began to feel alive again, like “myself” but renewed, more awake and aware of everything around me. Suddenly I wanted to draw or paint everything I looked at, to bring everything I saw to life. It wasn’t just that I’d adopted a new hobby or passion, it was that I began looking more closely and critically at the world around me. I wanted to share what I saw with others, to connect with people in a way I’d never done before.

My art teacher selected a charcoal portrait of mine to be showcased in a local art show and I’ve never been more proud of myself for anything. Many of my friends, family members, and teammates came to see the show, which blew me away, but also I realized then just how much of my own self worth had been attached to people’s perception of me as a successful athlete. I learned how much better it feels to gain self worth from within. Unlike hockey, which I’d trained to be good at since I was a toddler, art is something that made me much more vulnerable. I didn’t do it to try to be the best, I did it because it felt good. And getting out of my comfort zone in this way gave me a sense of confidence I had never known prior, despite all my time on the ice during high-stakes games.

Today, I’m back in skates and able to play hockey, but will probably not play professionally; while I am disappointed, I’m also at peace with it. We make plans in life, and sometimes life has other plans for us that we have to adapt to and embrace, which is the more profound lesson I’ve learned in the healing process. We can crumple in the face of obstacles, or we can look for a silver lining and allow ourselves to grow into more complex, dynamic, well-rounded people. I don’t know what the rest of life holds for me, but I do know that I’m going to keep making art, and I’m going to keep opening myself up to new opportunities and experiences.

Strengths of Version #2:

• It has a compelling hook that draws the reader in.
• It has a clear beginning, middle, and end (expressed as an introduction, body, and conclusion).
• It directly addresses the prompt at hand and sticks to it.
• It focuses on one specific incident.
• It is well balanced in its explanation of and reflection on a given experience.
• It uses a clear, unique voice and tone as well as vivid, evocative language.
• It has a logical and cohesive flow.
• It is highly personal while also polished and professional.

Hopefully these examples have given you ideas of how you can take your Common App essay from good to great. If you have more questions about how to write a Common App essay, keep reading our FAQs below.

How much do I actually have to write for the Common App essay?

Last year, the Common App essay was capped at 650 words with a minimum of 250 words required. The best essays tend to range between 500-650 words.

Think of it this way as you start to draft: 500 words is one single-spaced page (250 words is one double-spaced page), so you should write roughly a page to page and half of typed, single-spaced content.

Where can I find the official Common App essay prompts?

Here are the 2021-2022 Common App essay prompts , which are the same as last year’s, with the exception of a new prompt #4 and the addition of a Covid-19 Common App prompt .

Do I need a title for the Common App essay?

A title is not required for the Common App essay, but you are, of course, more than welcome to include one if you’d like.

Where can I go for more information about the Common App essay?

All of the necessary information for the Common App and the Common App essay can be found on the Common Application home page.

For further reading, here are some posts that tackle and dispel common myths about the Common App essay:

Myth: The Common App essay must sound professional. Myth: Colleges can’t tell if someone helps write a common app essay.

If you haven’t already, you can download our free Common App essay checklist .

Happy Writing!

There you have it! The Common App essay can actually be quite rewarding to write if you give yourself enough time to prepare for it thoroughly. Remember, it’s all about you, and you’re the authority on that! So hunker down and don’t forget to have fun in the writing process.

We’d also love to hear from you! What questions or concerns do you still have about the Common Application essay? What are you thinking about writing on?

Comment below, and good luck!

Nadyja von Ebers is one of Magoosh’s Content Creators. Nadyja holds an MA in English from DePaul University and has taught English and at the high school and college levels for twelve years. She has a decade of experience teaching preparation for the AP exams, the SAT, and the ACT, among other tests. Additionally, Nadyja has worked as an academic advisor at college level and considers herself an expert in all things related to college-prep. She’s applied her college expertise to posts such as UCLA Admissions: The SAT Scores, ACT Scores, and GPA You Need to Get in and A Family Guide to College Admissions . Nadyja loves helping students reach their maximum potential and thrives in both literal and virtual classrooms. When she’s not teaching, she enjoys reading and writing for pleasure and loves spending time in or near the ocean. You can connect with her on LinkedIn !

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Sat / act prep online guides and tips, the 3 popular essay formats: which should you use.

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Not sure which path your essay should follow? Formatting an essay may not be as interesting as choosing a topic to write about or carefully crafting elegant sentences, but it’s an extremely important part of creating a high-quality paper. In this article, we’ll explain essay formatting rules for three of the most popular essay styles: MLA, APA, and Chicago.

For each, we’ll do a high-level overview of what your essay’s structure and references should look like, then we include a comparison chart with nitty-gritty details for each style, such as which font you should use for each and whether they’re a proponent of the Oxford comma. We also include information on why essay formatting is important and what you should do if you’re not sure which style to use.

Why Is Your Essay Format Important?

Does it really matter which font size you use or exactly how you cite a source in your paper? It can! Style formats were developed as a way to standardize how pieces of writing and their works cited lists should look. 

Why is this necessary? Imagine you’re a teacher, researcher, or publisher who reviews dozens of papers a week. If the papers didn’t follow the same formatting rules, you could waste a lot of time trying to figure out which sources were used, if certain information is a direct quote or paraphrased, even who the paper’s author is. Having essay formatting rules to follow makes things easier for everyone involved. Writers can follow a set of guidelines without trying to decide for themselves which formatting choices are best, and readers don’t need to go hunting for the information they’re trying to find.

Next, we’ll discuss the three most common style formats for essays.

MLA Essay Format

MLA style was designed by the Modern Language Association, and it has become the most popular college essay format for students writing papers for class. It was originally developed for students and researchers in the literature and language fields to have a standardized way of formatting their papers, but it is now used by people in all disciplines, particularly humanities. MLA is often the style teachers prefer their students to use because it has simple, clear rules to follow without extraneous inclusions often not needed for school papers. For example, unlike APA or Chicago styles, MLA doesn’t require a title page for a paper, only a header in the upper left-hand corner of the page.

MLA style doesn’t have any specific requirements for how to write your essay, but an MLA format essay will typically follow the standard essay format of an introduction (ending with a thesis statement), several body paragraphs, and a conclusion.

One of the nice things about creating your works cited for MLA is that all references are structured the same way, regardless of whether they’re a book, newspaper, etc. It’s the only essay format style that makes citing references this easy! Here is a guide on how to cite any source in MLA format. When typing up your works cited, here are a few MLA format essay rules to keep in mind:

• The works cited page should be the last paper of your paper.
• This page should still be double-spaced and include the running header of your last name and page number.
• It should begin with “Works Cited” at the top of the page, centered.
• Your works cited should be organized in alphabetical order, based on the first word of the citation.

APA Essay Format

APA stands for the American Psychological Association. This format type is most often used for research papers, specifically those in behavioral sciences (such as psychology and neuroscience) and social sciences (ranging from archeology to economics). Because APA is often used for more research-focused papers, they have a more specific format to follow compared to, say, MLA style.

All APA style papers begin with a title page, which contains the title of the paper (in capital letters), your name, and your institutional affiliation (if you’re a student, then this is simply the name of the school you attend). The APA recommends the title of your paper not be longer than 12 words.

After your title page, your paper begins with an abstract. The abstract is a single paragraph, typically between 150 to 250 words, that sums up your research. It should include the topic you’re researching, research questions, methods, results, analysis, and a conclusion that touches on the significance of the research. Many people find it easier to write the abstract last, after completing the paper.

After the abstract comes the paper itself. APA essay format recommends papers be short, direct, and make their point clearly and concisely. This isn’t the time to use flowery language or extraneous descriptions. Your paper should include all the sections mentioned in the abstract, each expanded upon.

Following the paper is the list of references used. Unlike MLA style, in APA essay format, every source type is referenced differently. So the rules for referencing a book are different from those for referencing a journal article are different from those referencing an interview. Here’s a guide for how to reference different source types in APA format . Your references should begin on a new page that says “REFERENCES” at the top, centered. The references should be listed in alphabetical order.

Chicago Essay Format

Chicago style (sometimes referred to as “Turabian style”) was developed by the University of Chicago Press and is typically the least-used by students of the three major essay style formats. The Chicago Manual of Style (currently on its 17th edition) contains within its 1000+ pages every rule you need to know for this style. This is a very comprehensive style, with a rule for everything. It’s most often used in history-related fields, although many people refer to The Chicago Manual of Style for help with a tricky citation or essay format question. Many book authors use this style as well.

Like APA, Chicago style begins with a title page, and it has very specific format rules for doing this which are laid out in the chart below. After the title page may come an abstract, depending on whether you’re writing a research paper or not. Then comes the essay itself. The essay can either follow the introduction → body → conclusion format of MLA or the different sections included in the APA section. Again, this depends on whether you’re writing a paper on research you conducted or not.

Unlike MLA or APA, Chicago style typically uses footnotes or endnotes instead of in-text or parenthetical citations. You’ll place the superscript number at the end of the sentence (for a footnote) or end of the page (for an endnote), then have an abbreviated source reference at the bottom of the page. The sources will then be fully referenced at the end of the paper, in the order of their footnote/endnote numbers. The reference page should be titled “Bibliography” if you used footnotes/endnotes or “References” if you used parenthetical author/date in-text citations.

Comparison Chart

Below is a chart comparing different formatting rules for APA, Chicago, and MLA styles.

How Should You Format Your Essay If Your Teacher Hasn’t Specified a Format?

What if your teacher hasn’t specified which essay format they want you to use? The easiest way to solve this problem is simply to ask your teacher which essay format they prefer. However, if you can’t get ahold of them or they don’t have a preference, we recommend following MLA format. It’s the most commonly-used essay style for students writing papers that aren’t based on their own research, and its formatting rules are general enough that a teacher of any subject shouldn’t have a problem with an MLA format essay. The fact that this style has one of the simplest sets of rules for citing sources is an added bonus!

What's Next?

Thinking about taking an AP English class? Read our guide on AP English classes to learn whether you should take AP English Language or AP English Literature (or both!)

Compound sentences are an importance sentence type to know. Read our guide on compound sentences for everything you need to know about compound, complex, and compound-complex sentences.

Need ideas for a research paper topic? Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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How to Start a College Essay: 5 Effective Techniques

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Impressionable Openers

Descriptions and demonstrations, show vulnerability, be authentic, stay personal, fun & quirky, common mistakes to avoid in your college essay.

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Frequently Asked Questions About Starting a College Essay

College essays are a huge part of your college career. If not huge, one of the biggest, and for someone who has been there and done that, I know the amount of pressure the beginning of a college essay, as well as the entire essay, can put on your shoulders.

Not only are you trying to juggle things like word count and grammar errors, but you're also trying to create the perfect college essay introduction that will attract admissions officers to your application or professors to your writing skills. And that, itself, can feel impossible, fill you with dread and self-doubt, but just breathe. I am here to help all present and future students know how to start a college essay.

Today is all about starting a college essay. I have come up with five easy and effective techniques that will help you create essays so good you're going to leave your readers wanting more , starting with your opening sentence! So, this is for all college students and college applicants. Stress no more! This guide was created to help you write a successful college essay. Let's get into it.

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The beginning of your essay should, first and foremost, always have a strong opening sentence . This sentence sets the tone for not only your readers but for the entire essay. Having a wobbly, almost interesting opener can steer an admissions officer and/or professor away, so you want it to be strong. And it doesn't have to be complicated! Less is more in this situation. Here are a couple of ways you can accomplish this.

• Look within and be relatable
• Use your real life for inspiration
• Think about ways to evoke emotion

Here are some examples of impressionable openers:

• Example 1: When I was 11 years old, my mother told me she had cancer over breakfast.
• Example 2: Maybe yellow isn't my favorite color.
• Example 3: I sat next to this girl in class who made me feel stupid.

DISCLAIMER : your opener should ALWAYS adhere to the essay prompts. These are just a few examples that can capture your reader's attention almost immediately.

In order to keep readers interested, visuals are key . Image-based descriptions will not only add value to your writing, it will give your readers front seats to your essay's journey. These descriptions let actions speak for themselves.

Here is an example of a description and demonstration in an essay:

• Example 1: "I was sitting on a bar stool when the word 'cancer' hit me like the smell of her coffee brewing on the stove. The Rice Krispies were popping in my cereal bowl, and MTV Jams was playing in the background, yet all I could hear was the sound of doom all around me. The lips of my mother were moving, but I was frozen, crumbling on this stool like my mother's health. She was sick, and I didn't know how sick or what that even meant, and that terrified me."

Why This Works:

Here you can clearly feel the writers emotional state: shocked, still, scared. Not only is this moment at breakfast traumatic, you feel frozen in time with the writer. Using descriptions like this will evoke so much emotion and leave your reader wanting more.

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Something one of my teachers told me in high school was any good essay will have personal elements in it, no matter the topic. That always stuck with me and became the way I approached my college essays. Showing vulnerability in your writing will always guarantee interest. It also evokes emotion.

You can show vulnerability by:

• Being honest
• Explaining what's going on inside underneath the exterior
• Describe what's going on around you at the moment
• Letting go of the fear of being seen
• Connecting with the topic
• Being transparent about mistakes/flaws

Examples of showing vulnerability:

• Example 1 : My mother telling me she had cancer over breakfast was not on my bingo card this year.
• Example 2 : I never thought losing someone I love would change me.
• Example 3: I had to lose everything in order to gain everything.

I know being vulnerable can be tough for some , but showing this side of you to college admissions officers and/or professors will not only make you stand out, but it can also help free you of things that might be weighing on your mind. Not to sound corny, but it can be therapeutic and make you a better writer . Just make sure you are staying on track with the essay prompt, and you're set!

Whether it's believed or not, an admissions officer wants to see pieces of you in your personal statement, so starting your essay by showing authenticity is a major major key. Along with being vulnerable, there are a few ways you can achieve this.

• Reflect : Take the time to reflect on your experiences, values, and beliefs that have shaped who you are today. Let your values, passions, and interests shine through in your writing.
• Mind Your Voice : Write in your own voice and avoid trying to sound like someone you're not. Authenticity comes from being genuine and true to yourself.
• Tell Your Story : Share personal anecdotes and insights that show your unique perspective.
• Be True to You : Focus on what matters to YOU (as long as you're on topic!). Write about what is meaningful and important to you rather than what you think admissions officers want to hear.

Above all, be open . Showing introspection and self-awareness in your essay will show any admissions committee who you are beneath the surface, as well as your personal growth.

You can also begin your essay being as random and silly as you'd like . It goes hand-in-hand with other important factors like vulnerability and authenticity. But don't get too crazy . Beginning your essay with something strange will definitely draw readers in. Let me show you what I mean.

• Example 1 : I start my mornings off in silence and solitude to keep people away from me.
• Example 2 : Sometimes, I like to circle big words in complex articles to learn new words. Yeah, but to also keep one in my back pocket for later use.
• Example 3 : Being the youngest child means getting away with everything you want, and that's exactly how I like it.

Do you see how each sentence draws you in? Not only are they light-hearted, but they also make you want to know why you want to keep people away in the morning and what kind of weapon you're forming against others with new words. And every youngest sibling will attest to feeling that exact same way. All of these examples are sure to make your essay fun, show who you are, and leave readers wanting more.

Years of writing college essays have taken me through every high and low of the process possible. And when they're good, they're great! But for some reason, my mistakes stick out more than anything. So, I've compiled a list of common mistakes to avoid when writing your college essay .

• Avoid Being Cliche - While you want to be captivating, you want to avoid overly used syntax and phrases that could potentially lose your reader's curiosity. For example, "in today's day and age," "follow my heart," "don't judge a book by its cover," etc. are all cliches that can be avoided by thinking outside of the box.
• Using Vocabulary to be Impressive - I know you want to impress the admissions committees, but it's important to stick to what you know and not what you can allude to. That is, use verbiage that resonates with your personality. Using extravagant words can work against you, and they can also sound forced. College admissions officers want to see the real you, so show it to them.
• Steer Clear of Controversy - Though it's not said enough, your college essay should tell your personal story and not touch on things that can stir the pot. For instance, talking about politics and religious beliefs may not be the route you want to take UNLESS it's called for in the college essay topic. And if so, stay on track with the essay prompts.
• Procrastinating : Waiting until the last minute to start writing your essay will bite you in the butt. You will feel rushed and end up writing a poorly crafted piece. Give yourself enough time to complete an essay draft, edit the draft, and repeat this two-step cycle until your essay is complete.
• Lack of originality : This goes hand-in-hand with avoiding cliches. Your college essay should exude a lot of your personality, so show admissions officers and teachers who you are! Include your cultural background, test scores that you're proud of, any future aspirations, etc. This all depends on the essay prompts, of course, but in my experience, every essay topic has room to show who you are.
• Ignoring the prompt : This is a major key. STAY ON TRACK. Make sure to carefully read and understand the essay prompt, and write your essay accordingly. The last thing you want to do is write a college essay that has nothing to do with the prompt. Reading is essential here.
• Lack of focus : If you want to know how to start a college essay, that means knowing how to stay focused. Find a quiet space, turn off electronics, hide your phone, and really nestle into how you want to capture your reader's attention. This will help you use your five senses clearly, keep your writing strong and not write an overly wordy essay. Focus is the tool here.
• Poor organization : Make sure your essay has a strong structure with clear transitions between paragraphs. An outline will work best to accomplish this. If you go into starting your college essay without a plan, be prepared to hit all roadblocks.
• Neglecting to Revise and Edit : Like procrastinating, don't fail to revise and edit your work. Always, always, always proofread your essay for grammar, spelling, and punctuation errors , as well as clarity and coherence.
• Not Seeking Feedback : Listen, I know that completing an essay is an accomplishment in itself, and you immediately want to submit it, but it's so beneficial to have others read your essay for feedback. You can only spot so many holes in your work when your eyes are constantly reviewing it, so a second, third, or even fourth set of eyes can help point out areas for improvement.

Above all, trust the writing process. Though I do want you to be aware of your jargon, don't get too wrapped up in thinking you're making a mistake. That's what editing is for! Once you complete your college essay, you should always revise and edit accordingly . What you thought sounded good might make you edit it to sound great. Just keep in mind that many colleges are looking for honesty and authenticity vs how well you can sound on paper . So, if you're aware of these factors, you'll be good to go.

Ways to Overcome Writer's Block

Take it from someone who has suffered from chronic writer's block, it's a pain to get through . Imagine being on a writing streak so good that when you stop, the entire essay writing process stops as a whole. It's definitely a challenge, but after 10 years of writing essays and really honing my craft, I learned a few things that have helped me get through even the thickest of writer's blocks, and I want to share them with you. Check them out:

• Take a break : This works every single time. Take a short break and step away from your computer to clear your mind and come back with a fresh perspective. For me, 15 minutes is all I ever need. If you need more time, that's okay. Just try not to make your break a rest.
• Freewriting : Sometimes, I'd start writing without worrying about my structure or grammar to get the ideas flowing, and surprisingly enough, I found my essay taking a pleasant turn.
• Change your environment : Move around. Don't underestimate the effects of a different location or workspace to stimulate creativity. Try coffee shops, bookstores, a park, or a new room in your house. New environment, new energy.
• Set small goals : This one is actually the most important. Some people get overwhelmed with the word "essay" for things like lack of proper writing skills, pressure to write a great essay, etc. But if you try breaking down your writing task into smaller, manageable chunks to make it less overwhelming, it can help. For example, set a goal of three paragraphs one day, take a day to edit those paragraphs, two more the next day, and so forth. Find a formula that works for you.
• Brainstorming : Write down all your ideas--everything. No matter how small you think the idea is, write it down. Even if these ideas seem unrelated, they will help you generate new thoughts and connections.
• Read or listen to music : It took me a while to realize this helps, but engaging in other forms of art can inspire new ideas and break through mental blocks. And new creativity can lead you to impress admissions officers.
• Talk it out : As a writer, it's hard to let people in on the creative process, but discussing my ideas with a friend, family member, or colleague helped me gain new perspectives and insights.
• Relax and Meditate : Hear me out: it works! Practice deep breathing and/or meditation to reduce stress and anxiety that may be contributing to writer's block.

I won't sugarcoat it: the college application process can be intimidating , but it doesn't have to throw you off your game. When it comes to college essays, I see them as opportunities to be fun and expressive. Trust me when I say if you have fun with it, you'll attract the reader's attention , paint vivid details, and write an essay that will leave the admissions officer wanting you at their school. So, take it one step at a time and watch your personal statement come to life.

How can I make my college essay stand out to admissions officers?

Simply put, be yourself. As long as you stay on track with the essay's topic, showing pieces of yourself will allow admissions officers to know more about who you are. Essays are meant to show readers who you are, how you feel, and what you think naturally, not robotically, so be authentic in your writing, and you'll be sure to stand out amongst the rest.

What are some common mistakes to avoid when writing a college essay?

Some common mistakes to avoid in your essay are using cliches and boring wording. You also want to avoid procrastinating, wasting time, not focusing, not editing, etc. When writing your essay, you want to make sure you give your writing the time and attention it deserves, so make sure you're aware of what is pulling you away from your writing. This will help you stay focused. If you have any other doubts, refer to the section about mistakes in this article and let it guide you to success.

How important is the college essay in the admissions process?

Your college essay is key in the admissions process . It's an admissions committee's first impression of you as a writer and potential student, so it should be taken very seriously. Trying to cut corners or rush through the writing process will be obvious, and it will stand out more than things like test scores, academic achievements, extracurricular activities, and any other positive influence you've had in your life. So, don't take the easy way out and really work on your essay.

Feeling confident in your college essay skills and want to explore some other essay content? Explore our blog on the comma splice to enhance your technical writing skills!

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