university of california berkeley how to write an essay

How to (mostly) write an essay.

Whether you find yourself in a STEM class (Science, Technology, Engineering, Mathematics) or in creative writing class, essays will follow you throughout your time at Cal and any other higher education institution you find yourself in.

Some may rejoice while others may think it is just an unnecessary way of reaching a conclusion. I am not here to debate its necessity, rather help provide advice and some ideas for you when that day arrives where you sit down for several hours to brainstorm and write your essay.

The first thing to establish is that every professor and every subject and every topic will not work with the same exact format. A review of a book will be different than a report on the existence of kangaroos. Make sure you understand the prompt and if you have any questions or things that pop into your mind, and I mean any, please ask your instructor. It is the worst thing in the world to do an essay only to find out at the last second that you are slightly off course at the beginning and because of that it made you way off at the end.

Secondly, whatever topic you choose, make an outline and break it down in a way such as this:

Have the main topic/argument very clear on your paper. Sometimes the argument you make (and by argument I mean what you want to achieve with the reader interacting with your paper) will change throughout the course of the essay. This is okay, but have a starting off point so you do not stray too far from the course.

Next write down the main points you’d like to make in the essay. This could be the topics for each body paragraph or the quotations you will be analyzing, etc. This helps to keep your paper from feeling like you are going everywhere with no regard. Maybe there will be a part where you go into a counter-argument, or maybe there’s a break from qualitative evidence to quantitative evidence. All these points, however, should still relate back to your main point. Try to stick to one topic to paragraph until you are comfortable interweaving concepts between them.

Finally, add in the finer details. These can be quotes, to date, to analytical points, to even things you want to point out. These are what the bulk of your body paragraphs are. It can take some work to make sure they have sufficiently helped move your paper’s goal, so take time here to make sure you have what you need.

These few tips will definitely help set you up for the time you write your essay. If your outline, evidence, and ideas are there then your first draft and then final draft will feel like second nature. I still spend a lot of time writing, in different languages, and it has always been daunting to start something new, but just like running, the first few steps are the hardest and the middle can feel like a breeze. Just try not to sprint from start to finish if it’s a long race, it can definitely have a bad impact on you. These tips and tricks on writing an essay have worked for me, and they might for you, but some other people may not find use from them. That is 100% ok. However, don’t give up finding a way that suits your writing style, and it is never bad to ask someone for help!

Author:  Andres Larios

Hello my name is Andrés. I'm from Fontana, CA and I use the he/him/his pronouns. I am left-handed, a twin, and a proud papa of a German Sheperd-Husky mix named Echo. I am majoring in Political Science with a focus on International Relations in Latin America as well as Latin American languages and cultures (this is the Spanish and Portuguese Department.) I hope to study abroad and travel in Latin America while helping my community!

Berkeley Writing Assessment

Entry-level writing and the berkeley writing assessment.

The Entry Level Writing Requirement (ELWR) is a reading and writing proficiency requirement. It is a prerequisite to the Reading and Composition (R&C) requirement. R&C is a two-part (A & B) college-level reading and writing requirement assigned to all Berkeley undergraduates. Check the Berkeley Guide to review information from your college for more details.

All students entering UC as first-year students should fulfill the Entry Level Writing Requirement by the end of the first year of enrollment at Berkeley. The ELWR may be satisfied with a qualifying test score , a college-level English composition course taken before starting at Berkeley, or a passing score on the Berkeley Writing Assessment.

The next Berkeley Writing Assessment will be administered online on Saturday, May 18, from 2 to 4 p.m. (Pacific time).

Continuing students may register here ., the deadline for registration is 11:59 pm (pacific time), may 15..

It is strongly advised that you complete the assessment before you enter Berkeley if you do not have a qualifying exam score at this time. Taking the Assessment in May will help you to stay on track for completing the sequence of required Reading and Composition courses for timely degree progress.

All assessments take place online.

There is a $196 fee for taking this assessment which is charged after you finish the assessment. Fee waivers for the Berkeley Writing Assessment are only granted to students who qualified for the UC Application fee waiver. The Berkeley Writing Assessment fee waiver will be automatically processed if you have already qualified for the UC Application fee waiver.

Please read through the Frequently Asked Questions (FAQs) for answers to general questions you may have. 

I have another question about the Assessment. Who do I contact?

You can email College Writing Programs at [email protected] or call the front desk at 510- 642-5570. 

General Questions

What is the berkeley writing assessment.

The Berkeley Writing Assessment is a 2-hour timed reading and writing activity done online. It is made up of a reading passage and questions that you will write an essay in response to, without the assistance of outside readings, books, websites, ChatGPT, or other people. You will also complete a survey that tells us about your experience with writing and writing classes.

• Read more about What is the Berkeley Writing Assessment?

Who should take the Berkeley Writing Assessment?

If you do not have a qualifying exam score at this time, or a C or higher in an English Composition course completed before starting Berkeley, you should consider taking the next available assessment.

The advantage of taking the upcoming assessment is to guarantee you will have the results in time for fall semester enrollment in mid-July to best determine if you will take ...

• Read more about Who should take the Berkeley Writing Assessment?

How do I sign up for the Assessment?

If you are a newly admitted first-year student who has accepted the offer to attend Berkeley, you will be assigned a Task in your CalCentral Dashboard to complete an Entry Level Writing Evaluation form. If you are a continuing Berkeley student, there is a registration link on this page.

You may take the Berkeley Writing Assessment only once.

• Read more about How do I sign up for the Assessment?

How is the Assessment scored?

Each student essay will be read by two raters, working independently, to assign it a score from 1-6. The two scores are combined for the final score.

• Read more about How is the Assessment scored?

How do I pass the Assessment?

This is not an exam in the traditional sense. The Assessment doesn't have passing or failing grades. Instead, it will tell you which composition class is best for you given your skills and experience. If you receive a combined final score of 8 or higher, you will be recommended to take a 4-unit Reading and Composition Part A course in the department of your choice, including College Writing Programs. If your score is lower than 8, you will take College Writing (COLWRIT) R1A , a 6-unit ...

• Read more about How do I pass the Assessment?

How much does the Berkeley Writing Assessment cost?

There is a $196 fee for taking this assessment which is charged after you finish the assessment to your dashboard. You can view the charge in the Cal Central dashboard under the "My Finances" tab. Fee waivers for the Berkeley Writing Assessment are only granted to students who have qualified for the UC Application fee waiver. The Berkeley Writing Assessment fee waiver will be automatically processed if you already qualified for the UC Application fee waiver.

• Read more about How much does the Berkeley Writing Assessment cost?

Can the fee for the Berkeley Writing Assessment be waived?

Fee waivers for the Berkeley Writing Assessment are only granted to students who qualified for the UC Application fee waiver. The Berkeley Writing Assessment fee waiver will be automatically processed if you have already qualified for the UC Application fee waiver.

• Read more about Can the fee for the Berkeley Writing Assessment be waived?

I have a conflict with the most recent Assesment. Are there any make-up times?

Yes, the Berkeley Writing Assessment will be offered two times each year: the May administration (primarily for incoming students) and once during the fall semester. Note that you may take the Assessment only once . If you do not receive a qualifying score the first time you take the Assessment, and you have no other qualifying scores or acceptable transfer course completed prior to stating Berkeley, you should enroll in COLWRIT R1A

• Read more about I have a conflict with the most recent Assesment. Are there any make-up times?

Do I need to take the Assessment in order to enroll in COLWRIT R1A?

No, you may enroll directly in COLWRIT R1A without an assessment score. Many students appreciate taking the course as a way to improve their reading and writing skills in a small class environment (College Writing classes have only 14 students per section). The class is designed to set you up for success with your future writing assignments at Berkeley.

• Read more about Do I need to take the Assessment in order to enroll in COLWRIT R1A?

I took the BWA. How long will it be until I get my score?

It generally takes around 3 weeks for your essay to be scored and for the score to be submitted before it appears in your records. You can find your BWA scores on your Cal Central dashboard under the "My Academics" tab.

• Read more about I took the BWA. How long will it be until I get my score?

How do I know which test scores satisfy ELWR?

A list of accepted tests and scores is found on the University of California Entry Level Writing Requirement page.

• Read more about How do I know which test scores satisfy ELWR?

Is the digital SAT approved to meet the Entry Level Writing Requirement (ELWR)?

No, unfortunately the digital SAT has not yet been approved to meet the Entry Level Writing Requirement (ELWR).

• Read more about Is the digital SAT approved to meet the Entry Level Writing Requirement (ELWR)?

I am confused about ACT Scores. How do they count?

There are two types of ACT scores: a score on English Language Arts (ELA) which is given if you complete the optional Writing test; and another score on English + Reading if you do not complete the optional Writing test.

If you have an ELA score, you will need a 30 or better to meet the ELWR.

If you have an English + Reading score, you will need a combined score (a sum of the English and Reading scores) of 63 or better to meet the ELWR . The combined score must be from a single sitting, in other words, from the same exam. You cannot combine scores from multiple exam...

• Read more about I am confused about ACT Scores. How do they count?

How and where do I send my exam scores to satisfy the Entry Level Writing Requirement (ELWR)?

If you intend to use an exam score to satisfy the ELWR, you must request that your official scores be sent to Berkeley via the testing agency's website as soon as all of your scores are available to make sure they're received in time. Be sure to use the college code 0444 for the ACT and 4833 for the SAT.

• Read more about How and where do I send my exam scores to satisfy the Entry Level Writing Requirement (ELWR)?

Can I use scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or Duolingo English Test (DET) to satisfy the ELWR?

No, not for the Entry Level Writing Requirement. TOEFL, IELTS, or DET scores may be used to demonstrate English language proficiency , but are not acceptable for the ELWR.

You can see which exams may be used to satisfy the ELWR on the UC ELWR website .

• Read more about Can I use scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or Duolingo English Test (DET) to satisfy the ELWR?

Can I use my Smarter Balanced score to satisfy ELWR?

No. The Smarter Balanced score is used by some campuses as an additional piece of information for placement into courses. UC Berkeley does not currently use the Smarter Balanced Assessment.

• Read more about Can I use my Smarter Balanced score to satisfy ELWR?

I am waiting on an AP or IB score - why should I consider taking the Assessment in May?

If you are interested in enrolling in an Reading and Composition course during the fall semester, then satisfaction of Entry Level Writing must be confirmed before the start of enrollment in mid-July. It may be to your advantage to take the Assessment in the annual May date as a back up in case you do not receive the minimum score needed on your AP or IB exam.

If you decide not to take the Assessment in May, and you do not receive a qualifying AP or IB exam score, you can still take a make-up Assessment during the fall or spring semester ...

• Read more about I am waiting on an AP or IB score - why should I consider taking the Assessment in May?

Will my Advanced Placement (AP) or International Baccalaureate (IB) course I completed in high school satisfy the Entry Level Writing Requirement if I haven't taken the exam?

No, an AP or IB course alone will not satisfy the ELWR. You must have an acceptable score on these exams to meet the ELWR. You can view acceptable exam scores on the University of California ELWR website .

• Read more about Will my Advanced Placement (AP) or International Baccalaureate (IB) course I completed in high school satisfy the Entry Level Writing Requirement if I haven't taken the exam?

College Level Coursework

I have taken an english composition course that may qualify. how do i know if the course i completed will satisfy the elwr when will i know should i consider taking the assessment.

A California Community College course that is published on ASSIST under the General Education/Breadth agreement as articulated to ENGLISH R1A or ENGLISH R1B will satisfy Entry Level Writing. You must earn a grade of “C” or better for the course to meet ELWR. Follow the steps below to determine if your California Community College course articulates to ENGLISH R1A or ENGLISH R1B:

Visit ASSIST.org

In the box labeled “Search below for articulation agreements” select:

Academic ...

• Read more about I have taken an English composition course that may qualify. How do I know if the course I completed will satisfy the ELWR? When will I know? Should I consider taking the Assessment?

My school offers Dual Enrollment classes at the affiliated college. Will these courses meet the ELWR?

College level coursework must be posted on an official college transcript to be considered for meeting the criteria listed for College Courses and satisfying ELWR. If the college level course you completed is posted on your high school transcript only, it will not satisfy the ELWR.

• Read more about My school offers Dual Enrollment classes at the affiliated college. Will these courses meet the ELWR?

Can I complete a college level English course in the summer prior to starting at Berkeley in the fall to meet the ELWR?

Yes, you can complete a college level English course if it meets the qualifications for a College Course. If you choose to complete a college level English course in the summer, you may need to wait until the spring term to register for the next course in the Reading & Composition requirement since your college credit likely won’t be posted in time for fall class registration. If you complete a college level English course in the summer and don’t receive a C grade or better, you may choose to complete the Berkeley Writing Assessment (BWA) on a make-up day, or register directly for...

• Read more about Can I complete a college level English course in the summer prior to starting at Berkeley in the fall to meet the ELWR?

How to Write an Essay

• From www.edx.org
• Free Access
• Fee-based Certificate
• 5 Sequences
• Introductive Level

Their employees are learning daily with

Course details.

• Basic grammar terminology and understanding
• How to write effective sentences and paragraphs
• How to tackle writing introductions and conclusions
• Strategies for writing longer texts and thesis statements

Prerequisite

Students should be proficient enough in English to follow an introductory level university course.

Instructors

Maggie Sokolik Director, College Writing Programs University of California, Berkeley

The University of California, Berkeley was chartered in 1868, and its flagship campus — envisioned as a "City of Learning" — was established at Berkeley, on San Francisco Bay. Berkeley faculty consists of 1,582 full-time and 500 part-time faculty members dispersed among more than 130 academic departments and more than 80 interdisciplinary research units. Berkeley alumni have received 28 Nobel prizes, and there are eight Nobel Laureates, 32 MacArthur Fellows, and four Pulitzer Prize winners among the current faculty.

In September 2012, to mark Berkeley's commitment to innovation in teaching and learning, The Berkeley Resource Center for Online Education (BRCOE) was formed. The Center is a resource hub and an operational catalyst for all internal campus-wide and external resources to advise, coordinate, and facilitate the University’s online education initiatives, ranging from credit and non-credit courses, to online degree programs and MOOC projects, including the MOOCLab initiative.

Harvard University, the Massachusetts Institute of Technology, and the University of California, Berkeley, are just some of the schools that you have at your fingertips with EdX. Through massive open online courses (MOOCs) from the world's best universities, you can develop your knowledge in literature, math, history, food and nutrition, and more. These online classes are taught by highly-regarded experts in the field. If you take a class on computer science through Harvard, you may be taught by David J. Malan, a senior lecturer on computer science at Harvard University for the School of Engineering and Applied Sciences. But there's not just one professor - you have access to the entire teaching staff, allowing you to receive feedback on assignments straight from the experts. Pursue a Verified Certificate to document your achievements and use your coursework for job and school applications, promotions, and more. EdX also works with top universities to conduct research, allowing them to learn more about learning. Using their findings, edX is able to provide students with the best and most effective courses, constantly enhancing the student experience.

Get certified in

University of California, Berkeley | UC Berkeley

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at University of California, Berkeley | UC Berkeley?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

University of California, Berkeley | UC Berkeley’s 2023-24 Essay Prompts

Select-a-prompt short responses.

Please respond to any 4 of the 8 questions below.We realize that not all questions apply to all applicants, so be sure to select the 4 questions that you believe give us the best information about you.All 8 questions are given equal consideration in the application review process. Responses to each question should be between 250-350 words.

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

What have you done to make your school or your community a better place?

Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

What will first-time readers think of your college essay?

• Writing Worksheets and Other Writing Resources
• Pre Writing/ Developing a Topic

How to Outline...

About the slc.

• Our Mission and Core Values

How to Outline... by Outlining

 Everyone tells you to outline before you begin your paper. But what exactly is an outline and why do you need one? An outline is a method of brainstorming or pre-writing that helps you organize your thoughts and plot out your paper. The structure of an outline forces you to begin to group your ideas and allows you to physically see the development of your arguments. Hopefully the process of outlining will become clearer after this worksheet outlines...an outline!

• Intro paragraphs introduce your topic as well as set up your argument, or thesis.
• Introductions are often described as an inverted triangle (start broad, then narrow down to thesis).
• Include your thesis, or what you think might be your thesis, here. Typically outlining occurs in the prewriting stages of a paper, so you don't have to have your argument completely fleshed out already. A thesis develops (and often changes!) during the writing process.
• Again, outlining is a form of prewriting, so if you don't have your topic sentences written out yet, simply having the subject of your first argument is fine, too.
• Include any analysis of the above passages/quotes.
• You don't have to integrate all these ideas into your final paper. Jotting them down now might prove useful later on when you're writing.
• Your body paragraphs should all be connected; the arguments presented in your body paragraphs should all build off of one another.
• While you're outlining the order of your body paragraphs and arguments, they are no way set in stone. An outline is simply a method of organizing your thoughts. Don't let the structure of the outline constrain your creativity and ideas!
• However, it can be difficult to project what you will include in your conclusion when you're still prewriting.
• You can use the conclusion to talk about larger issues or other ideas that are present in your argument, but that you didn't have time to discuss within your paper.

Remember, this is just an example of how you might outline your paper. Outlines are a way of brainstorming and prewriting and there is no one, correct way of writing one. Oftentimes, writers use different prewriting methods, such as creating flow charts or simply free writing. An outline can be a useful tool in terms of organizing your ideas; however, don't feel pressured to fit all of your ideas in the structure of one.

Caroline Lam

Student Learning Center, University of California, Berkeley

©2007 UC Regents

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the UC Berkeley/University of California Application Essays 2016-2017

Check out the university of california application essays for 2017-2018.

The University of California system is comprised of ten public research universities all over California, from San Diego to Berkeley. UC Berkeley, UCLA, UC Irvine, UC San Diego, and UC Santa Barbara are all ranked in the top 75 national universities.

The flagship institution, UC Berkeley, is the oldest institution of the University of California universities, all of which are public research universities. With over 38,000 students, Berkeley is an academic powerhouse in a wide range of fields, and currently ranks fourth on U.S. News’ Best Global Universities list for its worldwide reputation.

In addition, it is consistently ranked among the very top of public universities. It is particularly well known in science and especially chemistry, claiming 16 of the periodic table’s elements (including number 97, the eponymous Berkelium) and 72 Nobel Prizes.

Berkeley’s 106 bachelor’s majors are offered across 7 colleges and schools, and the most popular majors are Electrical Engineering and Computer Science (EECS), Political Science, Molecular and Cell Biology, Environmental Science, and Economics.

The campus is located in beautiful northern California, and encompasses 1232 acres, though only about 178 are occupied by the central campus (the rest include various laboratories and institutes, museums, an 800-acre ecological preserve, and a botanical garden). Berkeley is known to have a diverse student body as well and holds a long-standing sports rivalry with Stanford.

For the entering class of 2016, Berkeley received 82,539 applications and admitted 12,226 for an admission rate of 14.8%. Its admissions rate has been steadily declining over the past five years.

The University of California system has just developed a new set of eight application prompts, from which you choose four. Each essay has a maximum of 350 words. Fortunately for you, these prompts come with some questions to get you started in your brainstorming!

The University of California Application Essay Prompts

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking lead role in organizing an event or project.

Think about your accomplishments and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church in your community, or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.  

Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem? How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?  

Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so).

Why is this talent or skill meaningful to you? Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities inside or outside the classroom? If so, what are they and how do they fit into your schedule?

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few.

If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today?

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?

If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends, or with my family?”

 Describe your favorite academic subject and explain how it has influenced you.

Things to consider: Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, summer programs, participation in student organizations and/or activities — and what you have gained from your involvement. Has your interest in the subject influenced you in choosing a major and/or career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)?

What have you done to make your school or your community a better place?  

Things to consider: Think of community as a term that can encompass a group, team or a place — like your high school, hometown, or home. You can define community as you see fit, just make sure you talk about your role in that community.

Was there a problem that you wanted to fix in your community? Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community, or both? Did you work alone or with others to initiate change in your community?

What is the one thing that you think sets you apart from other candidates applying to the University of California?

Things to consider: Don’t be afraid to brag a little. Even if you don’t think you’re unique, you are — remember, there’s only one of you in the world. From your point of view, what do you feel makes you belong on one of UC’s campuses? When looking at your life, what does a stranger need to understand in order to know you? What have you not shared with us that will highlight a skill, talent, challenge, or opportunity that you think will help us know you better? We’re not necessarily looking for what makes you unique compared to others, but what makes you, YOU.

When choosing your four prompts, keep in mind that you will want to cover a very broad range in your four essays.

If you find yourself repeating topics in a couple of the essays, you may want to diversify. For example, if you are writing an essay for the fourth prompt about an educational barrier, and also one for the fifth prompt about overcoming a significant challenge, make sure that the essays are different from each other. You want to say as much as you can about yourself, and you only have a total of 1400 words to do so, so don’t waste precious words repeating yourself!

Also, don’t necessarily start drafting ideas until you’ve thought about all of the prompts. Do any of these questions provoke an immediate, strong response from you? If yes, then definitely write about those. However, it is likely that you will not have immediate responses to four of the prompts, and that is perfectly fine. You can also approach the process from the opposite direction — what topics are important to you, and how can you use those topics as responses to some of these questions?

In general, remember that the UC system wants to see you as a real person. Think about what makes you special, use your own voice, and tell your own story! 

Check out our blog post The Ultimate Guide to Applying to the University of California to get a comprehensive understanding of how to apply to the UC system.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

Related CollegeVine Blog Posts

• Skip to Content
• Berkeley Academic Guide Home
• Institution Home

Berkeley Berkeley Academic Guide: Academic Guide 2023-24

Entry level writing requirement.

All students who will enter the University of California as freshmen must demonstrate their command of the English language by satisfying the Entry Level Writing Requirement (ELWR).

The UC Entry Level Writing Requirement website provides information on how to satisfy the requirement by one of three options:

Standardized Exam option

See the link above for acceptable minimum scores on standardized exams.

Berkeley Writing Assessment (BWA) option {formerly known as the Analytical Writing Placement Exam (AWPE)}

High school students planning to attend a UC campus may take the Berkeley Writing Assessment  in May of their senior year. 

Admitted students who have not yet satisfied the requirement may take a make-up BWA their first semester at Berkeley .

English Composition Course option

Admitted student s may opt to complete a course articulated to the ENGLISH R1A course, as published in ASSIST , provided the course is completed by the start of the term of admission to Berkeley. A grade of C or higher will satisfy both Entry Level Writing and Part A of the Reading and Composition requirement.

Once an Admitted student begins courses at Berkeley, and the requirement has not otherwise been met, students must complete COLWRIT R1A. A grade of C or higher is will satisfy both Entry Level Writing and Part A of the Reading and Composition requirement.

Print Options

When you print this page, you are actually printing everything within the tabs on the page you are on: this may include all the Related Courses and Faculty, in addition to the Requirements or Overview. If you just want to print information on specific tabs, you're better off downloading a PDF of the page, opening it, and then selecting the pages you really want to print.

The PDF will include all information unique to this page.

Supplemental Essay Prompts

Freshman admissions.

The Management, Entrepreneurship, & Technology (M.E.T.) program seeks inquisitive, self-motivated students with a passion for finding and solving big problems.

The following essay question is designed to provoke honest, thoughtful responses to help us get to know you. It gives you the opportunity to provide unique information about yourself, your interests, and your reasons for applying to the program. In addition to content, essays are evaluated for writing and critical thinking ability, skill in organizing and presenting thoughts, and the relevance of your answer to the question posed. Your response is limited to 350 words.

Required Essay: (350 words maximum)

Your supplemental essays must be submitted by 11:59 pm PST on December 15, 2023 .

Describe how the Management, Entrepreneurship, & Technology Program in Engineering and Business at UC Berkeley will help you to achieve your goals. Share with us the world you come from (for example, your family, school, community, city, or town). What unique experiences from your world motivated you to apply to our program?

Video Essay Invitation

Some applicants may receive a request to record a video essay. Video essay requests are by invitation only and will be requested starting in November. Videos must be submitted by 11:59 pm PST on January 12, 2024 . Check your email for an invitation and if requested, be sure to submit your video essay by the deadline.

The questions are:

• How have you contributed to and bolstered the communities you are a part of? (Communities can = school, extracurriculars, family, etc.)
• How will your admittance into the program catapult your educational journey or complement your career plans?
• What has been your biggest failure and how did you respond?

Continuing Student Admissions

The following essay questions were created to provoke honest, thoughtful responses to help us get to know you. They’re framed within the context of The Haas School of Business’s four Defining Leadership Principles and the College of Engineering’s mission and vision, and give you the opportunity to provide unique information about yourself and your interests. These essays are the principal means we have of gaining insight about you and your reasons for applying to the Berkeley M.E.T. Program. In addition to content, essays are evaluated for critical thinking and writing ability, skill in organizing and presenting thoughts, and the relevance of your answers to the questions posed.

All applicants are required to answer question A and to choose either topic B or C. The Admission Committee does not have a preference for either question B or C. They’re given equal weight in the review process. Essay D is optional.

Required Essay A: (500 words maximum) Describe your post-undergraduate goals. Why is the Berkeley M.E.T. Program essential in helping you achieve these goals?

Tip: We understand that both Haas and the College of Engineering (COE) have world-renowned reputations and faculty, strong alumni networks, and that majors have priority access to business and COE courses. Aside from these factors, why do you feel that studying both COE and Business is a necessary step in pursuit of your immediate post-undergraduate goals? You’re not required to include a detailed post-undergraduate plan, but you should address how the program will help you achieve your goals broadly.

Choose either Essay B or C: (500 words maximum)

Essay B: Describe a time when something important to you did not work out as planned. How did you respond, and what did you learn from the situation?

Tip : If you applied to M.E.T. as a freshman, this is an opportunity for you to share with us what has been enhanced since then.

Essay C: If admitted to Berkeley M.E.T., how would you help develop a sense of belonging for classmates from diverse communities? What challenges do you anticipate, and how will you respond to them?

Optional Essay D: (250 words maximum) Is there any other information you would like to share that is not presented elsewhere in the application?

Tip: Use this essay to explain academic issues, grade disputes or personal/family/medical circumstances you want the admission committee to be aware of. Currently, there are unique circumstances impacting applicants to Berkeley M.E.T. You may also use this essay to discuss how you’ve been impacted by matters such as the pandemic, social unrest, and/or natural disasters.

Writing the Personal Statement

Helpful tips and advice for drafting a compelling personal statement when applying for graduate admission.

Make sure to check the appropriate program website to find out if your statement should include additional or specific information.

What does this statement need to accomplish?

The personal statement should give concrete evidence of your promise as a member of the academic community, giving the committee an image of you as a person.

This is also where you represent your potential to bring to your academic career a critical perspective rooted in a non-traditional educational background, or your understanding of the experiences of groups historically under-represented in higher education and your commitment to increase participation by a diverse population in higher education.

What kinds of content belongs here?

Anything that can give reviewers a sense of you as a person belongs here; you can repeat information about your experiences in your research statement, but any experiences that show your promise, initiative, and ability to persevere despite obstacles belongs here. This is also a good place to display your communication skills and discuss your ability to maximize effective collaboration with a diverse cross-section of the academic community. If you have faced any obstacles or barriers in your education, sharing those experiences serves both for the selection process, and for your nomination for fellowships. If one part of your academic record is not ideal, due to challenges you faced in that particular area, this is where you can explain that, and direct reviewers’ attention to the evidence of your promise for higher education.

The basic message: your academic achievement despite challenges

It is especially helpful for admissions committees considering nominating you for fellowships for diversity if you discuss any or all of the following:

• Demonstrated significant academic achievement by overcoming barriers such as economic, social, or educational disadvantage;
• attendance at a minority serving institution;
• ability to articulate the barriers facing women and minorities in science and engineering fields;
• participation in higher education pipeline programs such as, UC Leads, or McNair Scholars;
• Academic service advancing equitable access to higher education for women and racial minorities in fields where they are underrepresented;
• Leadership experience among students from groups that have been historically underrepresented in higher education;
• research that addresses issues such as race, gender, diversity, and inclusion;
• research that addresses health disparities, educational access and achievement, political engagement, economic justice, social mobility, civil and human rights, and other questions of interest to historically underrepresented groups;
• artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and humanities.

Choose Your Test

Sat / act prep online guides and tips, how to write a perfect uc essay for every prompt.

College Essays

If you're applying to any University of California (UC) campus as an incoming first-year student , then you have a special challenge ahead of you. Applicants need to answer four UC personal insight questions, chosen from a pool of eight unique prompts different from those on the Common App. But not to worry! This article is here to help.

In this article, I'll dissect the eight UC essay prompts in detail. What are they asking you for? What do they want to know about you? What do UC admissions officers really care about? How do you avoid boring or repulsing them with your essay?

I'll break down all of these important questions for each prompt and discuss how to pick the four prompts that are perfect for you. I'll also give you examples of how to make sure your essay fully answers the question. Finally, I'll offer step-by-step instructions on how to come up with the best ideas for your UC personal statements.

What Are the UC Personal Insight Questions?

If you think about it, your college application is mostly made up of numbers: your GPA, your SAT scores, the number of AP classes you took, how many years you spent playing volleyball. But these numbers reveal only so much. The job of admissions officers is to put together a class of interesting, compelling individuals—but a cut-and-dried achievement list makes it very hard to assess whether someone is interesting or compelling. This is where the personal insight questions come in.

The UC application essays are your way to give admissions staff a sense of your personality, your perspective on the world, and some of the experiences that have made you into who you are. The idea is to share the kinds of things that don't end up on your transcript. It's helpful to remember that you are not writing this for you. You're writing for an audience of people who do not know you but are interested to learn about you. The essay is meant to be a revealing look inside your thoughts and feelings.

These short essays—each with a 350-word limit—are different from the essays you write in school, which tend to focus on analyzing someone else's work. Really, the application essays are much closer to a short story. They rely heavily on narratives of events from your life and on your descriptions of people, places, and feelings.

If you'd like more background on college essays, check out our explainer for a very detailed breakdown of exactly how personal statements work in an application .

Now, let's dive into the eight University of California essay questions. First, I'll compare and contrast these prompts. Then I'll dig deep into each UC personal statement question individually, exploring what it's really trying to find out and how you can give the admissions officers what they're looking for.

Think of each personal insight essay as a brief story that reveals something about your personal values, interests, motivations, and goals.

Comparing the UC Essay Prompts

Before we can pull these prompts apart, let's first compare and contrast them with each other . Clearly, UC wants you to write four different essays, and they're asking you eight different questions. But what are the differences? And are there any similarities?

The 8 UC Essay Prompts

#1: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

#2: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

#3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

#4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

#5: Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

#6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

#7: What have you done to make your school or your community a better place?

#8: Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

How to Tell the UC Essay Prompts Apart

• Topics 1 and 7 are about your engagement with the people, things, and ideas around you. Consider the impact of the outside world on you and how you handled that impact.
• Topics 2 and 6 are about your inner self, what defines you, and what makes you the person that you are. Consider your interior makeup—the characteristics of the inner you.
• Topics 3, 4, 5, and 8 are about your achievements. Consider what you've accomplished in life and what you are proud of doing.

These very broad categories will help when you're brainstorming ideas and life experiences to write about for your essay. Of course, it's true that many of the stories you think of can be shaped to fit each of these prompts. Still, think about what the experience most reveals about you .

If it's an experience that shows how you have handled the people and places around you, it'll work better for questions in the first group. If it's a description of how you express yourself, it's a good match for questions in group two. If it's an experience that tells how you acted or what you did, it's probably a better fit for questions in group three.

For more help, check out our article on coming up with great ideas for your essay topic .

Reflect carefully on the eight UC prompts to decide which four questions you'll respond to.

How Is This Guide Organized?

We analyze all eight UC prompts in this guide, and for each one, we give the following information:

• The prompt itself and any accompanying instructions
• What each part of the prompt is asking for
• Why UC is using this prompt and what they hope to learn from you
• All the key points you should cover in your response so you answer the complete prompt and give UC insight into who you are

Dissecting Personal Insight Question 1

The prompt and its instructions.

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking a lead role in organizing an event or project. Think about your accomplishments and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church in your community or an organization? And your leadership role doesn't necessarily have to be limited to school activities. For example, do you help out or take care of your family?

What's the Question Asking?

The prompt wants you to describe how you handled a specific kind of relationship with a group of people—a time when you took the reigns and the initiative. Your answer to this prompt will consist of two parts.

Part 1: Explain the Dilemma

Before you can tell your story of leading, brokering peace, or having a lasting impact on other people, you have to give your reader a frame of reference and a context for your actions .

First, describe the group of people you interacted with. Who were and what was their relationship to you? How long were you in each others' lives?

Second, explain the issue you eventually solved. What was going on before you stepped in? What was the immediate problem? Were there potential long-term repercussions?

Leadership isn't limited to officer roles in student organizations. Think about experiences in which you've taken charge, resolved conflicts, or taken care of loved ones.

Part 2: Describe Your Solution

This is where your essay will have to explicitly talk about your own actions .

Discuss what thought process led you to your course of action. Was it a last-ditch effort or a long-planned strategy? Did you think about what might happen if you didn't step in? Did you have to choose between several courses of action?

Explain how you took the bull by the horns. Did you step into the lead role willingly, or were you pushed despite some doubts? Did you replace or supersede a more obvious leader?

Describe your solution to the problem or your contribution to resolving the ongoing issue. What did you do? How did you do it? Did your plan succeed immediately or did it take some time?

Consider how this experience has shaped the person you have now become. Do you think back on this time fondly as being the origin of some personal quality or skill? Did it make you more likely to lead in other situations?

What's UC Hoping to Learn about You?

College will be an environment unlike any of the ones you've found yourself in up to now. Sure, you will have a framework for your curriculum, and you will have advisers available to help. But for the most part, you will be on your own to deal with the situations that will inevitably arise when you mix with your diverse peers . UC wants to make sure that

• you have the maturity to deal with groups of people,
• you can solve problems with your own ingenuity and resourcefulness, and
• you don't lose your head and panic at problems.

Demonstrating your problem-solving abilities in your UC college essay will make you a stronger candidate for admission.

How Can You Give Them What They Want?

So how can you make sure those qualities come through in your essay?

Pick Your Group

The prompt very specifically wants you to talk about an interaction with a group of people. Let's say a group has to be at least three people.

Raise the Stakes

Think of the way movies ratchet up the tension of the impending catastrophe before the hero swoops in and saves the day. Keeping an audience on tenterhooks is important—and distinguishes the hero for the job well done. Similarly, when reading your essay, the admissions staff has to fundamentally understand exactly what you and the group you ended up leading were facing. Why was this an important problem to solve?

Balance You versus Them

Personal statements need to showcase you above all things . Because this essay will necessarily have to spend some time on other people, you need to find a good proportion of them-time and me-time. In general, the first (setup) section of the essay should be shorter because it will not be focused on what you were doing. The second section should take the rest of the space. So, in a 350-word essay, maybe 100–125 words go to setup whereas 225–250 words should be devoted to your leadership and solution.

Find Your Arc

Not only do you need to show how your leadership helped you meet the challenge you faced, but you also have to show how the experience changed you . In other words, the outcome was double-sided: you affected the world, and the world affected you right back.

Give your response to question 1 a compelling arc that demonstrates your personal growth.

Dissecting Personal Insight Question 2

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

This question is trying to probe the way you express yourself. Its broad description of "creativity" gives you the opportunity to make almost anything you create that didn't exist before fit the topic. What this essay question is really asking you to do is to examine the role your brand of creativity plays in your sense of yourself . The essay will have three parts.

Part 1: Define Your Creativity

What exactly do you produce, make, craft, create, or generate? Of course, the most obvious answer would be visual art, performance art, or music. But in reality, there is creativity in all fields. Any time you come up with an idea, thought, concept, or theory that didn't exist before, you are being creative. So your job is to explain what you spend time creating.

Part 2: Connect Your Creative Drive to Your Overall Self

Why do you do what you do? Are you doing it for external reasons—to perform for others, to demonstrate your skill, to fulfill some need in the world? Or is your creativity private and for your own use—to unwind, to distract yourself from other parts of your life, to have personal satisfaction in learning a skill? Are you good at your creative endeavor, or do you struggle with it? If you struggle, why is it important to you to keep pursuing it?

Part 3: Connect Your Creative Drive With Your Future

The most basic way to do this is by envisioning yourself actually pursuing your creative endeavor professionally. But this doesn't have to be the only way you draw this link. What have you learned from what you've made? How has it changed how you interact with other objects or with people? Does it change your appreciation for the work of others or motivate you to improve upon it?

Connecting your current creative pursuits with your chosen major or career will help UC admissions staff understand your motivations and intentions.

Nothing characterizes higher education like the need for creative thinking, unorthodox ideas in response to old topics, and the ability to synthesize something new . That is what you are going to college to learn how to do better. UC's second personal insight essay wants to know whether this mindset of out-of-the-box-ness is something you are already comfortable with. They want to see that

• you have actually created something in your life or academic career,
• you consider this an important quality within yourself,
• you have cultivated your skills, and
• you can see and have considered the impact of your creativity on yourself or on the world around you.

College admissions counselors, professors, and employers all value the skill of thinking outside the box, so being able to demonstrate that skill is crucial.

How can you really show that you are committed to being a creative person?

Be Specific and Descriptive

It's not enough to vaguely gesture at your creative field. Instead, give a detailed and lively description of a specific thing or idea that you have created . For example, I could describe a Turner painting as "a seascape," or I could call it "an attempt to capture the breathtaking power and violence of an ocean storm as it overwhelms a ship." Which painting would you rather look at?

Give a Sense of History

The question wants a little narrative of your relationship to your creative outlet . How long have you been doing it? Did someone teach you or mentor you? Have you taught it to others? Where and when do you create?

Hit a Snag; Find the Success

Anything worth doing is worth doing despite setbacks, this question argues—and it wants you to narrate one such setback. So first, figure out something that interfered with your creative expression .  Was it a lack of skill, time, or resources? Too much or not enough ambition in a project? Then, make sure this story has a happy ending that shows you off as the solver of your own problems: What did you do to fix the situation? How did you do it?

Show Insight

Your essay should include some thoughtful consideration of how this creative pursuit has shaped you , your thoughts, your opinions, your relationships with others, your understanding of creativity in general, or your dreams about your future. (Notice I said "or," not "and"—350 words is not enough to cover all of those things!)

Dissecting Personal Insight Question 3

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Things to consider: If there's a talent or skill that you're proud of, this is the time to share it. You don't necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?

Basically, what's being asked for here is a beaming rave. Whatever you write about, picture yourself talking about it with a glowing smile on your face.

Part 1: Narrative

The first part of the question really comes down to this: Tell us a story about what's amazing about you. Have you done an outstanding thing? Do you have a mind-blowing ability? Describe a place, a time, or a situation in which you were a star.

A close reading of this first case of the prompt reveals that you don't need to stress if you don't have an obvious answer. Sure, if you're playing first chair violin in the symphony orchestra, that qualifies as both a "talent" and an "accomplishment." But the word "quality" really gives you the option of writing about any one of your most meaningful traits. And the words "contribution" and "experience" open up the range of possibilities that you could write about even further. A contribution could be anything from physically helping put something together to providing moral or emotional support at a critical moment.

But the key to the first part is the phrase "important to you." Once again, what you write about is not as important as how you write about it. Being able to demonstrate the importance of the event that you're describing reveals much more about you than the specific talent or characteristic ever could.

Part 2: Insight and Personal Development

The second part of the last essay asked you to look to the future. The second part of this essay wants you to look at the present instead. The general task is similar, however. Once again, you're being asked to make connections:  How do you fit this quality you have or this achievement you accomplished into the story of who you are?

A close reading of the second part of this prompt lands on the word "proud." This is a big clue that the revelation this essay is looking for should be a very positive one. In other words, this is probably not the time to write about getting arrested for vandalism. Instead, focus on a skill that you've carefully honed, and clarify how that practice and any achievements connected with your talent have earned you concrete opportunities or, more abstractly, personal growth.

Remember to connect the talent or skill you choose to write about with your sense of personal identity and development.

What's UC Hoping to Learn About You?

Admissions officers have a very straightforward interest in learning about your accomplishments. By the end of high school, many of the experiences that you are most proud of don't tend to be the kind of things that end up on your résumé .

They want to know what makes you proud of yourself. Is it something that relates to performance, to overcoming a difficult obstacle, to keeping a cool head in a crisis, to your ability to help others in need?

At the same time, they are looking for a sense of maturity. In order to be proud of an accomplishment, it's important to be able to understand your own values and ideals. This is your chance to show that you truly understand the qualities and experiences that make you a responsible and grown-up person, someone who will thrive in the independence of college life. In other words, although you might really be proud that you managed to tag 10 highway overpasses with graffiti, that's probably not the achievement to brag about here.

Unless you were hired by the city to paint the overpasses, in which case definitely brag about it.

The trick with this prompt is how to show a lot about yourself without listing accomplishments or devolving into cliche platitudes. Let's take it step by step.

Step #1: Explain Your Field

Make sure that somewhere in your narrative (preferably closer to the beginning), you let the reader know what makes your achievement an achievement . Not all interests are mainstream, so it helps your reader to understand what you're facing if you give a quick sketch of, for example, why it's challenging to build a battle bot that can defeat another fighting robot or how the difficulties of extemporaneous debate compare with debating about a prepared topic.

Keep in mind that for some things, the explanation might be obvious. For example, do you really need to explain why finishing a marathon is a hard task?

Step #2: Zoom in on a Specific Experience

Think about your talent, quality, or accomplishment in terms of experiences that showcase it. Conversely, think about your experiences in terms of the talent, quality, or accomplishment they demonstrate. Because you're once again going to be limited to 350 words, you won't be able to fit all the ways in which you exhibit your exemplary skill into this essay. This means that you'll need to figure out how to best demonstrate your ability through one event in which you displayed it . Or if you're writing about an experience you had or a contribution you made, you'll need to also point out what personality trait or characteristic it reveals.

Step #3: Find a Conflict or a Transition

The first question asked for a description, but this one wants a story—a narrative of how you pursue your special talent or how you accomplished the skill you were so great at. The main thing about stories is that they have to have the following:

• A beginning: This is the setup, when you weren't yet the star you are now.
• An obstacle or a transition: Sometimes, a story has a conflict that needs to be resolved: something that stood in your way, a challenge that you had to figure out a way around, a block that you powered through. Other times, a story is about a change or a transformation: you used to believe, think, or be one thing, and now you are different or better.
• A resolution: When your full power, self-knowledge, ability, or future goal is revealed.

If, for example, you taught yourself to become a gifted coder, how did you first learn this skill? What challenges did you overcome in your learning? What does this ability say about your character, motivations, or goals?

Dissecting Personal Insight Question 4

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that's geared toward an occupation or a major, or taking advanced courses that interest you—just to name a few.

If you choose to write about educational barriers you've faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today?

Cue the swelling music because this essay is going to be all about your inspirational journey. You will either tell your story of overcoming adversity against all (or some) odds or of pursuing the chance of a lifetime.

If you write about triumphing over adversity, your essay will include the following:

A description of the setback that befell you: The prompt wants to know what you consider a challenge in your school life. And definitely note that this challenge should have in some significant way impacted your academics rather than your life overall.

The challenge can be a wide-reaching problem in your educational environment or something that happened specifically to you. The word "barrier" also shows that the challenge should be something that stood in your way: If only that thing weren't there, then you'd be sure to succeed.

An explanation of your success: Here, you'll talk about what you did when faced with this challenge. Notice that the prompt asks you to describe the "work" you put in to overcome the problem. So this piece of the essay should focus on your actions, thoughts, ideas, and strategies.

Although the essay doesn't specify it, this section should also at some point turn reflexive. How are you defined by this thing that happened? You could discuss the emotional fallout of having dramatically succeeded or how your maturity level, concrete skills, or understanding of the situation has increased now that you have dealt with it personally. Or you could talk about any beliefs or personal philosophy that you have had to reevaluate as a result of either the challenge itself or of the way that you had to go about solving it.

If you write about an educational opportunity, your essay will include the following:

A short, clear description of exactly what you got the chance to do: In your own words, explain what the opportunity was and why it's special.

Also, explain why you specifically got the chance to do it. Was it the culmination of years of study? An academic contest prize? An unexpected encounter that led to you seizing an unlooked-for opportunity?

How you made the best of it: It's one thing to get the opportunity to do something amazing, but it's another to really maximize what you get out of this chance for greatness. This is where you show just how much you understand the value of what you did and how you've changed and grown as a result of it.

Were you very challenged by this opportunity? Did your skills develop? Did you unearth talents you didn't know you had?

How does this impact your future academic ambitions or interests? Will you study this area further? Does this help you find your academic focus?

If writing about an educational obstacle you overcame, make sure to describe not just the challenge itself but also how you overcame it and how breaking down that barrier changed you for the better.

Of course, whatever you write about in this essay is probably already reflected on your résumé or in your transcript in some small way. But UC wants to go deeper, to find out how seriously you take your academic career, and to assess  how thoughtfully you've approached either its ups or its downs.

In college, there will be many amazing opportunities, but they aren't simply there for the taking. Instead, you will be responsible for seizing whatever chances will further your studies, interests, or skills.

Conversely, college will necessarily be more challenging, harder, and potentially much more full of academic obstacles than your academic experiences so far. UC wants to see that you are up to handling whatever setbacks may come your way with aplomb rather than panic.

Define the Problem or Opportunity

Not every challenge is automatically obvious. Sure, everyone can understand the drawbacks of having to miss a significant amount of school because of illness, but what if the obstacle you tackled is something a little more obscure? Likewise, winning the chance to travel to Italy to paint landscapes with a master is clearly rare and amazing, but some opportunities are more specialized and less obviously impressive. Make sure your essay explains everything the reader will need to know to understand what you were facing.

Watch Your Tone

An essay describing problems can easily slip into finger-pointing and self-pity. Make sure to avoid this by speaking positively or at least neutrally about what was wrong and what you faced . This goes double if you decide to explain who or what was at fault for creating this problem.

Likewise, an essay describing amazing opportunities can quickly become an exercise in unpleasant bragging and self-centeredness. Make sure you stay grounded: Rather than dwelling at length on your accomplishments, describe the specifics of what you learned and how.

Elaborating on how you conducted microbiology research during the summer before your senior year would make an appropriate topic for question 4.

Dissecting Personal Insight Question 5

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you've faced and what you've learned from the experience. Did you have support from someone else or did you handle it alone?

If you're currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, "How has my life changed at home, at my school, with my friends, or with my family?"

It's time to draw back the curtains and expand our field of vision because this is going to be a two-part story of overcoming adversity against all (or some) odds.

Part 1: Facing a Challenge

The first part of this essay is about problem-solving. The prompt asks you to relate something that could have derailed you if not for your strength and skill. Not only will you describe the challenge itself, but you'll also talk about what you did when faced with it.

Part 2: Looking in the Mirror

The second part of question 5 asks you to consider how this challenge has echoed through your life—and, more specifically, how what happened to you affected your education.

In life, dealing with setbacks, defeats, barriers, and conflicts is not a bug—it's a feature. And colleges want to make sure that you can handle these upsetting events without losing your overall sense of self, without being totally demoralized, and without getting completely overwhelmed. In other words, they are looking for someone who is mature enough to do well on a college campus, where disappointing results and hard challenges will be par for the course.

They are also looking for your creativity and problem-solving skills. Are you good at tackling something that needs to be fixed? Can you keep a cool head in a crisis? Do you look for solutions outside the box? These are all markers of a successful student, so it's not surprising that admissions staff want you to demonstrate these qualities.

The challenge you write about for question 5 need not be an educational barrier, which is better suited for question 4. Think broadly about the obstacles you've overcome and how they've shaped your perspective and self-confidence.

Let's explore the best ways to show off your problem-solving side.

Show Your Work

It's one thing to be able to say what's wrong, but it's another thing entirely to demonstrate how you figured out how to fix it. Even more than knowing that you were able to fix the problem, colleges want to see how you approached the situation . This is why your essay needs to explain your problem-solving methodology. Basically, they need to see you in action. What did you think would work? What did you think would not work? Did you compare this to other problems you have faced and pass? Did you do research? Describe your process.

Make Sure That You Are the Hero

This essay is supposed to demonstrate your resourcefulness and creativity . And make sure that you had to be the person responsible for overcoming the obstacle, not someone else. Your story must clarify that without you and your special brand of XYZ , people would still be lamenting the issue today. Don't worry if the resource you used to bring about a solution was the knowledge and know-how that somebody else brought to the table. Just focus on explaining what made you think of this person as the one to go to, how you convinced them to participate, and how you explained to them how they would be helpful. This will shift the attention of the story back to you and your efforts.

Find the Suspenseful Moment

The most exciting part of this essay should be watching you struggle to find a solution just in the nick of time. Think every movie cliché ever about someone defusing a bomb: Even if you know 100% that the hero is going to save the day, the movie still ratchets up the tension to make it seem like, Well, maybe... You want to do the same thing here. Bring excitement and a feeling of uncertainty to your description of your process to really pull the reader in and make them root for you to succeed.

You're the superhero!

Dissecting Personal Insight Question 6

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

Things to consider: Many students have a passion for one specific academic subject area, something that they just can't get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs — and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

This question is really asking for a glimpse of your imagined possibilities .

For some students, this will be an extremely straightforward question. For example, say you've always loved science to the point that you've spent every summer taking biology and chemistry classes. Pick a few of the most gripping moments from these experiences and discuss the overall trajectory of your interests, and your essay will be a winner.

But what if you have many academic interests? Or what if you discovered your academic passion only at the very end of high school? Let's break down what the question is really asking into two parts.

Part 1: Picking a Favorite

At first glance, it sounds as if what you should write about is the class in which you have gotten the best grades or the subject that easily fits into what you see as your future college major or maybe even your eventual career goal. There is nothing wrong with this kind of pick—especially if you really are someone who tends to excel in those classes that are right up your interest alley.

But if we look closer, we see that there is nothing in the prompt that specifically demands that you write either about a particular class or an area of study in which you perform well.

Instead, you could take the phrase "academic subject" to mean a wide field of study and explore your fascination with the different types of learning to be found there. For example, if your chosen topic is the field of literature, you could discuss your experiences with different genres or with foreign writers.

You could also write about a course or area of study that has significantly challenged you and in which you have not been as stellar a student as you want. This could be a way to focus on your personal growth as a result of struggling through a difficult class or to represent how you've learned to handle or overcome your limitations.

Part 2: Relevance

The second part of this prompt , like the first, can also be taken in a literal and direct way . There is absolutely nothing wrong with explaining that because you love engineering and want to be an engineer, you have pursued all your school's STEM courses, are also involved in a robotics club, and have taught yourself to code in order to develop apps.

However, you could focus on the more abstract, values-driven goals we just talked about instead. Then, your explanation of how your academics will help you can be rooted not in the content of what you studied but in the life lessons you drew from it.

In other words, for example, your theater class may not have stimulated your ambition to be an actor, but working on plays with your peers may have shown you how highly you value collaboration, or perhaps the experience of designing sets was an exercise in problem-solving and ingenuity. These lessons would be useful in any field you pursue and could easily be said to help you achieve your lifetime goals.

If you are on a direct path to a specific field of study or career pursuit, admissions officers definitely want to know that. Having driven, goal-oriented, and passionate students is a huge plus for a university. So if this is you, be sure that your essay conveys not just your interest but also your deep and abiding love of the subject. Maybe even include any related clubs, activities, and hobbies that you've done during high school.

Of course, college is the place to find yourself and the things that you become passionate about. So if you're not already committed to a specific course of study, don't worry. Instead, you have to realize that in this essay, like in all the other essays, the how matters much more than the what. No matter where your eventual academic, career, or other pursuits may lie, every class that you have taken up to now has taught you something. You learned about things like work ethic, mastering a skill, practice, learning from a teacher, interacting with peers, dealing with setbacks, understanding your own learning style, and perseverance.

In other words, the admissions office wants to make sure that no matter what you study, you will draw meaningful conclusions from your experiences, whether those conclusions are about the content of what you learn or about a deeper understanding of yourself and others. They want to see that you're not simply floating through life on the surface  but that you are absorbing the qualities, skills, and know-how you will need to succeed in the world—no matter what that success looks like.

Focus on a telling detail. Because personal statements are short, you simply won't have time to explain everything you have loved about a particular subject in enough detail to make it count. Instead, pick one event that crystallized your passion for a subject   or one telling moment that revealed what your working style will be , and go deep into a discussion of what it meant to you in the past and how it will affect your future.

Don't overreach. It's fine to say that you have loved your German classes so much that you have begun exploring both modern and classic German-language writers, for example, but it's a little too self-aggrandizing to claim that your four years of German have made you basically bilingual and ready to teach the language to others. Make sure that whatever class achievements you describe don't come off as unnecessary bragging rather than simple pride .

Similarly, don't underreach. Make sure that you have actual accomplishments to describe in whatever subject you pick to write about. If your favorite class turned out to be the one you mostly skipped to hang out in the gym instead, this may not be the place to share that lifetime goal. After all, you always have to remember your audience. In this case, it's college admissions officers who want to find students who are eager to learn and be exposed to new thoughts and ideas.

Dissecting Personal Insight Question 7

What have you done to make your school or your community a better place?

Things to consider: Think of community as a term that can encompass a group, team or a place— like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?

This topic is trying to get at how you engage with your environment. It's looking for several things:

#1: Your Sense of Place and Connection

Because the term "community" is so broad and ambiguous, this is a good essay for explaining where you feel a sense of belonging and rootedness. What or who constitutes your community? Is your connection to a place, to a group of people, or to an organization? What makes you identify as part of this community—cultural background, a sense of shared purpose, or some other quality?

#2: Your Empathy and Ability to Look at the Big Picture

Before you can solve a problem, you have to realize that the problem exists. Before you can make your community a better place, you have to find the things that can be ameliorated. No matter what your contribution ended up being, you first have to show how you saw where your skills, talent, intelligence, or hard work could do the most good. Did you put yourself in the shoes of the other people in your community? Understand some fundamental inner working of a system you could fix? Knowingly put yourself in the right place at the right time?

#3: Your Problem-Solving Skills

How did you make the difference in your community? If you resolved a tangible issue, how did you come up with your solution? Did you examine several options or act from the gut? If you made your community better in a less direct way, how did you know where to apply yourself and how to have the most impact possible?

Clarify not just what the problem and solution was but also your process of getting involved and contributing specific skills, ideas, or efforts that made a positive difference.

Community is a very important thing to colleges. You'll be involved with and encounter lots of different communities in college, including the broader student body, your extracurriculars, your classes, and the community outside the university. UC wants to make sure that you can engage with the communities around you in a positive, meaningful way .

Make it personal. Before you can explain what you did in your community, you have to define and describe this community itself—and you can only do that by focusing on what it means to you. Don't speak in generalities; instead, show the bonds between you and the group you are a part of through colorful, idiosyncratic language. Sure, they might be "my water polo team," but maybe they are more specifically "the 12 people who have seen me at my most exhausted and my most exhilarated."

Feel all the feelings. This is a chance to move your readers. As you delve deep into what makes your community one of your emotional centers, and then as you describe how you were able to improve it in a meaningful and lasting way, you should keep the roller coaster of feelings front and center. Own how you felt at each step of the process: when you found your community, when you saw that you could make a difference, and when you realized that your actions resulted in a change for the better. Did you feel unprepared for the task you undertook? Nervous to potentially let down those around you? Thrilled to get a chance to display a hidden or underused talent?

To flesh out your essay, depict the emotions you felt while making your community contribution, from frustration or disappointment to joy and fulfillment. 

Dissecting Personal Insight Question 8

Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

Things to consider: If there's anything you want us to know about you, but didn't find a question or place in the application to tell us, now's your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don't be afraid to brag a little.

If your particular experience doesn't quite fit under the rubrics of the other essay topics , or if there is something the admissions officers need to understand about your background in order to consider your application in the right context, then this is the essay for you.

Now, I'm going to say something a little counterintuitive here. The prompt for this essay clarifies that even if you don't have a "unique" story to tell, you should still feel free to pick this topic. But, honestly, I think you should  choose this topic only if you have an exceptional experience to share . Remember that E veryday challenges or successes of regular life could easily fit one of the other insight questions instead.

What this means is that evaluating whether your experiences qualify for this essay is a matter of degrees. For example, did you manage to thrive academically despite being raised by a hard-working single parent? That's a hardship that could easily be written about for Questions 1 or 5, depending on how you choose to frame what happened. Did you manage to earn a 3.7 GPA despite living in a succession of foster families only to age out of the system in the middle of your senior year of high school? That's a narrative of overcoming hardship that easily belongs to Question 8.

On the flip side, did you win a state-wide robotics competition? Well done, and feel free to tell your story under Question 4. Were you the youngest person to single-handedly win a season of BattleBots? Then feel free to write about it for Question 8.

This is pretty straightforward. They are trying to identify students that have unique and amazing stories to tell about who they are and where they come from. If you're a student like this, then the admissions people want to know the following:

• What happened to you?
• When and where did it happen?
• How did you participate, or how were you involved in the situation?
• How did it affect you as a person?
• How did it affect your schoolwork?
• How will the experience be reflected in the point of view you bring to campus?

The university wants this information because of the following:

• It gives context to applications that otherwise might seem mediocre or even subpar.
• It can help explain places in a transcript where grades significantly drop.
• It gives them the opportunity to build a lot of diversity into the incoming class.
• It's a way of finding unique talents and abilities that otherwise wouldn't show up on other application materials.

Let's run through a few tricks for making sure your essay makes the most of your particular distinctiveness.

Double-Check Your Uniqueness

Many experiences in our lives that make us feel elated, accomplished, and extremely competent are also near universal. This essay isn't trying to take the validity of your strong feelings away from you, but it would be best served by stories that are on a different scale . Wondering whether what you went through counts? This might be a good time to run your idea by a parent, school counselor, or trusted teacher. Do they think your experience is widespread? Or do they agree that you truly lived a life less ordinary?

Connect Outward

The vast majority of your answer to the prompt should be telling your story and its impact on you and your life. But the essay should also point toward how your particular experiences set you apart from your peers. One of the reasons that the admissions office wants to find out which of the applicants has been through something unlike most other people is that they are hoping to increase the number of points of view in the student body. Think about—and include in your essay—how you will impact campus life. This can be very literal: If you are a jazz singer who has released several songs on social media, then maybe you will perform on campus. Or it can be much more oblique: If you have a disability, then you will be able to offer a perspective that differs from the able-bodied majority.

Be Direct, Specific, and Honest

Nothing will make your voice sound more appealing than writing without embellishment or verbal flourishes. This is the one case in which  how you're telling the story is just as—if not more—important than what you're telling . So the best strategy is to be as straightforward in your writing as possible. This means using description to situate your reader in a place, time, or experience that they would never get to see firsthand. You can do this by picking a specific moment during your accomplishment to narrate as a small short story and not shying away from explaining your emotions throughout the experience. Your goal is to make the extraordinary into something at least somewhat relatable, and the way you do that is by bringing your writing down to earth.

Your essays should feature relatable thoughts and emotions as well as insights into how you will contribute to the campus community.

Writing Advice for Making Your UC Personal Statements Shine

No matter what personal insight questions you end up choosing to write about, here are two tips for making your writing sparkle:

#1: Be Detailed and Descriptive

Have you ever heard the expression "show; don't tell"? It's usually given as creative writing advice, and it will be your best friend when you're writing college essays. It means that any time you want to describe a person or thing as having a particular quality, it's better to illustrate with an example than to just use vague adjectives . If you stick to giving examples that paint a picture, your focus will also become narrower and more specific. You'll end up concentrating on details and concrete events rather than not-particularly-telling generalizations.

Let's say, for instance, Adnan is writing about the house that he's been helping his dad fix up. Which of these do you think gives the reader a better sense of place?

My family bought an old house that was kind of run-down. My dad likes fixing it up on the weekends, and I like helping him. Now the house is much nicer than when we bought it, and I can see all our hard work when I look at it.

My dad grinned when he saw my shocked face. Our "new" house looked like a completely run-down shed: peeling paint, rust-covered railings, shutters that looked like the crooked teeth of a jack-o-lantern. I was still staring at the spider-web crack in one broken window when my dad handed me a pair of brand-new work gloves and a paint scraper. "Today, let's just do what we can with the front wall," he said. And then I smiled too, knowing that many of my weekends would be spent here with him, working side by side.

Both versions of this story focus on the house being dilapidated and how Adnan enjoyed helping his dad do repairs. But the second does this by:

painting a picture of what the house actually looked like by adding visual details ("peeling paint," "rust-covered railings," and "broken window") and through comparisons ("shutters like a jack-o-lantern" and "spider-web crack");

showing emotions by describing facial expressions ("my dad grinned," "my shocked face," and "I smiled"); and

using specific and descriptive action verbs ("grinned," "shocked," "staring," and "handed").

The essay would probably go on to describe one day of working with his dad or a time when a repair went horribly awry. Adnan would make sure to keep adding sensory details (what things looked, sounded, smelled, tasted, and felt like), using active verbs, and illustrating feelings with dialogue and facial expressions.

If you're having trouble checking whether your description is detailed enough, read your work to someone else . Then, ask that person to describe the scene back to you. Are they able to conjure up a picture from your words? If not, you need to beef up your details.

It's a bit of a fixer-upper, but it'll make a great college essay!

#2: Show Your Feelings

All good personal essays deal with emotions. And what marks great personal essays is the author's willingness to really dig into negative feelings as well as positive ones . As you write your UC application essays, keep asking yourself questions and probing your memory. How did you feel before it happened? How did you expect to feel after, and how did you actually feel after? How did the world that you are describing feel about what happened? How do you know how your world felt?

Then write about your feelings using mostly emotion words ("I was thrilled/disappointed/proud/scared"), some comparisons ("I felt like I'd never run again/like I'd just bitten into a sour apple/like the world's greatest explorer"), and a few bits of direct speech ("'How are we going to get away with this?' my brother asked").

What's Next?

This should give you a great starting point to address the UC essay prompts and consider how you'll write your own effective UC personal statements. The hard part starts here: work hard, brainstorm broadly, and use all my suggestions above to craft a great UC application essay.

Making your way through college applications? We have advice on how to find the right college for you , how to write about your extracurricular activities , and how to ask teachers for recommendations .

Interested in taking the SAT one more time? Check out our highly detailed explainer on studying for the SAT to learn how to prepare best.

Worried about how to pay for college after you get in? Read our description of how much college really costs , our comparison of subsidized and unsubsidized loans , and our lists of the top scholarships for high school seniors and juniors .

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

News alert: UC Berkeley has announced its next university librarian

Secondary menu

• Log in to your Library account
• Hours and Maps
• Connect from Off Campus
• UC Berkeley Home

Search form

Citation styles/submitting manuscripts/writing: writing and citing.

• Writing and Citing
• Submitting to a Journal
• Need More Help?

Managing citations

For tips on using citation management software (Zotero, RefWorks, Mendeley, EndNote, etc.), see the Manage Your Citations guide

Citation & Style Help

• Cite Sources (UCB Library) Links to style guides, citation management tools, and information on plagiarism.
• Purdue Online Writing Lab (OWL) Provides detailed information in several citations styles, including APA, MLA, and Chicago.

Style Guides

The 2020 7th edition APA Style Guide is available via HathiTrust ETAS (requires CalNet logon) on a temporary basis

The Politics of Citation

"One of the feminist practices key to my teaching and research is a feminist practice of citation."

From The Digital Feminist Collective , this blog post emphasizes the power of citing.

"Acknowledging and establishing feminist genealogies is part of the work of producing more just forms of knowledge and intellectual practice."

Here's an exercise (docx) to help you in determining how inclusive you are when citing.

Additional Resources for Inclusive Citation Practices :

• BIPOC Scientists Citation guide (Rockefeller Univ.).
• Conducting Research through an Anti-Racism Lens (Univ. of Minnesota Libraries).
• cleanBib (Code to probabilistically assign gender and race proportions of first/last authors pairs in bibliography entries).
• Balanced Citer (Python script guesses the race and gender of the first and last authors for papers in your citation list and compares your list to expected distributions based on a model that accounts for paper characteristics).
• Read Black women's work;
• Integrate Black women into the CORE of your syllabus (in life & in the classroom);
• Acknowledge Black women's intellectual production;
• Make space for Black women to speak;
• Give Black women the space and time to breathe.
• CiteASista .

Writing Help @UCB

• Berkeley Writing: College Writing Programs "Our philosophy includes small class size, careful attention to building your critical reading and thinking skills along with your writing, personalized attention, and a great deal of practice writing and revising." Website has a Writing Resources Database .
• Graduate Writing Center, Berkeley Graduate Division Assists graduate students in the development of academic skills necessary to successfully complete their programs and prepare for future positions. Workshops are offered on topics such as academic writing, grant writing, dissertation writing , thesis writing , editing, and preparing articles for publication, in addition to writing groups and individual consultations.

• Student Learning Center Writing Program "The SLC Writing Program supports Cal undergraduates in their journey to become more persuasive and purposeful writers." They offer workshops, tutoring, and more, including an extensive list of Writing Worksheets on topics such as thesis, revision, punctuation, writing research papers, and more.
• Purdue OWL Excellent collection of guides on writing, including citing/attribution, citation styles, grammar and punctuation, academic writing, and much more. From Purdue University.

Health Equity Style Guide

• Health Equity Style Guide for the COVID-19 Response: Principles and Preferred Terms for Non- Stigmatizing, Bias-Free Language (CDC; pdf) CDC’s Health Equity Style Guide emphasizes the importance of addressing all people inclusively, with respect, including using non-stigmatizing, bias-free language. Avoid perpetuating negative stereotypes or blaming people for their own life circumstances or health status when reporting data or information about health disparities.

Scholarly Communication & Information Policy

• Copyright in research, publishing & teaching
• Authors’ rights, and protecting & managing your intellectual property
• Scholarly publishing options and platforms
• Open access for scholarship and research data
• Tracking & increasing scholarly impact
• Affordable and open course content 
• Individualized support & personal consultations
• In-class and online instruction
• Presentations and workshops for small or large groups & classes
• Customized support and training for each department and discipline
• Online guidance and resources

Bioscience, Natural Resources & Public Health Library

Questions? Ask a librarian!

The Bioscience, Natural Resources & Public Health Library :

• Reference/Research Help
• Email a librarian

Drop by the  Reference Desk   during open hours to speak with a librarian.

• Next: AMA Style >>
• Last Updated: May 3, 2024 11:52 AM
• URL: https://guides.lib.berkeley.edu/publichealth/style

The Ivy Coach Daily

• College Admissions
• College Essays
• Early Decision / Early Action
• Extracurricular Activities
• Standardized Testing
• The Rankings

September 12, 2023

2023-2024 University of California Essay Prompts: Berkeley, UCLA, and UCSD

The University of California schools have released their 2023-2024 essay prompts for applicants to the Class of 2024. Unlike most highly selective universities, the UC schools are not members of The Common Application — the school has its own application .

Just like in previous years, applicants to the University of California, Berkeley , the University of California, Los Angeles , the University of California, San Diego , and the seven other UC institutions must answer four essay prompts out of a batch of eight options. So, what are this year’s essay prompts? Let’s dive in!

2023-2024 UC Essay Topics and Questions: Personal Insights

Below are the UC essay prompts for applicants to the Class of 2028, along with the guidance issued by the UC admissions committee. These essays apply to all UC schools — including the University of California, Berkeley, the University of California, Los Angeles, the University of California, San Diego, the University of California, Santa Barbara , the University of California, Davis , the University of California, Santa Cruz , the University of California, Irvine , the University of California, Merced , and the the University of California, Riverside .

Applicants have up to 350 words to respond to  four  of the  eight  prompts. And, yes, applicants should go to the maximum word count to make their case!

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

Things to consider:  A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?

Applicants should share one small story here to demonstrate their leadership. Rather than tell the UC admissions committee about what great leaders they are, they can show it through one specific example. And it doesn’t even need to be a successful example of leadership. Instead, students can highlight what they learned from the scenario to be even better leaders.

2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

Things to consider:  What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

Even in an essay that could lend itself to silliness, applicants must showcase intellectual curiosity. So, suppose a student expresses their creative side by tie-dying t-shirts and their singular hook in their activities section that they’ll be contributing to schools like UC Berkeley, UCLA, and UCSD is math. In that case, they can write about the mathematics behind the patterns they love to create on clothing.

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Things to consider:  If there is a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?

Too many students choose to write about awards and honors they’ve received in this prompt. Some sneak it into the essay, thinking it’s a subtle way of reinforcing their success. What a mistake! Doing so will only render them unlikable, which should be the precise opposite of their objective.

Ideally, an applicant will share a skill related to their singular hook. If their hook is poetry, let’s hear all about how they became passionate about performing spoken word at open mic nights at a local establishment.

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Things to consider:  An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you; just to name a few.

If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today?

If students have yet to face a genuine academic barrier, such as the ones many students in low-income communities face, it would behoove them to focus on the significant educational  opportunity  they’ve encountered. Was it the chance to perform research on Russian literature with a local professor? Was it a chance to do an archaeological dig in a student’s hometown? The opportunity will ideally fit with the student’s singular hook.

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider:  A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?

If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, How has my life changed at home, at my school, with my friends or with my family?

Unless a student comes from an underprivileged background, we at Ivy Coach would encourage them to avoid choosing this essay prompt since there  are  going to be students who have faced significant obstacles and writing about how a school ran out of math courses while another student writes about the evictions their family has endured isn’t going to sit well with UC Berkeley, UCLA, UCSD, and other UC admissions officers.

6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

Things to consider:  Many students have a passion for one specific academic subject area, something that they just can’t get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

Ideally, a student will choose an academic subject that aligns perfectly with their hook. If their activities reflect a passion for physics, they should share the origin story of their interest in the discipline — as a high schooler rather than a child. What made them fall in love with matter and energy? What made them want to better understand our universe?

7. What have you done to make your school or your community a better place?

Things to consider:  Think of community as a term that can encompass a group, team or a place like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?

An applicant’s answer should align with their hook as articulated in their activities section. Suppose a student’s hook is political science. In that case, they should write an essay that shares one small story about how their political activism created the change they wished to see — or failed to create the change they hoped to see, only further motivating them to agitate for further change.

Maybe they wanted to stop developers from razing affordable housing communities. Perhaps they tried to fix un-level sidewalks. Whatever it is, applicants should share an anecdote here about their activism — whether successful or not.

8. Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California?

Things to consider:  If there’s anything you want us to know about you but didn’t find a question or place in the application to tell us, now’s your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don’t be afraid to brag a little.

Since the University of California has a unique application and is not a member of The Common Application, this essay prompt presents a perfect opportunity for applicants to include an abbreviated version of their 650-word Personal Statements from their Common Applications.

Ivy Coach’s Assistance with the University of California Essays

If you’re interested in optimizing your chances of admission to UC Berkeley, UCLA, UCSD, and other UC institutions by submitting the most compelling essays possible, fill out Ivy Coach ’s free consultation form , and we’ll be in touch to delineate our college counseling services for applicants to the Class of 2028.

You are permitted to use www.ivycoach.com (including the content of the Blog) for your personal, non-commercial use only. You must not copy, download, print, or otherwise distribute the content on our site without the prior written consent of Ivy Coach, Inc.

Related Articles

Using A.I. to Write College Admission Essays

October 13, 2023

Word and Character Limits in College Essays

September 27, 2023

What English Teachers Get Wrong About Writing College Essays

Bragging in College Essays: Is It Ever Okay?

September 26, 2023

What Not to Write: 3 College Essay Topics to Avoid

September 24, 2023

2023-2024 Caltech Supplemental Essay Prompts

September 14, 2023

TOWARD THE CONQUEST OF ADMISSION

If you’re interested in Ivy Coach’s college counseling,
fill out our complimentary consultation form and we’ll be in touch.

Fill out our short form for a 20-minute consultation to learn about Ivy Coach’s services.

Freshman requirements

• Subject requirement (A-G)
• GPA requirement
• Admission by exception
• English language proficiency
• UC graduation requirements

Additional information for

• California residents
• Out-of-state students
• Home-schooled students

Transfer requirements

• Understanding UC transfer
• Preparing to transfer
• UC transfer programs
• Transfer planning tools

International applicants

• Applying for admission
• English language proficiency (TOEFL/IELTS)
• Passports & visas
• Living accommodations
• Health care & insurance

AP & Exam credits

Applying as a freshman

• Filling out the application
• Dates & deadlines

Personal insight questions

• How applications are reviewed
• After you apply

Applying as a transfer

Types of aid

• Grants & scholarships
• Jobs & work-study
• California DREAM Loan Program
• Middle Class Scholarship Program
• Blue and Gold Opportunity Plan
• Native American Opportunity Plan  
• Who can get financial aid
• How aid works
• Estimate your aid

Apply for financial aid

• Cal Dream Act application tips
• Tuition & cost of attendance
• Glossary & resources
• Santa Barbara
• Campus program & support services
• Check majors
• Freshman admit data
• Transfer admit data
• Native American Opportunity Plan
• You will have 8 questions to choose from. You must respond to only 4 of the 8 questions.
• Each response is limited to a maximum of 350 words.
• Which questions you choose to answer is entirely up to you. However, you should select questions that are most relevant to your experience and that best reflect your individual circumstances.

Keep in mind

• All questions are equal. All are given equal consideration in the application review process, which means there is no advantage or disadvantage to choosing certain questions over others.
• There is no right or wrong way to answer these questions. It’s about getting to know your personality, background, interests and achievements in your own unique voice.  
• Use the additional comments field if there are issues you'd like to address that you didn't have the opportunity to discuss elsewhere on the application. This shouldn't be an essay, but rather a place to note unusual circumstances or anything that might be unclear in other parts of the application. You may use the additional comments field to note extraordinary circumstances related to COVID-19, if necessary. 

Questions & guidance

Remember, the personal insight questions are just that—personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who you are, what matters to you and what you want to share with UC. 

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn't necessarily have to be limited to school activities. For example, do you help out or take care of your family? 2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career? 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? Things to consider: If there is a talent or skill that you're proud of, this is the time to share it.You don't necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule? 4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that's geared toward an occupation or a major, or taking advanced courses that interest you; just to name a few.

If you choose to write about educational barriers you've faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today? 5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you've faced and what you've learned from the experience. Did you have support from someone else or did you handle it alone?

If you're currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, How has my life changed at home, at my school, with my friends or with my family? 6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. Things to consider:  Many students have a passion for one specific academic subject area, something that they just can't get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

7. What have you done to make your school or your community a better place? Things to consider: Think of community as a term that can encompass a group, team or a place like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community? 8. Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California? Things to consider:  If there's anything you want us to know about you but didn't find a question or place in the application to tell us, now's your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don't be afraid to brag a little.

Writing tips

Start early..

Give yourself plenty of time for preparation, careful composition and revisions.

Write persuasively.

Making a list of accomplishments, activities, awards or work will lessen the impact of your words. Expand on a topic by using specific, concrete examples to support the points you want to make.

Use “I” statements.

Talk about yourself so that we can get to know your personality, talents, accomplishments and potential for success on a UC campus. Use “I” and “my” statements in your responses.

Proofread and edit.

Although you will not be evaluated on grammar, spelling or sentence structure, you should proofread your work and make sure your writing is clear. Grammatical and spelling errors can be distracting to the reader and get in the way of what you’re trying to communicate.

Solicit feedback.

Your answers should reflect your own ideas and be written by you alone, but others — family, teachers and friends can offer valuable suggestions. Ask advice of whomever you like, but do not plagiarize from sources in print or online and do not use anyone's words, published or unpublished, but your own.

Copy and paste.

Once you are satisfied with your answers, save them in plain text (ASCII) and paste them into the space provided in the application. Proofread once more to make sure no odd characters or line breaks have appeared.

This is one of many pieces of information we consider in reviewing your application. Your responses can only add value to the application. An admission decision will not be based on this section alone.

Need more help?

Download our worksheets:

• English [PDF]
• Spanish [PDF]

Source: Emmanuel Saez and Gabriel Zucman • Note: Tax rates shown include levies paid at all levels of government. Government transfers such as Social Security benefits have not been subtracted.

In the 1960s, the 400 richest Americans paid more than half of their income in taxes. Higher tax rates for the wealthy kept inequality in check and helped fund the creation of social safety nets like Medicare, Medicaid and food stamps.

Today, the superrich control a greater share of America’s wealth than during the Gilded Age of Carnegies and Rockefellers. That's partly because taxes on the wealthy have cratered. In 2018, America's top billionaires paid just 23 percent of their income in taxes.

For the first time in the history of the United States, billionaires had a lower effective tax rate than working-class Americans.

Guest Essay

It’s Time to Tax the Billionaires

By Gabriel Zucman

Gabriel Zucman is an economist at the Paris School of Economics and the University of California, Berkeley.

Until recently, it was hard to know just how good the superrich are at avoiding taxes. Public statistics are oddly quiet about their contributions to government coffers, a topic of legitimate interest in democratic societies.

Over the past few years, I and other scholars have published studies and books attempting to fix that problem. While we still have data for only a handful of countries, we’ve found that the ultrawealthy consistently avoid paying their fair share in taxes. In the Netherlands, for instance, the average taxpayer in 2016 gave 45 percent of earnings to the government, while billionaires paid just 17 percent.

Billionaires avoid taxes outside

the United States, too

United States

Netherlands

Lower earners

0-50th percentile

Middle earners

51-90th percentile

High earners

90-99.99th percentile

Billionaires

Billionaires avoid taxes outside the United States, too

50% total tax rate

Sources: Demetrio Guzzardi, et al., Journal of the European Economic Association; Emmanuel Saez and Gabriel Zucman; Institut des Politiques Publiques; Netherlands Bureau for Economic Policy Analysis

Note: Data is from 2015 for Italy; 2016 for the Netherlands and France; 2018 for the United States.

Why do the world’s most fortunate people pay among the least in taxes, relative to the amount of money they make?

The simple answer is that while most of us live off our salaries, tycoons like Jeff Bezos live off their wealth. In 2019, when Mr. Bezos was still Amazon’s chief executive, he took home an annual salary of just $81,840 . But he owns roughly 10 percent of the company , which made a profit of $30 billion in 2023.

If Amazon gave its profits back to shareholders as dividends, which are subject to income tax, Mr. Bezos would face a hefty tax bill. But Amazon does not pay dividends to its shareholders. Neither does Berkshire Hathaway or Tesla. Instead, the companies keep their profits and reinvest them, making their shareholders even wealthier.

Unless Mr. Bezos, Warren Buffett or Elon Musk sell their stock, their taxable income is relatively minuscule. But they can still make eye-popping purchases by borrowing against their assets. Mr. Musk, for example, used his shares in Tesla as collateral to rustle up around $13 billion in tax-free loans to put toward his acquisition of Twitter.

Jeff Bezos arriving for a news conference after flying into space in the Blue Origin New Shepard rocket on July 20, 2021.

Getty Images

Outside the United States, avoiding taxation can be even easier.

Take Bernard Arnault, the wealthiest person in the world. Mr. Arnault’s shares in LVMH, the luxury goods conglomerate, officially belong to holding companies that he controls. In 2023, Mr. Arnault’s holdings received about $3 billion in dividends from LVMH. France — like other European countries — barely taxes these dividends, because on paper they are received by companies. Yet Mr. Arnault can spend the money almost as if it were deposited directly into his bank account, so long as he works through other incorporated entities — on philanthropy , for instance, or to keep his megayacht afloat or to buy more companies .

Historically, the rich had to pay hefty taxes on corporate profits, the main source of their income. And the wealth they passed on to their heirs was subject to the estate tax. But both taxes have been gutted in recent decades. In 2018, the United States cut its maximum corporate tax rate to 21 percent from 35 percent. And the estate tax has almost disappeared in America. Relative to the wealth of U.S. households, it generates only a quarter of the tax revenues it raised in the 1970s.

The falling U.S. corporate tax rate

Reagan tax cuts

Trump tax cuts

Source: Internal Revenue Service

Note: Tax rates are for each year’s highest corporate income bracket.

So what should be done?

One obstacle to taxing the very rich is the risk they may move to low-tax countries. In Europe, some billionaires who built their fortune in France, Sweden or Germany have established residency in Switzerland , where they pay a fraction of what they would owe in their home country. Although few of the ultrawealthy actually move their homes , the possibility that they might has been a boogeyman for would-be tax reformers.

There is a way to make tax dodging less attractive: a global minimum tax. In 2021, more than 130 countries agreed to apply a minimum tax rate of 15 percent on the profits of large multinational companies. So no matter where a company parks its profits, it still has to pay at least a baseline amount of tax under the agreement.

In February, I was invited to a meeting of Group of 20 finance ministers to present a proposal for another coordinated minimum tax — this one not on corporations, but on billionaires. The idea is simple. Let’s agree that billionaires should pay income taxes equivalent to a small portion — say, 2 percent — of their wealth each year. Someone like Bernard Arnault, who is worth about $210 billion, would have to pay an additional tax equal to roughly $4.2 billion if he pays no income tax. In total, the proposal would allow countries to collect an estimated $250 billion in additional tax revenue per year, which is even more than what the global minimum tax on corporations is expected to add.

Bernard Arnault watching the men’s singles final at the French Open on June 8, 2014.

Abaca Press

Critics might say that this is a wealth tax, the constitutionality of which is debated in the United States. In reality, the proposal stays firmly in the realm of income taxation. Billionaires who already pay the baseline amount of income tax would have no extra tax to pay. The goal is that only those who dial down their income to dodge the income tax would be affected.

Critics also claim that a minimum tax would be too hard to apply because wealth is difficult to value. This fear is overblown. According to my research, about 60 percent of U.S. billionaires’ wealth is in stocks of publicly traded companies. The rest is mostly ownership stakes in private businesses, which can be assigned a monetary value by looking at how the market values similar firms.

One challenge to making a minimum tax work is ensuring broad participation. In the multinational minimum tax agreement, participating countries are allowed to overtax companies from nations that haven’t signed on. This incentivizes every country to join the agreement. The same mechanism should be used for billionaires. For example, if Switzerland refuses to tax the superrich who live there, other countries could tax them on its behalf.

We are already seeing some movement on the issue. Countries such as Brazil, which is chairing the Group of 20 summit this year and has shown extraordinary leadership on the issue, and France , Germany, South Africa and Spain have recently expressed support for a minimum tax on billionaires. In the United States, President Biden has proposed a billionaire tax that shares the same objectives.

To be clear, this proposal wouldn’t increase taxes for doctors, lawyers, small-business owners or the rest of the world’s upper middle class. I’m talking about asking a very small number of stratospherically wealthy individuals — about 3,000 people — to give a relatively tiny bit of their profits back to the governments that fund their employees’ educations and health care and allow their businesses to operate and thrive.

The idea that billionaires should pay a minimum amount of income tax is not a radical idea. What is radical is continuing to allow the wealthiest people in the world to pay a smaller percentage in income tax than nearly everybody else. In liberal democracies, a wave of political sentiment is building, focused on rooting out the inequality that corrodes societies. A coordinated minimum tax on the superrich will not fix capitalism. But it is a necessary first step.

More on tax evasion and inequality

This Is Tax Evasion, Plain and Simple

By Gabriel Zucman and Gus Wezerek

The Tax Pirates Are Us

By Binyamin Appelbaum

How to Tax Our Way Back to Justice

By Emmanuel Saez and Gabriel Zucman

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Gabriel Zucman is an economist at the Paris School of Economics and the University of California, Berkeley, and a co-author of “The Triumph of Injustice: How the Rich Dodge Taxes and How to Make Them Pay.”

• Share full article

Advertisement

• International

Israel-Hamas war

Tornado risk in Central US

Met Gala 2024

April 30, 2024 - US university protests

By Rachel Ramirez, Chandelis Duster, Samantha Delouya, Tori B. Powell, Aditi Sangal, Amir Vera, Deva Lee, Kathleen Magramo, Dalia Faheid and Elizabeth Wolfe, CNN

Our live coverage of the protests rocking US campuses has moved here

Over 100 protesters arrested across 2 New York college campuses, law enforcement official says

From CNN’s Mark Morales

Over 100 protesters were arrested Tuesday at Columbia University and City College of New York, according to a law enforcement official.

Most of the arrests were made at Columbia, including about two dozen protesters who police say tried to prevent officers from entering the campus, the official said.

Tactical teams at Columbia first set up a perimeter around the campus to hold back protesters and prevent further arrests, according to the official. Offers then entered the campus through multiple entry points.

"It's still a student-fueled movement," Columbia student magazine editor says

From CNN's Kathleen Magramo

Jonas Du, editor-in-chief of a Columbia student magazine, told CNN that the protests on campus are student-fueled regardless of any outsider involvement.

It’s “hard to say” whether those arrested from Columbia's Hamilton Hall were students or from outside the institution, the Columbia Sundial editor said.

“Even though campus has been locked down to Columbia ID holders, now there has been ways of getting in, getting non-affiliated into campus. But for the most part you need Columbia IDs, you need students to provide you with IDs that can get you into campus," said Du, who is a junior student at the university.

Du said he believes there is “evidence” of outside organizations behind the occupation's planning, but he also says numerous Columbia students were inside Hamilton Hall. 

He said he recognized “many, many Columbia students in the crowd” that formed human chains around the entrances to Hamilton Hall while reporting on the protests. 

“At the end of the day, it's still a student-fueled movement. It wouldn’t have gotten to (this) extent without the of the student organizations here.” 

Du said students received a text message and email alert from the school stating that a shelter-in-place order had been issued, asking them to remain in their dorms and not to go on campus.

"But all of us knew that that was sort of a signal that the NYPD was going to raid campus," he added.

Video shows Arizona State University police officer removing protester’s hijab during arrest

From CNN’s Cindy Von Quednow

Video taken over the weekend at Arizona State University shows a campus police officer removing a hijab from a protester’s head during her arrest.

The blurred video, obtained by Mass Liberation AZ and provided to CNN by attorney Zayed Al-Sayyed, who represents the women, shows several ASU Police Department officers surrounding a woman whose hands are held behind her back as one of the officers removes her hijab.

People nearby can be heard yelling, “You’re violating her privacy,” and “Give it back.”

The officers then pull the woman’s sweatshirt hood over her head and a bystander yells, “So she can wear a hood but not her hijab?” At one point one of the officers blocks the woman from the view of those taking the video, as a person yells, “let her go!”

A lawyer representing her and three other women who said it also happened to them is demanding accountability.

Al-Sayyed, who said the arrests took place early Saturday, did not identify the women but indicated that three of them are students at the university and all four are Phoenix-area residents. They are facing criminal trespass charges.

Upon being taken into custody, Al-Sayyed said, the women explained the significance of a hijab and “begged” to keep their hijabs, but he said they were told that their hijabs had to be removed for safety reasons.

“They never expected that an officer … who’s sworn to protect and serve is going to violate their most basic protected right under the United States Constitution, which is the right to practice their religion. So they're hurt,” Al-Sayyed said.

After being detained and bused to jail, the women were not given their hijabs back, Al-Sayyed said.

Around 15 hours later, when he was finally given access to his clients, Al-Sayyed said he was able to bring them new hijabs.

The Arizona chapter of the Council on American-Islamic Relations (CAIR-AZ),  condemned  the university police for the recorded incident and others like it and called for a full investigation.

“This act represents a blatant infringement upon the religious liberties of peaceful protesters. It is profoundly distressing for the affected women, and ASU Police must conduct a thorough investigation into this matter,” Azza Abuseif, executive director of CAIR-AZ, said in an email to CNN.

In a statement to CNN, the university said, “This matter is under review.” CNN has reached out to the Maricopa County Attorney's Office for comment.

Protests will continue despite police presence at Columbia, student negotiator says

A lead student negotiator for protesters at Columbia University has told CNN that protests will continue on the campus despite the school's request for a police presence.

The university has asked NYPD to maintain its presence on campus until May 17.

"I’m very confident that students will continue this movement even after all this brutality against them," negotiator Mahmoud Khalil said, adding that students still have the right to protest despite increased security.

Since negotiations between student protesters and the Columbia University administration began two weeks ago, the university has not viewed them as an anti-war movement, he said. 

"Instead, they dealt with it as an internal student discipline matter. They negotiated with us about bringing food and blankets to the encampment. They refused to acknowledge that this actually is more than that, this is a nationwide movement.

"This is a movement that asks Columbia to divest its investments from the companies that are fuelling the war in Gaza right now,” said Khalil, who is a second-year graduate student at Columbia.

Tensions escalated on campus when officers entered Columbia's Hamilton Hall , which had been occupied by protesters since the early hours of Tuesday, and dozens were seen being arrested.

Khalil said that "the autonomous group decided to take that building when they felt the university is not answering their demands" and was "alienating" them.

Police presence at Columbia may dampen graduation celebrations, CNN journalist and student says

From CNN's Elizabeth Wolfe

Julia Vargas Jones, a CNN journalist and Columbia Journalism School graduate student, said the university's request for an on-campus police presence through May 17 will only "dampen the mood even more" as students and their families prepare for graduation.

NYPD swarmed the university Tuesday night after the university authorized them to go into the campus to clear out a building being occupied by protesters. CNN has witnessed dozens of arrests.

"Graduation is May 15. That is my graduation as well. I have family coming from Brazil to come watch me walk across the stage and get my diploma. I hope of course, as everyone does, that this (graduation) can happen," Jones said.

"But at the same time, is there a climate for celebration, for graduation?" Jones said.

Jones said she's unsure the climate on campus will be celebratory as graduation nears.

"I spoke to a lot of students on campus today and students were just feeling caught in between. I don't really see celebration being something we flock to in the coming weeks," she said. "I'm interested to see who will actually attend graduation."

Jones said she has not witnessed any violent altercations as she reported from inside Columbia’s campus Tuesday night. After the campus was cleared by NYPD, Jones described the atmosphere as quiet enough to “hear a pin drop.”

NYPD used flash bangs to breach Columbia building where doors were barricaded

From CNN’s Matthew Friedman and Miguel Marquez

NYPD officers used flash-bang grenades to breach Columbia's Hamilton Hall, which protesters had barricaded themselves inside Tuesday, the police department told CNN.

The building's doors had been barricaded with chairs, tables and vending machines, and windows had been covered with newspaper, the NYPD said.

When a flash-bang grenade is deployed , it emits a bright flash and a very loud bang, often used to shock and disorient. 

Video posted by NYPD Deputy Commissioner Kaz Daughtry shows officers searching a bookshelf-lined office after busting the door's lock with a hammer.

Another video shows officers packing a stairwell and passing chairs to one another.

At least 50 officers had earlier used an elevated ramp to climb into the building through a window. 

Columbia University property has been cleared, NYPD says

From CNN’s Matthew Friedman and Miguel Marquez at Columbia

Columbia University’s property has been cleared, the New York Police Department told CNN, less than two hours after officers entered the school’s campus in Morningside Heights.

Hamilton Hall has also been cleared, the NYPD says, and nobody was wounded during the operation. 

The NYPD is still monitoring different locations for protesters across the city, they said.

Photos show NYPD action at Columbia University

From CNN Digital’s Photo Team

The New York Police Department entered the Columbia University campus late Tuesday evening after receiving a letter from the university authorizing them to go into the campus, a law enforcement source familiar with the situation told CNN. 

Officers entered Hamilton Hall , which had been occupied by protesters since the early morning hours Tuesday.

Dozens of people have been arrested.

Please enable JavaScript for a better experience.

College protests. A Trump trial. Raging wars. Is everything ‘on fire’?

Americans have been thrust under a cloud of chaos that seems to thicken with every breaking-news alert. And there is seemingly no relief ahead.

This has been a superlative spring, in the worst ways. The largest campus protest movement of the 21st century. The first criminal trial of a former U.S. president. Some of the most restrictive abortion laws in the nation. And, on top of it all, two world-rattling wars whose horrific daily death tolls are so often overshadowed by domestic crises.

From coast to coast, Americans have been thrust under a cloud of chaos that seems to thicken with every breaking-news alert. And in an already contentious and consequential election year, there is seemingly no relief ahead.

“Everything is on fire,” said Preeti Kulkarni, a freshman at George Washington University, whose campus in the nation’s capital has been riven by clashes over Israel’s war in Gaza.

For those who lived through the anti-apartheid protests in the 1980s, or the Vietnam War demonstrations of the ’60s and ’70s, the current tumult — and the way it has collided with broader social and political upheaval — echoes some especially tense times in the country’s history.

But if the present moment has been one of discontent, it has also been one of dissonance. Polling shows that nearly 80 percent of Americans are generally satisfied with their personal lives. Yet roughly the same share is dissatisfied with the direction the country is headed. Unemployment is at its lowest level in decades, yet voters continue to register their displeasure with President Biden’s handling of the economy .

And despite wall-to-wall coverage of campus protests, in one national survey of young people — conducted before the latest round of uprisings — the Israel-Gaza war rated near the bottom of issues that respondents said were most important to them overall. In that same poll, just 17 percent of college students said they had attended a political rally or demonstration.

Still, historians confirm that this is a troubled and exceptional era, in which deep divisions have infected nearly every inch of public life, from politics to pop culture.

“There has been an erosion of democratic values and a rising political tribalism that I think is extremely dangerous,” said Robert Cohen, a history professor at New York University who has spent decades studying student activism. “The way politics is functioning now is so unhealthy that almost anything can happen. Even the Taylor Swift romance gets spun as some conspiracy — and that’s a really bad place.”

‘I’m getting so stressed’

The turmoil on college campuses is playing out both publicly — in encampments set up on quads and in occupied buildings — and privately, over text and in direct messages.

For Kulkarni, this new tension reached a personal peak a few weeks ago, when she got a blistering message from a pro-Palestinian friend. She was incensed that Kulkarni had just posted an Instagram photo posing with another friend who supports Zionism.

“You lack humanity,” the friend wrote. “I’m done with your friendship. … I hope that in the future you educate yourself on the ongoing situation in Palestine.”

The message stunned the 18-year-old, who was sitting in a study room, scrambling to finish an essay on Simone de Beauvoir’s “The Second Sex.”

“That was so jarring, because people have different beliefs all the time,” Kulkarni said in a later interview. “We live in a society, we have to interact with people who may not agree with us.”

Then she wondered: Do we live in a society anymore? Her former friend’s outrage seemed somehow inevitable, a microcosm of the national discourse. Kulkarni sent a long response, which read in part: “I believe issues are a lot more complex than you think they are, and compromise can best be achieved through open discourse and collaboration.”

This person, she thought, did not seem willing to have a nuanced dialogue. So Kulkarni blocked the number.

A tendency to demonize those one disagrees with is one of the more frightening features of this moment, Cohen said.

He had enjoyed more than 30 years in his mostly quiet corner of research — radical student politics — until a couple of weeks ago, when a deluge of media requests began flooding his inbox from around the world, as reporters asked him to compare current campus protests with those past.

While the demonstrations — which call for an immediate cease-fire in Gaza, an end to Israeli occupation of Palestinian territory and university divestment from companies said to be profiting off the war — have spread quickly and the police crackdown has been severe, they are still much smaller than those that unfolded around Vietnam, Cohen said.

The scope of the demonstrations and the demands of the students, he said, more closely resemble the fight against South African apartheid in the 1980s, when organizers likewise called for university divestment. But at that time, Cohen added, there were no visible campus forces defending the apartheid regime. Today, pro-Palestinian groups, counterprotesters and police have converged at the encampments, with sometimes violent results.

One undeniable similarity, Cohen said, is the way elected officials, especially far-right Republicans, have sought to politicize the demonstrations, accusing liberal university leaders of allowing far-left students to run amok, as House Speaker Mike Johnson (R-La.) said at Columbia University last month.

For Cohen, Johnson’s performance paralleled the 1966 California governor’s race, in which then-candidate Ronald Reagan prevailed by promising to “clean up the mess at Berkeley” following the university’s antiwar protests.

“They always want to conflate the liberal university’s leadership with the radicals who are disobeying university leadership,” Cohen said. “This is an old playbook.”

As rhetoric on the right becomes harsher, the potential for further violence will increase, Cohen said.

At Indiana University, the specter of bloodshed loomed, literally, overhead last week, when state police snipers were spotted on the roofs of campus buildings, including at the Memorial Union, a favorite student hangout.

For Kate Hutner, a 20-year-old sophomore double-majoring in journalism and fashion design, this was the final proof: “Yeah,” she said, “America is on fire.”

That police posture was a response to a pro-Palestinian encampment set up in the grass in front of the union, and it made viscerally personal the sense of unease Hutner had been feeling for years. This foreboding came up frequently in conversations with friends: how they don’t want to have children and bring them into a world imperiled by climate change and conflict, one where Hutner and her cohort have already lived through a seemingly endless string of mass shootings, protests and culture wars.

And now, chaos was on campus. “I’m getting so stressed,” Hutner texted a friend, noting that her professor had been arrested on campus, “now 3 of my finals are canceled like I’m anxious.”

There are only two times Hutner feels a sense of calm — when fantasizing about her summer internship in Milan, or in bed, grateful she made it to the end of another day.

“It’s like, ‘Thank goodness I can go to bed and sleep,’” she said. “Because when I’m sleeping, I’m not thinking. When I’m sleeping, I don’t have to think about any of this.”

At Emory University in Atlanta, philosophy department chair Noëlle McAfee did not intend to go viral when she wandered outside her office to check on the student protesters.

But what she saw shocked her: Police had swarmed the encampment and one was beating a student, who was on the ground with her hands over her head, McAfee said. She approached the officer and yelled at him to stop. Moments later, the professor was under arrest, and footage of police leading her away quickly circulated online.

While those on social media quickly characterized her as an avatar for either Palestinian solidarity or anti-Israel sentiment, she has tried to avoid taking sides. Instead, McAfee has tried to be an advocate for academic freedom, public discussion and the right to protest — values she said school administrations subvert when they call in police to shut down demonstrations. Rather than escalate the situation, she said, school leaders should engage with protesters and attempt to work through the polarization, as seen at Brown and Northwestern universities.

“Instead of bringing in police and tearing down encampments, why don’t you go to REI and get a tent and sit down and talk with the students?” McAfee said. “What are you afraid of?”

‘Unprecedented times and uncharted territory’

Near the southern tip of Manhattan, more than 120 blocks from Columbia, where student protesters sparked this latest wave of demonstrations, former president Donald Trump has been staging his own kind of seething sit-in, behind the closed doors of a drab art deco courthouse.

Trump, of course, is not on trial by choice — indeed, his legal team sought to delay the court date for as long as possible. But since the proceeding began in mid-April — the first involving a former president — Trump has been exercising his right to dissent, even if it means violating a gag order.

In recent days, he has returned to a frequent fixation : crowd size. More specifically, Trump has complained that courthouse security has prevented “thousands of MAGA supporters to be present.”

“If they did the same thing at Columbia, and other locations, there would be no problem with the protesters!” Trump said in a post on Truth Social.

While the college demonstrations have occasionally eclipsed Trump’s hush money trial, the proceeding is historic. It is the first of four criminal cases against the 45th president to go to trial, and last month it intersected with a U.S. Supreme Court hearing on the separate legal question of whether Trump can claim immunity to avoid prosecution.

Even by the former president’s standards, it has been a whirlwind.

“It is overwhelming,” said Meena Bose, the executive dean of Hofstra University’s Peter S. Kalikow School of Government, Public Policy and International Affairs. The news cycle, she said, “has reached the point where I can’t quite keep up with it.”

Bose, a presidential historian, has been trying to finish an update to an American government textbook — a tall task when new history continues to be made at warp speed.

“It’s impossible to write a paragraph,” Bose said, without seeing some new development out of New York or Georgia or the Supreme Court. There are, she said, only so many ways to say that this has never happened before .

“We really are in unprecedented times and uncharted territory,” Bose said.

But it is difficult to pinpoint when exactly these “unprecedented times” began, Bose said, and one could argue they date to Trump’s election in 2016, the coronavirus pandemic or the Jan. 6 , 2021, assault on the U.S. Capitol.

“I think we are in a unique point in American history and it’s difficult to say how we’ll look back at this,” Bose said. “But without a doubt, American politics has become even more tumultuous in the last year than it has been for the last decade.”

A number of domestic and international issues have the potential to roil the country further in months to come.

On Wednesday, a near-total ban on abortion took effect in Florida, the nation’s third-most populous state, in what amounted to an overnight transformation of one of the South’s few remaining refuges for people seeking the procedure. For someone in the state’s southern tip, the closest abortion clinic is a 14-hour drive away.

The new restrictions come months before voters will consider a November ballot referendum that would enshrine the right to abortion in Florida’s constitution, a fight expected to be costly and hard fought.

Also on Wednesday, the Arizona House, after weeks of hand-wringing, voted to repeal a Civil War-era ban on nearly all abortions, which was set to go back into effect next month. Like Florida, the state may also consider in November a constitutional amendment to protect abortion.

The political pandemonium has effectively obscured what is usually a reliable headline grabber — war, with bloody conflicts continuing to rage in Ukraine and Gaza.

Casualty estimates for Russia’s invasion, which began more than two years ago, are notoriously difficult to pin down, but at least tens of thousands of Ukrainian civilians and soldiers have been killed. Estimates of the Russian death toll range from 50,000 to more than 180,000.

In Gaza, the Health Ministry says more than 34,000 people have been killed since the war began, while Israel estimates that about 1,200 people were killed during Hamas’s Oct. 7 attack that sparked its sweeping military response. Another 263 Israeli soldiers have been killed since the launch of the Israeli operation in Gaza.

Still, elected officials and the public remain divided over the role the U.S. government should play in both wars, yet another reminder of the many American rifts.

One more possible measure of our disunion: For two weeks in April, a dystopian film about a bloody alternative reality where America is at war with itself topped box office charts, grossing more than $50 million. “ Civil War ” is a work of speculative fiction, but some viewers emerged from theaters feeling like it captured the essence of caustic political debate in the country.

After a screening at the Alamo Drafthouse in downtown Los Angeles, Adrian Stucker and Justin Bondy considered possible real-world parallels in the movie, which sought to avoid explicit discussion of partisan politics. In the film’s authoritarian president, the two friends saw Trump, and in the vision of an unraveled America and disintegrated democracy, they saw a conceivable future.

“It’s a scary, plausible situation,” Stucker said.

“I hope it’s not the case,” Bondy said. “But I’m afraid for this election.”

As it has so often in recent days, discord hung in the air outside the theater, too. The night before, a group of counterprotesters stormed the pro-Palestinian encampment at the University of California at Los Angeles, launching fireworks and hurling wooden beams at student protesters. That same day, Trump, between appearances at his criminal trial, called for colleges to come down even harder on the demonstrators.

Stucker and Bondy have both tried to unplug from the news — for months, Bondy blocked out all sources but the NFL Network, an increasingly popular coping mechanism — but lately they have felt themselves tuning in more often, and becoming more anxious.

One reliable source of comfort, they say, comes from the knowledge that so many previous generations also thought the sky to be falling, only to keep on living. When Bondy’s grandmother, in her 90s, declares things worse than ever, his mother chimes in with: The 1960s would like a word .

“I don’t think it’s the end of the world,” Stucker said.

But, like many Americans, they’re bracing for whatever is ahead.

“I guess,” he added, “it’s a good time to go to a bar.”