encompasses A), B), and C).
has come to be used to refer to …
is generally understood to mean …
has been used to refer to situations in which …
carries certain connotations in some types of …
is a relatively new name for a Y, commonly referred to as …
The definition of X has evolved. There are multiple definitions of X. Several definitions of X have been proposed. In the field of X, various definitions of X are found. The term ‘X’ embodies a multitude of concepts which … This term has two overlapping, even slightly confusing meanings. Widely varying definitions of X have emerged (Smith and Jones, 1999). Despite its common usage, X is used in different disciplines to mean different things. Since the definition of X varies among researchers, it is important to clarify how the term is …
The meaning of this term | has evolved. has varied over time. has been extended to refer to … has been broadened in recent years. has not been consistent throughout … has changed somewhat from its original definition … |
X is a contested term. X is a rather nebulous term … X is challenging to define because … A precise definition of X has proved elusive. A generally accepted definition of X is lacking. Unfortunately, X remains a poorly defined term. There is no agreed definition on what constitutes … There is little consensus about what X actually means. There is a degree of uncertainty around the terminology in … These terms are often used interchangeably and without precision. Numerous terms are used to describe X, the most common of which are …. The definition of X varies in the literature and there is terminological confusion. Smith (2001) identified four abilities that might be subsumed under the term ‘X’: a) … ‘X’ is a term frequently used in the literature, but to date there is no consensus about … X is a commonly-used notion in psychology and yet it is a concept difficult to define precisely. Although differences of opinion still exist, there appears to be some agreement that X refers to …
The meaning of this term | has been disputed. has been debated ever since … has proved to be notoriously hard to define. has been an object of major disagreement in … has been a matter of ongoing discussion among … |
The term ‘X’ is used here to refer to … In the present study, X is defined as … The term ‘X’ will be used solely when referring to … In this essay, the term ‘X’ will be used in its broadest sense to refer to all … In this paper, the term that will be used to describe this phenomenon is ‘X’. In this dissertation, the terms ‘X’ and ‘Y’ are used interchangeably to mean … Throughout this thesis, the term ‘X’ is used to refer to informal systems as well as … While a variety of definitions of the term ‘X’ have been suggested, this paper will use the definition first suggested by Smith (1968) who saw it as …
For Smith (2001), X means … Smith (2001) uses the term ‘X’ to refer to … Smith (1954) was apparently the first to use the term … In 1987, psychologist John Smith popularized the term ‘X’ to describe … According to a definition provided by Smith (2001:23), X is ‘the maximally … This definition is close to those of Smith (2012) and Jones (2013) who define X as … Smith, has shown that, as late as 1920, Jones was using the term ‘X’ to refer to particular … One of the first people to define nursing was Florence Nightingale (1860), who wrote: ‘… …’ Chomsky writes that a grammar is a ‘device of some sort for producing the ….’ (1957, p.11). Aristotle defines the imagination as ‘the movement which results upon an actual sensation.’ Smith et al . (2002) have provided a new definition of health: ‘health is a state of being with …
X is defined by Smith (2003: 119) as ‘… …’ The term ‘X’ is used by Smith (2001) to refer to … X is, for Smith (2012), the situation which occurs when … A further definition of X is given by Smith (1982) who describes … The term ‘X’ is used by Aristotle in four overlapping senses. First, it is the underlying … X is the degree to which an assessment process or device measures … (Smith et al ., 1986).
This definition | includes … allows for … highlights the … helps distinguish … takes into account … poses a problem for … will continue to evolve. can vary depending on … was agreed upon after … has been broadened to include … |
The following definition is | intended to … modelled on … too simplistic: useful because … problematic as … inadequate since … in need of revision since … important for what it excludes. the most precise produced so far. |
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Most academic writing at university will require you to argue a position. This means including a thesis statement upfront in the first paragraph that concisely states the central argument and purpose of the essay. This video addresses the key features of a thesis statement.
Academic writing structures may vary, but the main sections are the introduction, the body, and the conclusion. Here is an overview of what these sections contain:
An essay introduction usually:
Consider this introduction:
Leadership has been defined as “the process of influencing the activities of an organized group toward goal achievement” (Block & Tackle, 2019 , p. 46). This essay compares and contrasts two approaches to leadership from Western and Eastern traditions. The first is Fayol’s Administrative Principles approach, considered to be one of the foundations of the study of Management. The second approach is Confucianism, which is said to continue to guide leadership and management across China and much of South-East Asia (Shih, Wong, Han, Zheng, & Xin, 2004). It will be argued that these two approaches share certain core values, and a critical understanding of both approaches can support management decision-making.
The first sentence clearly states the topic. Leadership has been defined as “the process of influencing the activities of an organized group toward goal achievement” (Block & Tackle, 2019 , p. 46).
The middle sentences preview the aspects that will be addressed and hints at the approach (compare and contrast). This essay compares and contrasts two approaches to leadership from Western and Eastern traditions. The first is Fayol’s Administrative Principles approach, considered to be one of the foundations of the study of Management. The second approach is Confucianism, which is said to continue to guide leadership and management across China and much of South-East Asia (Shih, Wong, Han, Zheng, & Xin, 2004).
The final sentence clearly states the thesis, or position that will be argued. This is essentially a succinct version of the response to the essay question. It will be argued that these two approaches share certain core values, and a critical understanding of both approaches can support management decision-making.
In any academic essay, the paragraphs should follow the key points that have been outlined in the introduction. Each paragraph then contextualises and expands upon these points in relation the thesis statement of the essay. Having a paragraph plan is an effective way to map out your essay and ensure that you address the key points of the essay in detail – especially for longer forms of essays and academic writing that students engage with at university.
An basic paragraph plan would generally contain:
Consider this example of a paragraph plan:
What are the benefits and risks of cryptocurrencies? Would you recommend a fellow student to invest in them? Cryptocurrencies The cryptocurrency boom presents novel investment and return options but also present associated exposure to inherent risk vulnerabilities. |
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To be recommended in very limited circumstances |
Paragraph plans provide an overview of your essay and provide an effective starting point for structured writing. The next step is using this plan to expand on the points as you write your essay.
In almost all cases, written assignments call for students to explore complex topics or aspects of an area of study. Any academic writing task is an opportunity to show how well you understand a particular topic, theme or area. Usually this means demonstrating how various ideas, knowledge, information or ways of thinking are connected within the context of the task or area of focus.
This means that successful academic writing presents ideas logically, and that there is high connectivity within the writing. In other words, the aim should be for writing to have high flow to help make the connections clear.
Three ways to achieve this include:
Topic sentences, or the leading sentences of a paragraph, play a key role in connecting the ideas of an essay. High-flow topic sentences should look to include three key elements:
Consider the following examples of topic sentences in response to an essay question about Virtue Ethics.
A low-flow topic sentence : Aristotle defined phronesis as practical wisdom.
This sentence does not reference the topic (virtue ethics), nor does it link to an idea from a previous paragraph. It does however, introduce the sub-topic of the paragraph (phronesis).
A high-flow topic sentence: Another fundamental concept in Virtue Ethics is phronesis.
This sentence refers to the essay topic (virtue ethics), acknowledges that this is an additional concept that build on the previous paragraph, and introduces the topic of this paragraph (phronesis).
Well-constructed paragraphs have high connections between sentences. In general sentences that promote flow should:
The following paragraph example can be considered high-flow. It includes sentences that reference the previous sentence ( underlined ), add new information ( maroon ) and use topic words ( green ).
Another fundamental concept in Virtue Ethics is phronesis. According to Aristotle, phronesis is a form of practical wisdom through which individuals make principled decisions in line with virtues such as courage and honesty (reference). Its practical nature means that phronesis can only be developed over a lifetime of carefully considered actions and sober reflection . This practice builds a person’s moral character, allowing them to make morally-defensible choices even in unfamiliar and complex situations (reference). In other words, it is a kind of social and professional skill, which at first requires conscious effort and can still result in mistakes. However, through discipline and persistence, it becomes second nature. As a result, practitioners consistently act wisely and in accordance with the virtues they uphold . Their wise actions further strengthen their own character and contribute to human fulfilment at both individual and community levels (reference).
Transition words help make the relationships and connections between ideas clear. Some examples of helpful transition words and phrases for various types of connections include:
Like X, Y is... Unlike X, Y is... In other words, This means that... For example, For instance, | Moreover, Furthermore, Additionally, Likewise, Similarly, | However, On the other hand, Therefore, As a result, Consequently, Hence, Thus, |
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Having decided what to include in the answer, there is another way to make sure the answer is focused: telling the reader what we are talking about. By defining what the key terms mean, we do two things. Firstly, we show that we know what we are writing about. Secondly, we avoid misunderstandings by settling on a single understanding of the key terms. It might be that your marker understands power in a Marxist way, and you want to approach the essay from a feminist point of view. By providing a brief definition, there will be no misunderstanding. Your marker may not agree with you, but that is not necessary to get good grades. A definition makes sure you and your readers talk about the same things. For example, you can define fruit salad as consisting of bananas, pineapples, and yellow apples (ideally you would have a reason for this, too). Having done so, your reader will not object when you later state that fruit salad lacks the vital bits of red.
In order to define the key terms, you first have to bluntly state what they are. Always include the key words included in the question. These have been identified as central concepts for you, and by excluding them, you’ll be very likely answering a different question from the one set. There are often other key terms you want to include, and it’s usually worth spending some time thinking about which ones are the key concept. This is time worth spending, because you can later use the concepts without giving any further qualifications or comments. For this reason you should also define the terms carefully. Having defined power in a particular way, for example, every time you use the term in the essay, it only means what you want it to be.
Providing the definition of the key terms also works as a signal to your marker that you know what you’re talking about. By defining power in a certain way, you demonstrate that you’re aware of other interpretations. In fact, it’ll often not be necessary to state what the other interpretations are, unless the distinction is a key aspect of the argument. Very often, you’ll use the work of somebody else to help you define the key terms. Make sure that you put references accordingly.
The following three paragraphs define the concepts social disadvantage, social mobility, and siblings. The definitions are taken from a range of sources, and referenced accordingly. In the context of another essay, these definitions may be too long or too short.
Depending on the length of your essay, you’ll have between 2 and maybe 5 key terms. Sometimes it takes a bit of time to think which terms are the central ones. Consider the following phrases as ways to define terms: X is understood as a process by which , X regards Y as , one view is that there is X so that Y , or X is commonly considered as .
When writing your definition, there are a number of sources you can use to help you. Using a common-sense definition is hardly ever suitable. In many cases, a definition as found in a specialist dictionary will do. In other cases, you want something even more specialized, and consult your course material. Many introductory books define key terms, and then discuss them in more detail in the chapter. It’s important not just to simply copy a definition, but choose what is suitable for your needs. Bear in mind that every text, even a specialized dictionary, was written with a specific purpose in mind. What you need for your essay is likely to be a bit different.
Google and other internet search engines may be an easy way, but they are usually not suitable. Apart from the fact that your source may not be reliable, you’re likely to end up with a definition that is either too generic, or from a different area. A definition of power from a physics text may not be what we want in our discipline.
It’s often worth spending some time on the key terms. This is the case, because the way you set out this section will direct the remainder of the essay a great deal. Choosing a certain way to interpret a concept rather than another may be just as important as focusing on certain issues and not others in the main part of the essay. Despite its importance, the section providing the definitions should not be too long: focus on the concepts that are really central. These are usually the concepts that are recurring throughout the essay.
Next: Main part
(Last updated: 3 June 2024)
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Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.
But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.
Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.
No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.
For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.
So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.
Critical question words | Descriptive question words |
---|---|
Analyse | Define |
Evaluate | Demonstrate |
Justify | Describe |
Critically evaluate | Elaborate |
Review | Explain |
Assess | Explore |
Discuss | Identify |
Examine | Illustrate |
To what extent | Outline |
Summarise | |
Clarify | |
Compare | |
Contrast |
Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.
It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.
Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.
The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.
State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.
Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.
Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.
However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.
Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.
You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?
‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.
Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.
It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.
Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.
‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.
In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.
A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.
8. illustrate, 10. summarise, 11. clarify.
Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.
Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.
Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.
Here are a few more handy tips to bear in mind when addressing your essay questions:
When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.
Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.
Cryptocurrency payments.
Understanding the meaning of words, especially task words, helps you to know exactly what is being asked of you. It takes you halfway towards narrowing down your material and selecting your answer.
Task words direct you and tell you how to go about answering a question. Here is a list of such words and others that you are most likely to come across frequently in your course.
Account for | Explain, clarify, give reasons for. (Quite different from "Give an account of which is more like 'describe in detail'). |
Analyse | Break an issue down into its component parts, discuss them and show how they interrelate. |
Assess | Consider the value or importance of something, paying due attention to positive, negative and disputable aspects, and citing the judgements of any known authorities as well as your own. |
Argue | Make a case based on appropriate evidence for and/or against some given point of view. |
Comment on | Too vague to be sure, but safe to assume it means something more than 'describe' or 'summarise' and more likely implies 'analyse' or 'assess'. |
Compare | Identify the characteristics or qualities two or more things have in common (but probably pointing out their differences as well). |
Contrast | Point out the difference between two things (but probably point out their similarities as well). |
Criticise | Spell out your judgement as to the value or truth of something, indicating the criteria on which you base your judgement and citing specific instances of how the criteria apply in this case. |
Define | Make a statement as to the meaning or interpretation of something, giving sufficient detail as to allow it to be distinguished from similar things. |
Describe | Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. |
Discuss | Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Draw a conclusion. |
Evaluate | Make an appraisal of the worth of something, in the light of its apparent truth; include your personal opinion. Like 'assess'. |
Enumerate | List some relevant items, possibly in continuous prose (rather than note form) and perhaps 'describe' them (see above) as well. |
Examine | Present in depth and investigate the implications. |
Explain | Tell how things work or how they came to be the way they are, including perhaps some need to 'describe' and to 'analyse' (see above). |
To what extent...? | Explore the case for a stated proposition or explanation, much in the manner of 'assess' and 'criticise' (see above), probably arguing for a less than total acceptance of the proposition. |
How far | Similar to 'to what extent...?' (see above) |
Identify | Pick out what you regard as the key features of something, perhaps making clear the criteria you use. |
Illustrate | Similar to 'explain' (see above), but probably asking for the quoting of specific examples or statistics or possibly the drawing of maps, graphs, sketches etc. |
Interpret | Clarify something or 'explain' (see above), perhaps indicating how the thing relates to some other thing or perspective. |
Justify | Express valid reasons for accepting a particular interpretation or conclusion, probably including the need to 'argue' (see above) a case. |
Outline | Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate. |
Prove | Demonstrate the truth of something by offering irrefutable evidence and/or logical sequence of statements leading from evidence to conclusion. |
Reconcile | Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical. Involves need to 'analyse' and 'justify' (see above). |
Relate | Either 'explain' (see above) how things happened or are connected in a cause-and-effect sense, or may imply 'compare' and 'contrast' (see above). |
Review | Survey a topic, with the emphasis on 'assess' rather than 'describe' (see above). |
State | Express the main points of an idea or topic, perhaps in the manner of 'describe' or 'enumerate' (see above). |
Summarise | 'State' (see above) the main features of an argument, omitting all superfluous detail and side-issues. |
Trace | Identify the connection between one thing and another either in a developmental sense over a period of time, or else in a cause and effect sense. May imply both 'describe' and 'explain' (see above). |
Assumption | Something which is accepted as being true for the purpose of an argument. |
Issue | An important topic for discussion; something worth thinking and raising questions about. |
Methodology | A system of methods and principles for doing something. Often used to explain methods for carrying out research. |
Objective | It is the point, or the thing aimed at. It is what you want to achieve by a particular activity. |
Maddox, H 1967, How to Study , 2nd ed, Pan Books, London.
Marshall, L., & Rowland, F 1998, A guide to learning independently , Addison Wesley Longman, Melbourne.
Northedge, A 1997, The good study guide , Open University, Milton Keynes, UK.
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College Essays
If you grow up to be a professional writer, everything you write will first go through an editor before being published. This is because the process of writing is really a process of re-writing —of rethinking and reexamining your work, usually with the help of someone else. So what does this mean for your student writing? And in particular, what does it mean for very important, but nonprofessional writing like your college essay? Should you ask your parents to look at your essay? Pay for an essay service?
If you are wondering what kind of help you can, and should, get with your personal statement, you've come to the right place! In this article, I'll talk about what kind of writing help is useful, ethical, and even expected for your college admission essay . I'll also point out who would make a good editor, what the differences between editing and proofreading are, what to expect from a good editor, and how to spot and stay away from a bad one.
What Kind of Help for Your Essay Can You Get?
What should an editor do for you, what kind of editing should you avoid, proofreading, what's good proofreading, what kind of proofreading should you avoid.
What Do Colleges Think Of You Getting Help With Your Essay?
Advice for editors.
Should You Pay Money For Essay Editing?
What's next, what kind of help with your essay can you get.
Rather than talking in general terms about "help," let's first clarify the two different ways that someone else can improve your writing . There is editing, which is the more intensive kind of assistance that you can use throughout the whole process. And then there's proofreading, which is the last step of really polishing your final product.
Let me go into some more detail about editing and proofreading, and then explain how good editors and proofreaders can help you."
Editing is helping the author (in this case, you) go from a rough draft to a finished work . Editing is the process of asking questions about what you're saying, how you're saying it, and how you're organizing your ideas. But not all editing is good editing . In fact, it's very easy for an editor to cross the line from supportive to overbearing and over-involved.
Ability to clarify assignments. A good editor is usually a good writer, and certainly has to be a good reader. For example, in this case, a good editor should make sure you understand the actual essay prompt you're supposed to be answering.
Open-endedness. Good editing is all about asking questions about your ideas and work, but without providing answers. It's about letting you stick to your story and message, and doesn't alter your point of view.
Think of an editor as a great travel guide. It can show you the many different places your trip could take you. It should explain any parts of the trip that could derail your trip or confuse the traveler. But it never dictates your path, never forces you to go somewhere you don't want to go, and never ignores your interests so that the trip no longer seems like it's your own. So what should good editors do?
Sometimes it's easier to bounce thoughts off of someone else. This doesn't mean that your editor gets to come up with ideas, but they can certainly respond to the various topic options you've come up with. This way, you're less likely to write about the most boring of your ideas, or to write about something that isn't actually important to you.
If you're wondering how to come up with options for your editor to consider, check out our guide to brainstorming topics for your college essay .
Here, your editor can't upset the delicate balance of not intervening too much or too little. It's tricky, but a great way to think about it is to remember: editing is about asking questions, not giving answers .
Revision questions should point out:
But pointing to potential problems is not the same as actually rewriting—editors let authors fix the problems themselves.
Bad editing is usually very heavy-handed editing. Instead of helping you find your best voice and ideas, a bad editor changes your writing into their own vision.
You may be dealing with a bad editor if they:
Colleges can tell the difference between a 17-year-old's writing and a 50-year-old's writing. Not only that, they have access to your SAT or ACT Writing section, so they can compare your essay to something else you wrote. Writing that's a little more polished is great and expected. But a totally different voice and style will raise questions.
Sometimes it's hard to tell whether your college essay editor is doing the right thing. Here are some guidelines for staying on the ethical side of the line.
Proofreading (also called copy-editing) is checking for errors in the last draft of a written work. It happens at the end of the process and is meant as the final polishing touch. Proofreading is meticulous and detail-oriented, focusing on small corrections. It sands off all the surface rough spots that could alienate the reader.
Because proofreading is usually concerned with making fixes on the word or sentence level, this is the only process where someone else can actually add to or take away things from your essay . This is because what they are adding or taking away tends to be one or two misplaced letters.
Laser focus. Proofreading is all about the tiny details, so the ability to really concentrate on finding small slip-ups is a must.
Excellent grammar and spelling skills. Proofreaders need to dot every "i" and cross every "t." Good proofreaders should correct spelling, punctuation, capitalization, and grammar. They should put foreign words in italics and surround quotations with quotation marks. They should check that you used the correct college's name, and that you adhered to any formatting requirements (name and date at the top of the page, uniform font and size, uniform spacing).
Limited interference. A proofreader needs to make sure that you followed any word limits. But if cuts need to be made to shorten the essay, that's your job and not the proofreader's.
A bad proofreader either tries to turn into an editor, or just lacks the skills and knowledge necessary to do the job.
Some signs that you're working with a bad proofreader are:
Admissions officers agree: light editing and proofreading are good—even required ! But they also want to make sure you're the one doing the work on your essay. They want essays with stories, voice, and themes that come from you. They want to see work that reflects your actual writing ability, and that focuses on what you find important.
Get feedback. Have a fresh pair of eyes give you some feedback. Don't allow someone else to rewrite your essay, but do take advantage of others' edits and opinions when they seem helpful. ( Bates College )
Read your essay aloud to someone. Reading the essay out loud offers a chance to hear how your essay sounds outside your head. This exercise reveals flaws in the essay's flow, highlights grammatical errors and helps you ensure that you are communicating the exact message you intended. ( Dickinson College )
Share your essays with at least one or two people who know you well—such as a parent, teacher, counselor, or friend—and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit. ( Yale University )
Proofread and then ask someone else to proofread for you. Although we want substance, we also want to be able to see that you can write a paper for our professors and avoid careless mistakes that would drive them crazy. ( Oberlin College )
Limit the number of people who review your essay. Too much input usually means your voice is lost in the writing style. ( Carleton College )
Ask for input (but not too much). Your parents, friends, guidance counselors, coaches, and teachers are great people to bounce ideas off of for your essay. They know how unique and spectacular you are, and they can help you decide how to articulate it. Keep in mind, however, that a 45-year-old lawyer writes quite differently from an 18-year-old student, so if your dad ends up writing the bulk of your essay, we're probably going to notice. ( Vanderbilt University )
Now let's talk about some potential people to approach for your college essay editing and proofreading needs. It's best to start close to home and slowly expand outward. Not only are your family and friends more invested in your success than strangers, but they also have a better handle on your interests and personality. This knowledge is key for judging whether your essay is expressing your true self.
Your family may be full of potentially excellent editors! Parents are deeply committed to your well-being, and family members know you and your life well enough to offer details or incidents that can be included in your essay. On the other hand, the rewriting process necessarily involves criticism, which is sometimes hard to hear from someone very close to you.
A parent or close family member is a great choice for an editor if you can answer "yes" to the following questions. Is your parent or close relative a good writer or reader? Do you have a relationship where editing your essay won't create conflict? Are you able to constructively listen to criticism and suggestion from the parent?
One suggestion for defusing face-to-face discussions is to try working on the essay over email. Send your parent a draft, have them write you back some comments, and then you can pick which of their suggestions you want to use and which to discard.
A humanities teacher that you have a good relationship with is a great choice. I am purposefully saying humanities, and not just English, because teachers of Philosophy, History, Anthropology, and any other classes where you do a lot of writing, are all used to reviewing student work.
Moreover, any teacher or tutor that has been working with you for some time, knows you very well and can vet the essay to make sure it "sounds like you."
If your teacher or tutor has some experience with what college essays are supposed to be like, ask them to be your editor. If not, then ask whether they have time to proofread your final draft.
The best thing about asking your counselor to edit your work is that this is their job. This means that they have a very good sense of what colleges are looking for in an application essay.
At the same time, school counselors tend to have relationships with admissions officers in many colleges, which again gives them insight into what works and which college is focused on what aspect of the application.
Unfortunately, in many schools the guidance counselor tends to be way overextended. If your ratio is 300 students to 1 college counselor, you're unlikely to get that person's undivided attention and focus. It is still useful to ask them for general advice about your potential topics, but don't expect them to be able to stay with your essay from first draft to final version.
Although they most likely don't have much experience with what colleges are hoping to see, your peers are excellent sources for checking that your essay is you .
Friends and siblings are perfect for the read-aloud edit. Read your essay to them so they can listen for words and phrases that are stilted, pompous, or phrases that just don't sound like you.
You can even trade essays and give helpful advice on each other's work.
If your editor hasn't worked with college admissions essays very much, no worries! Any astute and attentive reader can still greatly help with your process. But, as in all things, beginners do better with some preparation.
First, your editor should read our advice about how to write a college essay introduction , how to spot and fix a bad college essay , and get a sense of what other students have written by going through some admissions essays that worked .
Then, as they read your essay, they can work through the following series of questions that will help them to guide you.
One alternative to asking someone you know to help you with your college essay is the paid editor route. There are two different ways to pay for essay help: a private essay coach or a less personal editing service , like the many proliferating on the internet.
My advice is to think of these options as a last resort rather than your go-to first choice. I'll first go through the reasons why. Then, if you do decide to go with a paid editor, I'll help you decide between a coach and a service.
In general, I think hiring someone to work on your essay makes a lot of sense if none of the people I discussed above are a possibility for you.
If you can't ask your parents. For example, if your parents aren't good writers, or if English isn't their first language. Or if you think getting your parents to help is going create unnecessary extra conflict in your relationship with them (applying to college is stressful as it is!)
If you can't ask your teacher or tutor. Maybe you don't have a trusted teacher or tutor that has time to look over your essay with focus. Or, for instance, your favorite humanities teacher has very limited experience with college essays and so won't know what admissions officers want to see.
If you can't ask your guidance counselor. This could be because your guidance counselor is way overwhelmed with other students.
If you can't share your essay with those who know you. It might be that your essay is on a very personal topic that you're unwilling to share with parents, teachers, or peers. Just make sure it doesn't fall into one of the bad-idea topics in our article on bad college essays .
If the cost isn't a consideration. Many of these services are quite expensive, and private coaches even more so. If you have finite resources, I'd say that hiring an SAT or ACT tutor (whether it's PrepScholar or someone else) is better way to spend your money . This is because there's no guarantee that a slightly better essay will sufficiently elevate the rest of your application, but a significantly higher SAT score will definitely raise your applicant profile much more.
On the plus side, essay coaches have read dozens or even hundreds of college essays, so they have experience with the format. Also, because you'll be working closely with a specific person, it's more personal than sending your essay to a service, which will know even less about you.
But, on the minus side, you'll still be bouncing ideas off of someone who doesn't know that much about you . In general, if you can adequately get the help from someone you know, there is no advantage to paying someone to help you.
If you do decide to hire a coach, ask your school counselor, or older students that have used the service for recommendations. If you can't afford the coach's fees, ask whether they can work on a sliding scale —many do. And finally, beware those who guarantee admission to your school of choice—essay coaches don't have any special magic that can back up those promises.
On the plus side, essay editing services provide a similar product to essay coaches, and they cost significantly less . If you have some assurance that you'll be working with a good editor, the lack of face-to-face interaction won't prevent great results.
On the minus side, however, it can be difficult to gauge the quality of the service before working with them . If they are churning through many application essays without getting to know the students they are helping, you could end up with an over-edited essay that sounds just like everyone else's. In the worst case scenario, an unscrupulous service could send you back a plagiarized essay.
Getting recommendations from friends or a school counselor for reputable services is key to avoiding heavy-handed editing that writes essays for you or does too much to change your essay. Including a badly-edited essay like this in your application could cause problems if there are inconsistencies. For example, in interviews it might be clear you didn't write the essay, or the skill of the essay might not be reflected in your schoolwork and test scores.
Let me elaborate. There are super sketchy places on the internet where you can simply buy a pre-written essay. Don't do this!
For one thing, you'll be lying on an official, signed document. All college applications make you sign a statement saying something like this:
I certify that all information submitted in the admission process—including the application, the personal essay, any supplements, and any other supporting materials—is my own work, factually true, and honestly presented... I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree, should the information I have certified be false. (From the Common Application )
For another thing, if your academic record doesn't match the essay's quality, the admissions officer will start thinking your whole application is riddled with lies.
Admission officers have full access to your writing portion of the SAT or ACT so that they can compare work that was done in proctored conditions with that done at home. They can tell if these were written by different people. Not only that, but there are now a number of search engines that faculty and admission officers can use to see if an essay contains strings of words that have appeared in other essays—you have no guarantee that the essay you bought wasn't also bought by 50 other students.
Ready to start working on your essay? Check out our explanation of the point of the personal essay and the role it plays on your applications and then explore our step-by-step guide to writing a great college essay .
Using the Common Application for your college applications? We have an excellent guide to the Common App essay prompts and useful advice on how to pick the Common App prompt that's right for you . Wondering how other people tackled these prompts? Then work through our roundup of over 130 real college essay examples published by colleges .
Stressed about whether to take the SAT again before submitting your application? Let us help you decide how many times to take this test . If you choose to go for it, we have the ultimate guide to studying for the SAT to give you the ins and outs of the best ways to study.
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Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.
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By UM Admission 08-08-2024
ACT - A standardized college admission test. It features four main sections: English, math, reading, science, and an optional essay section.
Application Portal - The online space to keep track of your application and materials after submitting the Common App.
Binding - A binding application (see Early Decision I and II), means you are committed to attending that school, and will withdraw any applications you may have submitted for the regular deadlines at other schools.
CSS Profile - The College Scholarship Service Profile is an online application that helps colleges and scholarship programs award non-federal financial aid to students.
Cognate - A set of at least three related courses. Students take one cognate in each of the three areas of knowledge: Arts and Humanities; People and Society; Science, Technology, Engineering, and Mathematics (STEM). This is general education at UM.
Common Application - A standard application form accepted by all colleges that are members of the Common Application association. You can fill out the Common App once and submit it to any one or several of colleges that accept it (UM being one of them!).
Common App Essay - The primary writing sample that applicants submit to colleges that use the Common Application as part of their undergraduate admission process. Some colleges may require additional essays (see Supplemental Essay).
Cost of Attendance (COA) - A total estimate of billable charges for tuition, room, and board as well as additional expenses for books, supplies, and some personal needs.
Deferred Admission - A decision indicating that the Office of Undergraduate Admission needs more time to review an application. Deferred applicants may wish to submit new academic information for the next round of consideration.
Deferred Enrollment - Admitted first-year students who have submitted their nonrefundable enrollment deposit may submit a request to postpone their matriculation to the University of Miami for a period of up to one academic year.
Demonstrated Need - The difference between the Cost of Attendance and the Expected Family Contribution. This is the amount your financial aid offer will be designed to cover.
Early Action (EA) - An option to submit a non-binding application to your first-choice school before the regular deadline.
Early Decision I (EDI) - An option to submit a binding application to your first-choice school before the regular deadline.
Early Decision II (EDII) - Another option to submit a binding application to your first-choice school before the regular deadline.
Expected Family Contribution (EFC) - Amount of money a student’s family is responsible for paying toward the Cost of Attendance as determined by the University. This amount is based on the family income and asset information provided on the FAFSA and CSS Profile.
FAFSA - The Free Application for Federal Student Aid. It determines if you qualify for federal financial assistance with tuition.
Financial Aid - Money given or loaned to you to help pay for college. Financial aid can come from federal and state governments, colleges, and private organizations. It might also include work-study assistance.
Financial Aid Deadline - F or any applicant interested in applying for Financial Aid. All applicants must complete the CSS Profile. The FAFSA is only required for domestic and applicants. Applicants will receive an estimated financial aid offer with the admission decision. Confirmed financial aid offer will be provided after final FAFSA review.
Financial Aid Offer - The aid package offered to cover the cost of attendance minus the expected family contribution which may include scholarships, state and/or federal grants, work-study, institutional aid, and/or Federal Direct Subsidized Loans.
Final Credentials Deadline - The date that all supporting documents listed on the Application Checklist in your Applicant Portal must be on file for consideration. This is also the deadline to change your major for a major in another school or college.
First-Year Student - A student attending any institution for the first time at the undergraduate level. If you are considering applying to the University of Miami as a first-year student, check out our application requirements .
Holisitic Review - The Office of Undergraduate Admission’s review process by which each application is considered. We consider every aspect of your application. Beyond transcripts and test scores, we carefully examine your extracurricular activities, letters of recommendation, and personal statements to understand your potential for success.
In-State - An applicant who is a resident of the state of Florida; may be eligible for state financial aid and/or grants.
Letter of Recommendation - A short document, usually written by a teacher or counselor, that highlights an applicant's strengths and potential contributions to a school.
Regular Decision (RD) - The final deadline to submit your application. It is non-binding.
SAT - The College Board’s standardized college admission test. It features three main sections: math, reading and writing, which includes a written essay.
School Report - A document submitted by a high school guidance counselor to provide the Office of Undergraduate Admission the context needed to review transcripts.
Honors and Scholars Programs - Invite-only programs that offer students even smaller class sizes than usual, unique disciplinary crossovers, and access to additional resources for research and internships. Applicants are automatically considered for special programs, there is no additional application required. The four programs are: the Advanced Program for Integrated Science and Math (PRISM) Honors Program, the da Vinci Honors Program, the Foote Fellows Honors Program, and the Health Professions Mentoring (HPM) Program.
Student Aid Index - The new name of Expected Family Contribution (EFC) used in the needs-analysis calculation on the Free Application for Federal Student Aid (FAFSA)—the form used by colleges, states, and other scholarship providers that can be included in financial aid packages.
Supplemental Essay - A n optional or required writing supplement that some colleges include in their applications to help the admissions committee better understand an applicant. See our supplemental essay prompt .
Supplemental Materials - Additional components required for some programs like the School of Architecture, Frost School of Music, or the Theatre Arts BFA. These requirements may include an audition, a portfolio, etc.
Transcript - The official record of your coursework at a school or college. Your high school transcript is usually required for college admission, and for some financial aid packages or scholarship applications.
Transfer Student - A student who enrolls in a college after having attended another college. Before transferring, check with your current and future colleges to find out which credits will transfer. If you are considering applying to UM as a transfer student, check out our admission requirements .
Waitlist - A list of competitive applicants who can be offered admission if enough admitted applicants choose not to enroll.
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Why CU Boulder
Admission Process
We enroll an incoming class of highly qualified, intellectually curious and actively involved students who have demonstrated high levels of maturity and personal integrity as well as a commitment to serving their communities.
To achieve this, we practice a holistic admission review process, which takes into account a variety of primary academic factors and secondary factors as they relate to your ability to be successful in our competitive academic environment. While admission is competitive, you will be considered on an individual basis relative to a prediction of your academic success in the college to which you apply.
The primary factor in admission decisions is your academic achievement. CU Boulder focuses on your classroom performance in core academic courses, the rigor of your course selection and your GPA. SAT and ACT will not be required when applying to CU Boulder. CU Boulder has, and will continue to, review via a holistic assessment of each application with all of the information that is available.
International students with four or less semesters of U.S. schooling should refer to their country's specific requirements.
Review Requirements by Country
The grades you have earned while in high school or secondary school play the most important role in determining your competitiveness for admission to the University of Colorado Boulder.
Since there are many different grading scales and weighting methods, we use the total weighted GPA provided by your graduating high school, using a standard 4.00 scale. GPAs that are not on a 4.00 scale are converted accordingly.
If your high school does not provide a weighted GPA but provides a total unweighted GPA, we will use your total unweighted GPA on a standard 4.00 scale. If your high school does not provide a GPA or the GPA provided does not include all completed high school courses, we will recalculate the GPA according to the grading scale in use at your high school at the time the course was completed. When recalculating a GPA, we will not add weight for honors, AP and/or IB curricula because there is not a standard format for the designation or grading scale for these courses. However, we do consider the number of honors, AP and/or IB courses a student takes when determining the rigor of their overall curriculum.
Academic rigor in your course selection is also a primary factor that we consider. To be competitive, challenge yourself by pursuing the most rigorous courses available that are appropriate to your level of ability.
The number of courses taken beyond the minimum recommendation of 17—as well as those designated as advanced, honors, gifted, concurrent enrollment, dual-enrollment, AP or IB —will be considered in the admission process.
First-year students applying to undergraduate programs are strongly encouraged to meet the following Higher Education Admission Recommendations (HEAR) . Students may be admitted to CU Boulder even though they have not completed all of the HEAR courses. There are no consequences if HEAR is not met. However, not completing HEAR might result in taking additional courses to meet the CU Boulder graduation requirements of individual majors. International students with four or less semesters of U.S. schooling should refer to their country's specific requirements .
Please note: a challenging schedule will not outweigh a non-competitive GPA, as your grades ultimately remain the single most important factor in your admission decision. Additionally, any grades of D or F on your transcript—especially in your junior or senior year—would be cause for concern and should be addressed in your application.
ACT or SAT scores are not required for first-year students, but you may provide self-reported scores if you would like us to take your scores into consideration when reviewing your application. You will indicate on the Common App whether you plan to submit standardized test scores. If you choose to submit scores, please ensure that we have received them by the relevant application deadline so that your application will not be considered late.
First-Year Applicant FAQs
In addition to our general admission requirements, all international applicants are also required to meet a minimum standard of English proficiency. International students who do not meet this requirement may still be eligible for conditional admission.
Review English Proficiency Requirements
While academics and test scores play a large role in your admission decision, we want students who are actively involved in their schools and communities. We place importance on secondary factors beyond academic achievement to assess the overall qualities of an applicant.
What makes you stand out? Be thoughtful and use your required essays and your letter of recommendation to highlight your school and community activities, leadership positions and awards, participation in athletics or music, work experience, summer activities and special circumstances. Please note: we do not accept or use portfolio or audio/video submissions in our admission process.
Your personal essays give you the opportunity to tell us more about yourself. They provide insight into your challenges and triumphs in a way that transcripts and test scores simply cannot.
When reading your essays, we are looking for sincerity and authenticity. It’s easy to tell when a student’s essay is something they care deeply about, compared to a student who writes what they think we want to hear. A funny or interesting story doesn’t hurt, either!
There is one essay and one short answer required for first year applicants. As you write your essay and short answer, consider reflecting on challenges that you've overcome, your family or cultural heritage, your academic or co-curricular achievements or specific moments that have defined your character. There are no 'correct' answers to these questions; your responses should reflect the unique aspects and experiences of your life.
What we are looking for:
Just like your essays give you the chance to tell us more about you, a letter of recommendation gives someone else the opportunity to speak to your academic strengths and co-curricular involvement.
This is the one chance in your application where we get to learn about you from someone other than you, so choose someone who knows you well. Many students ask a teacher or school counselor to write their letter of recommendation.
Suggested topics:
Credentials based on the middle 50% of 2024 admitted first-year students. High School GPAs are weighted and may represent self-reported GPAs. SAT/ACT scores reflect the middle 50% score range for students who requested test scores be considered in their application review. For the 2024 first-year application, SAT/ACT scores are not required and we take a holistic approach when reviewing your application.
Weighted High School GPA: 3.74 - 4.23
SAT Total: 1290 - 1460 Math and Evidence-Based Reading & Writing
ACT Composite: 29 - 34
College of Arts & Sciences
Weighted High School GPA: 3.70 - 4.20
SAT Total: 1270 - 1440 Math and Evidence-Based Reading & Writing
ACT Composite: 29 - 33
College of Engineering & Applied Science
Weighted High School GPA: 3.97 - 4.42
SAT Total: 1360 - 1500 Math and Evidence-Based Reading & Writing
ACT Composite: 31 - 34
College of Media, Communication & Information
Weighted High School GPA: 3.54 - 4.06
SAT Total: 1220 - 1380 Math and Evidence-Based Reading & Writing
ACT Composite: 28 - 32
College of Music
Weighted High School GPA: 3.71 - 4.20
SAT Total: 1290 - 1470 Math and Evidence-Based Reading & Writing
ACT Composite: 30 - 33
Leeds School of Business
Weighted High School GPA: 4.0 - 4.36
SAT Total: 1360 - 1450 Math and Evidence-Based Reading & Writing
ACT Composite: 30 - 34
Program in Environmental Design
Weighted High School GPA: 3.62 - 4.17
SAT Total: 1270 - 1410 Math and Evidence-Based Reading & Writing
ACT Composite: 29 - 32
School of Education
Weighted High School GPA: 3.40 - 3.99
SAT Total: 1160 - 1330 Math and Evidence-Based Reading & Writing
ACT Composite: 26 - 31
Students applying to CU Boulder have the opportunity to earn college credit before enrollment. CU Boulder accepts credit from AP/IB exams, A-Level exams, college course work taken concurrently while in high school and limited CLEP credit. Earning college credit while in high school is a great way to help offset some of your estimated cost of attendance. Students are highly encouraged to explore credit for course work options while in high school. For more information on how credit is transferred to CU Boulder and what credit can be accepted please see the links below.
Official Advanced Placement (AP) scores must be sent to the admissions office directly from the College Board. CU Boulder's CEEB/ETS code is 004841.
Review the Advanced Placement Chart
For A-level examinations from an international examining board to be considered for transfer credit, the student must submit an official copy of the examination result, either by submitting the original certificate upon arrival on campus (University of Colorado Boulder will make and keep a copy as official, returning the original to the student), or through verification of results between the Office of Admissions and the examinations board. Methods of approved verification are below.
If you took college-level courses while enrolled in high school, you may be able to transfer the credit to CU Boulder. Only courses taken at a college or university of recognized standing with grades of C- or better are accepted for transfer. All college-level work will be evaluated in accordance with CU Boulder transfer credit guidelines. You must have an official college transcript sent directly to the Office of Admissions in order for transfer credit to be evaluated.
Review the Transfer Credit Policy
The International Baccalaureate (IB) diploma programs provide pre-university study. IB examinations, whether leading to a full IB diploma or to an IB certificate, often qualify students for advanced standing at CU Boulder. In general, credit is granted for approved IB examinations at the higher level with a score of 4 or better. Students admitted to the University of Colorado Boulder who have graduated from high school with an International Baccalaureate Diploma shall be granted 24 semester hours of college credit. This credit will be applied toward degree requirements only if approved by the college or school. Depending on the student’s degree program, some of the 24 credits may not be applicable towards degree requirements. No CU Boulder tuition will be charged for these credits and the 24 credits will only be granted if the student receives a score of 4 or better on an examination administered as part of the IB Diploma program. If the student scores less than 4 on each IB subject test, the credit hours granted will be reduced accordingly. Official scores must be sent to the Admissions Office directly from the IB organization.
Review the International Baccalaureate Chart
Learn how to apply
First-year applicants are in high school, or have graduated from high school but have not taken any college courses after graduating or earning a GED.
Transfer applicants have attended another college or university since earning their high school diploma or GED. Transfer applicants are looking to complete a bachelor’s degree at CU Boulder.
Undergraduate international applicants are students who need a visa to be in the U.S. Apply as a domestic student if you have a U.S. passport or green card.
Readmit Applicants
Veteran Applicants
Undocumented Applicants
CU Boulder counselors are here to help you through the application and answer any questions that may arise during the admission process.
Find Your Counselor
The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, pregnancy, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy. All qualified individuals are encouraged to apply. You may view the list of ADA and Title IX coordinators and review the Regent policy .
As a student or prospective student at CU Boulder, you have a right to certain information pertaining to financial aid programs, the Clery Act, crime and safety, graduation rates, athletics and other general information such as the costs associated with attending CU Boulder. To view this information visit colorado.edu/your-right-know .
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Fall 2024 aid, five steps to ensure you receive your fall term financial aid.
Step 1: Enroll for at least a half-time credit hour load (six hours for undergraduates, four hours for graduate students; waitlisted courses do not count toward your total enrollment ). To receive all of the aid offered, you must have full-time enrollment by the Drop/Add deadline (Sept. 16) .
Step 2: Double-check your document status to be sure you have submitted all required materials. If asked for follow-up documents, find the list on Wolverine Access.
Step 3: Complete and sign a Master Promissory Note for federal loans on the Federal Student Aid website if you are a first-time Direct Loan borrower or Grad PLUS borrower at U-M.
Step 4: Complete loan entrance counseling on the Federal Student Aid website if you are a first-time Direct Loan borrower or Grad PLUS borrower at U-M.
Step 5: Be sure to resolve any academic or financial holds that have impacted your ability to enroll for the fall semester.
Once all of the above items, as applicable, are met, your aid funds will be released and applied to tuition, fees, and housing charges on your student account.
Excess funds will either be:
Note: Because some aid covers only tuition (not orientation charges, phone bills, lost ID fees, etc.), you could receive a refund when there are outstanding charges on your student account. You are responsible for paying the balance on your account even after you receive a financial aid refund.
To find your bill on Wolverine Access:
The Charges Due section shows a running total of your charges by due date. You may view individual bills by clicking on the invoice number in the Invoices Due section.
Because bills are issued before financial aid funds for fall term are credited to student accounts, a special item called Pending Aid is displayed on the bill. This is the amount of financial aid the university expects to credit to your account based on the financial aid notice. It is a snapshot in time and does not change.
The Amount Due section shows the total amount owed before Pending Aid is included. If you are enrolled at least half-time, have signed your federal loan documents, and have completed the requirements to receive fall aid, Pending Aid will appear on your bill and be subtracted from your charges.
If you have pending aid on your bill, take the Amount Due at the top of the bill and manually subtract your Pending Aid . This is what you owe by Aug. 31, 2024. But keep in mind:
Note: Always include your UMID on submitted payments.
Visit the Scholarship Checks & EFT Payments webpage for more information.
Navigating the college admission process can feel overwhelming, especially with all the jargon that gets thrown around. If you’re a high school senior applying to colleges, it’s essential to familiarize yourself with the key terms used in the process. Here’s a guide to some of the most common college admission terms and their definitions to help you as you apply to college.
Application deadline
The final date by which your college application, along with all required materials (like essays and transcripts), must be submitted. There are different types of deadlines, such as Regular Decision, Early Action and Early Decision.
Bachelor’s degree
An undergraduate degree awarded by a college or university upon completion of a specific course of study, usually lasting four years. Examples include Bachelor of Arts (BA) and Bachelor of Science (BS) degrees.
Direct admission Under direct admission, a college might offer you a spot before you even apply—if you meet certain academic or sometimes demographic criteria. Plus, in some cases, they’ll even waive the application fee.
Early Action (EA)
A non-binding application process that allows you to apply early (usually by November) and receive a decision earlier than Regular Decision applicants. Since it’s non-binding, you can still apply to other schools and are not required to attend the school if admitted. Pacific’s Early Action application deadline is November 15.
Early Decision (ED)
A binding application process similar to Early Action but with a significant difference: if you’re accepted under Early Decision, you are committed to attending that college and must withdraw any other college applications. This option is for students who are absolutely sure about their first-choice school. Pacific does not have an Early Decision deadline.
Regular Decision
The standard application process with a deadline usually between January and February. Pacific’s Regular Decision deadline is January 15 . Unlike Early Decision, you’re not bound to attend the school if admitted, and you can take your time to weigh multiple offers before making a final decision.
Common Application (Common App)
A single online application that can be used to apply to multiple colleges and universities. It streamlines the application process by allowing you to submit the same application to several schools, though some schools may have additional, school-specific supplements. You can apply to Pacific through the Common App or the Pacific Application . Pacific also offers direct admission to first-generation, low- and middle-income students through the Common App .
Test-Optional
A policy where submitting standardized test scores (like the SAT or ACT) is not required for admission. Many colleges have adopted test-optional policies, especially due to the COVID-19 pandemic, to give students more flexibility. Pacific is a test-optional school.
Test-Blind
A policy where colleges do not consider standardized test scores in the admission process, even if submitted. This is different from test-optional, where scores can still be included if you think they will strengthen your application.
Waitlist
A list of applicants who are neither accepted nor rejected during the regular admission cycle. If space becomes available in the incoming class, students on the waitlist may be offered admission. However, being on a waitlist does not guarantee acceptance.
Deferred
If you apply Early Action or Early Decision and receive a deferral, it means your application will be reconsidered during the Regular Decision period. It’s not a rejection, but rather a decision to review your application later with the regular applicant pool.
Gap year
A year-long break taken between high school and college. Some students choose to take a gap year to travel, work, or engage in other activities before starting their college education. Many colleges allow students to defer their admission for a year if they choose to take a gap year.
Financial aid
Assistance provided to students to help cover the cost of college. This can include scholarships, grants, loans, and work-study programs. Financial aid packages are typically based on your financial need, as determined by your FAFSA (Free Application for Federal Student Aid) submission.
Merit-Based aid
Financial aid awarded based on a student’s achievements, such as academic excellence, athletic skill, or artistic talent, rather than financial need. This aid can come from the college itself or from outside organizations.
FAFSA (Free Application for Federal Student Aid)
The form used to apply for financial aid from the federal government, state governments, and most colleges. The FAFSA collects information about your family’s financial situation to determine your eligibility for need-based aid.
CSS profile
A financial aid application used by some colleges (mainly private institutions) to determine eligibility for non-federal financial aid. The CSS Profile requires more detailed financial information than the FAFSA and may include questions about non-custodial parent income, home equity, and other assets.
Personal statement
A required essay in which you can tell the admissions committee more about yourself. This is your chance to highlight your personality, experiences, goals and what makes you a good fit for the college.
Supplemental essays
Additional essays required by some colleges that focus on specific topics or questions. These essays provide another opportunity to show your fit for a particular school and can be crucial in highly selective admissions processes.
Recommendation letter
A letter written by a teacher, counselor, or another adult who knows you well and can speak to your abilities, character, and potential. Colleges use these letters to gain insight into how you interact with others and what you’ll contribute to their campus community. Pacific does not require recommendation letters for most majors, but you may need them to apply for some scholarships.
Major
The specific area of study you choose to focus on in college. Your major determines the core courses you will take, and it usually requires a certain number of credits in that field. Examples of majors include Biology, Business, Psychology, and Computer Science.
Grade-Point Average (GPA)
A numerical representation of your academic performance in high school, usually on a scale of 4.0. It’s calculated by averaging the grades you’ve earned in your courses, with each grade corresponding to a point value (e.g., A = 4.0, B = 3.0).
Weighted Grade-Point Average (GPA)
A GPA that considers the difficulty of the courses you’ve taken. For example, honors, Advanced Placement (AP), or International Baccalaureate (IB) courses are often given extra weight (e.g., an A in an AP class might be worth 5.0 instead of 4.0). This can result in a GPA higher than 4.0.
Official transcripts
A document issued by your high school that lists all the courses you’ve taken and the grades you’ve earned. Colleges require official transcripts as part of your application to verify your academic record. These transcripts must be sent directly from your high school to the college to be considered official.
Understanding these terms is just one step in the college admission process, but it’s an important one. With this knowledge, you’ll be better equipped to navigate the application season with confidence. Good luck!
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4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
Understanding University Phrases. Analyse: To look at all sides of an issue, break a topic down into parts and explain how these components fit together. Argue: To make statements or introduce facts to establish or refute a position; to discuss and reason. Annotate: To expand on given notes or text, e.g. to write extra notes on a printout of a ...
Harvard College. Writing Program. roJeCT BrIeF gUIde SerIeSA Brief Guide to the Elements of the Academic Essayby Gordon HarveyGordon Harvey's "Ele. nts of the Academic Essay" provide a possible vocabulary for commenting on student writing. Instructors in Harvard College Writing Program tend to use some version of this vocabulary when ...
University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. ... You might define specific terms in the introduction to show your engagement with the essay question; for example, 'This is a large topic which has been variously ...
The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of ...
4. Moreover; furthermore; in addition; what's more. These types of academic phrases are perfect for expanding or adding to a point you've already made without interrupting the flow altogether. "Moreover", "furthermore" and "in addition" are also great linking phrases to begin a new paragraph. Here are some examples:
Making an all-state team → outstanding achievement. Making an all-state team → counting the cost of saying "no" to other interests. Making a friend out of an enemy → finding common ground, forgiveness. Making a friend out of an enemy → confront toxic thinking and behavior in yourself.
16 Feb 2010. Essay terms explained. Introduction. To write a good essay, you firstly need to have a clear understanding of what the essay. question is asking you to do. Looking at the essay question in close detail will help you. to identify the topic and 'directive words' (Dhann, 2001), which instruct you how to.
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
Clarify or interpret how something works or happens. illustrate. Show by means of example, picture, or diagram. interpret. Explain how or why; implies some subjective judgments. justify. Argue in support of something to find positive reasons. list. Order facts, attributes, or items in sequence.
Compare/Contrast. a discussion of significant similarities and/or differences of two or more items. Critique. your evaluation of a text, pointing out its goals, strengths, and weaknesses. Diagram. a picture, chart, or plan. Define. the exact meaning or precise description of a word or idea. Enumerate.
Introductory phrases. [which is] concerned with the measurement, causes, and consequences of social problems. which consists of three elements or components: (1) a question, problem, or hypothesis, (2) data, and (3) analysis and interpretation of data. of touch reading and writing for blind people in which raised dots on paper represent the ...
Having a paragraph plan is an effective way to map out your essay and ensure that you address the key points of the essay in detail - especially for longer forms of essays and academic writing that students engage with at university. An basic paragraph plan would generally contain: The thesis statement (for an essay)
Depending on the length of your essay, you'll have between 2 and maybe 5 key terms. Sometimes it takes a bit of time to think which terms are the central ones. Consider the following phrases as ways to define terms: X is understood as a process by which, X regards Y as, one view is that there is X so that Y, or X is commonly considered as.
Before you start an essay, you need to understand the question. To do this, you need to identify the instruction words - the words in ESSAY TERMS EXPLAINED the question telling you what to do. Below is an explanation of some common instruction words you may come across in essay questions. ESSAY TERMS EXPLAINED Instruction words Meaning
Definition of Question Words with Examples. Words such as 'explain', 'evaluate' or 'analyse' - typical question words used in essay titles - provide a useful indication of how your essay should be structured. They often require varying degrees of critical responses. Sometimes, they may simply require a descriptive answer.
Here is a list of such words and others that you are most likely to come across frequently in your course. Table of task words. Words. What they (might) mean... Account for. Explain, clarify, give reasons for. (Quite different from "Give an account of which is more like 'describe in detail'). Analyse.
the use of this term. Write clearly, so that complex concepts can be understood, define key terms where appropriate and substantiate with relevant research. Illustrate S. imilar to 'explain', whereby you are asked to show the workings of something, making use of examples and statistics if appropriate to add weight to your explanation. Interpret
Here's a list of essay topics and ideas that worked for my one-on-one students: Essay Topic: My Allergies Inspired Me. After nearly dying from anaphylactic shock at five years old, I began a journey healing my anxiety and understanding the PTSD around my allergies. This created a passion for medicine and immunology, and now I want to become ...
College Essay Guy believes that every student should have access to the tools and guidance necessary to create the best application possible. That's why we're a one-for-one company, which means that for every student who pays for support, we provide free support to a low-income student. Learn more.
Places where more detail or more description would help the reader connect with your essay. Places where structure and logic don't flow, losing the reader's attention. Places where there aren't transitions between paragraphs, confusing the reader. Moments where your narrative or the arguments you're making are unclear.
Writing the personal essay for your college application can be tough, but we're here to help. Sometimes the hardest part is just getting started, but the sooner you begin, the more time and thought you can put into an essay that stands out. Check out some tips: 1. Keep it real.
ACT - A standardized college admission test. It features four main sections: English, math, reading, science, and an optional essay section. Application Portal - The online space to keep track of your application and materials after submitting the Common App.. Binding - A binding application (see Early Decision I and II), means you are committed to attending that school, and will withdraw any ...
When reading your essays, we are looking for sincerity and authenticity. It's easy to tell when a student's essay is something they care deeply about, compared to a student who writes what they think we want to hear. A funny or interesting story doesn't hurt, either! There is one essay and one short answer required for first year applicants.
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Ranked as the best regional university in Minnesota and 10th in the Midwest region. More. Programs Undergraduate Graduate Online Degree Completion ... Fall 2024 Start of Term Information. Best wishes for your fall semester! Gwenn Sherburne University Registrar. 1536 Hewitt Ave. Saint Paul, MN 55104. Land Acknowledgment. Utility. Apply; Visit;
Five Steps To Ensure You Receive Your Fall Term Financial AidStep 1: Enroll for at least a half-time credit hour load (six hours for undergraduates, four hours for graduate students; waitlisted courses do not count toward your total enrollment). To receive all of the aid offered, you must have full-time enrollment by the Drop/Add deadline (Sept. 16).
Vanderbilt is ranked No. 18 among national universities, and its business school, the Owen School of Management, is No. 27 in the nation in a three-way tie with the University of Texas-Dallas and ...
Navigating the college admission process can feel overwhelming, especially with all the jargon that gets thrown around. If you're a high school senior applying to colleges, it's essential to familiarize yourself with the key terms used in the process. Here's a guide to some of the most common college admission terms and their definitions to… Read More »Understanding common college ...
The global authority in superyachting
As the Cannes Yachting Festival 2024 rapidly approaches, Wider Yachts has announced the display of its 28.4-metre WiderCat 92 . With five units already sold and the second hull recently completed and commissioned, the event offers buyers the opportunity to experience the hybrid propulsion technology of the catamaran firsthand.
Built in Fano, Italy, the 242GT semi-displacement yacht showcases naval architecture by the Wider engineering team, as well as exterior and interior design by Luca Dini and Centro Stile Wider. “The first public showing of the WiderCat 92 at the Venice Boat Show was a great success, where it quickly became a standout attraction,” says Alan Knight, sales manager at Argo Yachting. “We are thrilled to bring this remarkable vessel to the Cannes Yachting Festival, where we anticipate international visitors will appreciate the vast space and advanced technology that the Wider team has developed. This long-anticipated event is very exciting for all concerned, and we look forward to welcoming new customers on board.”
The WiderCat 92 provides ample space and comfort with its generous layout and thoughtful design. An expansive upper deck and spacious lower deck complement the 100 square metres of main deck space. The upper deck is customisable, featuring a forward cockpit tailored to include a dinette, lounge area or even a Jacuzzi.
Designed to accommodate up to 10 guests across five cabins, along with a crew of four, the lower deck offers a standard layout that includes two VIP cabins and an additional ensuite double guest cabin, while the master is on the main deck forward. Each cabin can be designed with individual colour schemes for a personal touch and features sound-proof flooring throughout.
“The 12-metre beam provides incredible deck space for everyone on board, and the view from the master cabin is truly stunning,” says Knight. “Guests in the two VIP cabins can even enjoy their own side beach club areas."
At the stern, the 67-square-metre beach club on the lower deck is a standout feature, complete with fold-down platforms on both the port and starboard sides at water level. The nearby garage has space for a 5.5-metre tender and water toys.
"The Wider factory has invested vast amounts of time on this project, using its team’s experience of customer requirements to maximise the space,” highlights Knight. “Where possible, they will always consider a customer’s design change to ensure the customer receives the very best experience from their new yacht.”
At the forefront of innovation, the yacht integrates hybrid technology with solar energy to deliver a more eco-friendly and efficient cruising experience.
At the heart of its technology is a powerful 360kW lithium polymer battery set, designed to efficiently store and supply electricity. This system is complemented by variable-speed generators that recharge the batteries as needed, allowing for extended cruising ranges with optimal efficiency. The yacht's lack of a traditional drivetrain also frees up additional interior space for guests to enjoy. Solar panels spanning 140 square metres further enhance the WiderCat 92’s eco credentials by topping up the battery bank.
Onboard monitoring systems provide real-time insights into power usage, ensuring that every aspect of the vessel's operation is transparent and manageable. In pure electric mode, the WiderCat 92 can cruise for 25 nautical miles at six knots before the generators automatically engage. With a maximum speed of 14 knots and a cruising speed of 12 knots, the yacht offers a range of approximately 1,600 nautical miles at cruising speed. At an ecological speed of six knots, the range extends to 2,400 nautical miles.
The battery capacity enables up to 12 hours of operation while at anchor. Additionally, the WiderCat 92 features dynamic positioning technology - a satellite-controlled system that automatically maintains the yacht's position and heading without the need for anchoring. This feature not only supports zero-emission stops but also protects the seabed from anchor damage and permits mooring in areas with anchoring restrictions.
The WiderCat 92 is currently available through Argo Yachting for customers in the UK and Germany, offering an opportunity to experience cutting-edge technology and embark on global adventures. For more information or to book a viewing at the Cannes Yachting Festival 2024, contact Argo Yachting today .
Sponsored content created for Argo Yachting
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