West Side Story Essay -- essays research papers

West Side Story Day 4: 2-page essay   Ã‚  Ã‚  Ã‚  Ã‚  The West Side Story portrays the lives of two different gangs living in America, as well as their beliefs and examples of living a good life. The expectations of what people consider the good life to be may vary on a person’s morals and their dreams of what life is truly about. In this movie, whether or not these characters were good people, lived a good life, or lived in a good society is a very controversial topic.   Ã‚  Ã‚  Ã‚  Ã‚  The characters of the West Side Story were not good people. The two gangs focused their lives on fighting with each other rather than attempting to get along and accept the differences between them. The gangs did not have any hopes or aspirations for their futures and cared about nothing more than being in a gang. Each gang made one mistake after another and never learned from any of them nor did they try to. Doc, an old and wise man, informed the boys with his knowledge and tried to open the eyes of both gangs to the hatred that engulfed them. Everything Doc had to say went through one ear and out the other, because the boys refused to see past their differences. The Jets, one of the gangs, accept what society believes of them and never make any effort to erase their bad history. They listen to what others tell them, agreeing to the excuses for their bad behavior. This is just one example of how the boys do not attempt to make a better life for themselves, or try t...

Chemistry Gcse Coursework Rates of Reaction Essay

Investigating how the concentration of sodium-thiosulphate (STS) and hydrochloric acid (HCL) affects the rate of reaction in the experiment. In addition I am also checking how different variables affect my experiment and also how I can make my test more precise, reliable and accurate. Strategy According to my results, as the concentration of STS solution increased the rate of reaction of my experiment was increased. Also as the concentration of STS solution decreased, the time of reaction increased. In my preliminary test I checked my equipment and I came to a conclusion that my equipment was working well. The preliminary test checked if the experiment actually worked and the things I used were reliable for me to use. The method I used to carry out my experiment was very reliable. I first picked the type of experiment I was going to do. Which consisted of many types or variables such as: changing the temperature, catalyst, surface area and concentration etc. As I had limited time I picked concentration. I also had to choose which type concentration I needed either 1 molar or 2 molars (concentration types). I realised that picking the 1 molar STS solution the rate of reaction was very slow. However in the 2 molar STS solution the rate of reaction was quick. As I was short on time I chose the 2 molar STS solution nevertheless picking this type of concentration could lead me to see more reaction between STS and HCL particles. Therefore allowing me to create an accurate test and allowing me to obtain precise results. Once I decided the concentration I then carried out my experiment. In my preliminary test I carried out my experiment using three beakers which contained of STS, H20 and HCL. In my experiment I applied H20 so that I could see the rate of reaction through a more dilute solution. I applied all of these solutions in to a conical flask. I recorded my results using a timer just to see if the experiment worked. What I predicted in my preliminary test was, as the sodium-thiosulphate concentration increased, the time taken for the solution to turn cloudy took longer. In this experiment I knew when the solution was completely cloudy was until the black cross underneath the flask had disappeared to my sight. Sodium-thiosulphate – used as solution as part of my experiment Hydrochloric Acid – used as solution as part of my experiment Beaker – used for carrying the solution Measuring cylinder – used for measuring the volume of solution Timer – used to measure the time taken for the solution to get cloudy Calculator – used to calculate the average time Conical Flask – used to carry out the experiment Black-cross card- used to see weather or not the solution had turned fully cloudy. Collecting Data In my experiment most of the variables I had were: volume of HCL, volume of STS, concentration of HCL or STS, temperature of room, type of apparatus and many more. The variable I changed was the volume of STS and the volume of water. The variable that I kept the same was the hydrochloric acid which remained at 30ml throughout the whole experiment. By doing so it made my experiment a fair test as I was controlling other variables such as HCL. I kept the other variables the same in order to allow my experiment to be a fair test. Taking temperature into consideration if I did not control this my results would be inaccurate. My experiment was carried out very safely. I made sure that I was wearing my safety goggles whilst I carried out my test. My experiment was placed not in the way of people so that my experiment is not any risk to me or them. In addition the safety rules made my experiment a fair test. Nevertheless regarding my data of results I had were very reliable and precise as I don’t have any outliers and my graph shows that the increase of STS is directly proportional to the time taken for the solution to become cloudy. To make sure that my test went accurately and precisely I made sure that my timing was accurately done not pressing the timer too early or late. This again shows that my test was a fair test. As the range of volumes of STS I had consisted between 12ml to 40ml although if I applied higher concentrations the test would have been more reliable. However I used these concentration types so that I can get a clear picture that STS reacts with HCL in a certain period of time. I repeated these volumes three times and as a result no outliers had become visible to me on my data. This suggested that my experiment was carried out very accurately. As well as in my preliminary test I also repeated the test three times so that I could see the results were accurate and precise. Similarly my real experiment was done very precisely such as calculating or measuring the results or measuring the amount of solution in each beaker etc. I predicted that I would find a wrong result whilst doing my experiment, however my prediction was wrong and the results were very accurate. If by chance I found an outlier I would not count it with the rest of my results and I would repeat that test again. One of my problems I encountered during my experiment was the time taken to press the timer which in my opinion affected my results. Interpreting Data What I notice in my results was that as the concentration of STS kept on increasing the time take for the solution to get cloudy was decreasing. For example when there was 12ml of STS the average time was 140 seconds. Where as when the STS was at 40ml the average time was 32 seconds which shows a very big relationship between the amount of STS and the time taken. This was due to the concentration of the STS solution. In comparison to my preliminary results I can see some similarities between the concentration types of the STS solution. Also I can see on my graph the scatter of results look very accurate and the natural trend of my results shows a negative correlation. What my graph shows is that the percentage of sodium-thiosulphate increased then the time taken for the experiment decreased. So as the sodium-thiosulphate particles increased which meant that there where more particles colliding with the hydrochloric acid particles. This altogether led to a decrease in the time taken for the reaction to happen. Not only is the results reliable but they are easy to understand as for the key which describes the part on the graph such as line of best fit, error bars etc. Therefore the data I obtained looks very reliable. The picture bellow suggests that if the concentration increases the collision rate increases. Also many other variables affect the collision rate to increase such as Catalysts and temperature etc. Evaluation In conclusion I think my experiment was very successful. My data is very reliable and accurate as I have no outliers. I probably did not encounter any outliers because the precision and the accuracy I applied to my investigation during timing or measuring etc. this shows the reliability of my investigation. The results could have been improved by repeating the investigation more times so that I can further improve the reliability of my data. On the other hand I am very confident with my results. On my graph the results show very small error bars which suggests that my results again were very accurate. I was also confidant with the safety of this experiment which mostly when I was pouring out STS and HCL. Therefore this applies to the accuracy of the test. On my table of results I repeated my investigation 3 times to ensure the reliability of my data. Nevertheless I measured the time taken to the nearest second which builds precision in my experiment. I am very confident with the method I used whilst using simple equipment and obtaining fantastic results and my experiment was a success. Overall I am really confident in this investigation, however I can make improvements. Maybe using a better timer to record my results would have granted me more accurate results. I could have also changed the concentration of the HCL solution. This would make my investigation more of a fair test because during my experiment I used a stronger concentration of the STS solution and so it would have been better if I used the stronger HCL solution. Also safety was equally important to the investigation. I can also improve my experiment by using a turbidity sensor which judges how cloudy things are. By using this turbidity sensor would give me more precise and reliable results. In my opinion this experiment was a very good choice as temperature, surface area and catalysts were also different variable choices, however what I noticed at the start of the experiment was that this investigation was easy to layout and the equipment was available. My results were outstanding seen as though I had no outliers or the error bars on my graph are very small. The line of best fit shows a natural trend between the solution and the average time taken. But taken into consideration the time taken to record the results was not 100% accurate. This problem would have been avoided if I used more accurate equipment. Taken as a whole I can see that my experiment went very well. I am very confident with my results and I can feel that my investigation was very precise, accurate and my results were extremely reliable. I also feel very confidant that my investigation went well.

Night World : Black Dawn Chapter 6

Because there's no point. She's as good as dead already.† Jeanne's expression was as hard andclosedas it had been in the beginning. â€Å"But – â€Å" â€Å"Can't you see? She'd slow us down. There's noway she could run without help. And besides that,P.J. says she's blind.† Blind. A new little shock went though Maggie.What would that be like, to be in this situation andsick and blind on top of it? She tugged on the girl's shoulder gently, tryingto see the averted face. But she's beautiful. The girl had smooth skin the color of coffee with cream, delicate features, high cheekbones, perfectlips. Her black hair was pulled into a loose, glossyknot on her neck. Her eyes were shut, long eye lashes tremblingas if she were dreaming. It was more than just the physical features,though. There was a serenity about this girl's face,a gentleness and stillness that was †¦ unique. â€Å"Hey, there,† Maggie said softly. â€Å"Can you hearme? I'm Maggie. What's your name?† The girl's eyelashes fluttered; her lips parted. ToMaggie's surprise, she murmured something. Maggie had to lean down close to catch it. â€Å"Arcadia?† she repeated. It was a strange name; she wasn't sure she'd heard right. The girl seemed to nod, murmuring again. She can hear me, Maggie thought. She canrespond. â€Å"Okay. Can I call you Cady? Listen to me, Cady.†Maggie shook the girl's shoulder slightly. â€Å"We're ina bad place but we're going to try to escape. If we help you out, do you think you can run?† Again, the eyelashes fluttered. Then the eyesopened. Doe eyes, Maggie thought, startled. They wereextraordinarily large and clear, a warm brown withan inner radiance. And they might be blind, butMaggie had the oddest sensation that she had justbeen seen more clearly than ever before in her life. â€Å"I'll try,† Cady murmured. She sounded dazedand in pain, but quietly rational. â€Å"Sometimes I feelstrong for a little while.† She pushed herself up. Maggie had to help her get into a sitting position. She's tall. But she's pretty light†¦and I've gotgood muscles. I can support her. â€Å"What are you doing?†Jeanne said in a voice thatwas not just harsh and impatient but horrified. â€Å"Don't you see? You're only making it worse. You should just have let her sleep.† Maggie glanced up. â€Å"Look. I don't know whatyou're thinking, but we can't leave anybody with them. How would you like to be left behind if itwas you?† Jeanne's face changed. For a moment, she lookedmore like a savage animal than a girl. â€Å"I'd understand,† she snarled. â€Å"Because that's the way it has to be. It's the law of the jungle, here. Only strongpeople survive. The weak ones †¦ .†She shook her head. â€Å"They're better off dead. And the faster youlearn that, the more chance you'll have.† Maggie felt a spurt of horror and anger-and,fear. Because Jeanne clearly knew the most about this place, and Jeanne might be right. They mightall get caught because of one weak person who wouldn't make it anyway†¦. She turned and looked at the lovely face again.Arcadia was Miles's age, eighteen or nineteen. And although she seemed to hear what Jeanne was say ing-she'd turned her face that way-she didn'tspeak or argue. She didn't lose her still gentleness, either. I can't leave her. What if Miles is alive but hurtsomewhere, and somebody won't help him? Maggie shot a glance at P.J. in her baseball cap.She was young-she might be able to take care ofherself, but that was all. â€Å"Look, this isn't your problem,† she finally saidto Jeanne. â€Å"You just help P.J. get away safe, okay?You take care of her, and III be responsible for Cady.† â€Å"You'll be caught with Cady,† Jeanne said flatly.†Don't worry about it.† â€Å"I'm not. And I'm telling you right now; I'm notgoing to help you if you get in trouble.† â€Å"I don't want you to,† Maggie said. She lookedright into Jeanne's angry eyes. â€Å"Really. I don't wantto wreck your chances, okay? But I'm not going toleave her.† Jeanne looked furious for another moment; thenshe shrugged. All the emotion drained from herface as if she were deliberately distancing herself.The bond she and Maggie had shared for that brief moment was severed. She turned, looked through a crack behind her,then turned back. â€Å"Fine,† she said in a dull, indifferent tone. â€Å"Whatever you're going to do, you'd better get ready todo it now. Because the place is coming right up.† â€Å"Ready?† Maggie said. They were all standing-or crouching, actually,since there wasn't room to straighten up-withtheir backs against the walls of the cart. Jeanneand P.J. on one side, Maggie on the other, with Cady in the corner. â€Å"When I say go, you guys jump over here. Thenall of us throw ourselves back that way,† Maggie whispered. Jeanne was peering out of the crack. â€Å"Okay, thisis it,† she said. â€Å"Now.† Maggie said,†Go!† She had been a little worried that P.J. would freeze. But the moment the word was out of Maggie's mouth, Jeanne launched herself across thecart, crashing heavily into her, and P.J. followed. ThecartrockedsurprisinglyhardandMaggieheard the groan of wood. â€Å"Back!† she yelled, and everybody lunged the other way. Maggie hit a solid wall and knew shewould have bruises, but the cart rocked again. â€Å"Come on!† she yelled, and realized that they were all already coming on, throwing themselvesto the other side in perfect sync. It was as if someflocking instinct had taken over and they were all three moving as one, throwing their weight alter nately back and forth. And the cart was responding, grinding to a halt and lurching off balance. It was like one of thoseparty tricks where five or six people each use only two fingers to lift someone on a chair. Their combined force was impressive. But not enough to tip the cart over. It was surprisingly well-balanced. And at any minute, Maggie realized, the people driving it were going to jumpout and put a stop to it. â€Å"Everybody-come on! Really hard! Really hard!†She was yelling as if she were encouraging her soccer team. â€Å"We've got to do it, now.† She launched herself at the other side as the cartbegan to sway that way, jumping as highas shecould, hitting the wallas it reached the farthestpoint of its rock. She could feel the other girlsflinging themselves with her, she could hear Jeanne giving a primal yell as she crashed into the wood. And then there was a splintering sound, amazingly loud, amazingly long. A sort of groaning and shrieking that came from the wood itself, and aneven louder scream of panic that Maggie realizedmust have come from the horses. The whole world was,Run, Maggie thought. Stop looking now. Run. She ran into the forest, dragging Cady with her. They had to find a place to hide – underbrush or something. Maybe they could climb a tree†¦. But one look at Cady and she realized how stupid thatidea was. The smooth skin of the girl's facewas clammy and luminous with sweat, her eyeswere half shut, and her chest was heaving. At least Jeanne and P.J. got away, Maggiethought. Just then there was a crashing behind her, and a voice cursing. Maggie threw another glance backand found herself staring at a man's figure in the mist. A scary man. The mist swirling behind him madehim look eerie, supernatural, but it was more thanthat. He was huge,with shouldersasbroad as a two-by-four, a massive chest, and heavily muscledarms. His waist was surprisingly narrow. His face was cruel. â€Å"Gavin! I've got two of them!† he shouted.Maggie didn't wait to hear more. She took offlike a black-tailed deer. And for a long time after that it was just a nightmare of running and being chased, stopping sometimes when she couldn't hold Cady up anymore, looking for places to hide. At one point, she andCady were pressed together inside a hollow tree,trying desperately to get their breath back withoutmaking a sound, when their pursuers passed right by them. Maggie heard the crunch and squish offootsteps on ferns and started praying. She couldfeel Cady's heart beating hard, shaking them both, she realized that Cady's lips were moving soundlessly. Maybe she's praying, too, Maggie thought,t, andapplied her eye to a crack in the tree. There were two people there, horribly close, justa few feet away. One was the man she'd seen before he was doing something bizarre, somethingthat sent chills up her spine. He was turning his face this way and that with his eyes shut, his head twisting on a surprisingly long and supple neck. As if he's smellingus out, Maggie thought, horrified. Eyes still shut, the man said, â€Å"Do you sense anything?† â€Å"No. I can't feel them at all. And I can't see them,with these trees for cover.† It was a younger manwho spoke, a boy really. He must be Gavin, Maggiethought. Gavin had dark blond hair, a thin nose, a sharp chin. His voice was impatient. â€Å"I can't feel them either,† the big man said flatly,refusing to be hurried. â€Å"And that's strange. Theycan't have gotten too far away. They must beblocking us.† â€Å"I don't care what they're doing,† Gavin said.†We'd better get them back fast. It's not like theywere ordinary slaves. If we don tdeliver that maiden we're dead. You're dead, Bern.† Maiden? Maggie thought. I guess in a placewhere they have slaves it's not weird to talk aboutmaidens. But which girl does he mean? Not me;I'm not important. â€Å"We'll get her back,† Bern was saying. â€Å"We'd better,† Gavin said viciously. â€Å"Or I'm goingto tell her that it was your fault. We were supposedto make sure this didn't happen.† â€Å"It hasn't happened yet,† Bern said. He turned onhis heel and walked into the mist. Gavin staredafter him for a moment, and then followed. Maggie let out her breath. She realized that Cady's lips had stopped moving. â€Å"Let's go,† she whispered, and took off in the opposite direction to the one the men had gone. Then there was a time of endless running andpausing and listening and hiding. The forest was aterrible place. Around them was eerie twilight,made even spookier by the mist that lay in hollowsand crept over fallen trees. Maggie felt as if she were in some awful fairy tale. The only good thingwas that the dampness softened their footsteps,making it hard to track them. But it was so quiet. No ravens, no gray jays. No deer. Just the mist and the trees, going on forever.And then it ended. Maggie and Cady suddenly burst out into an-.other meadow. Maggie gavea frantic glancearound, looking for shelter. Nothing. The mist was thinner here, she could see that there were no trees ahead, only an outcrop of rocks. Maybe we should double back†¦. But the voices were shouting in the forest behind them. Above the rocks was a barren ledge. It lookedlike the end of a path, winding the other way down the mountain. If we could get there, we'd be safe, Maggiethought. We could be around the corner in a minute, and out of sight. Dragging Cady, she headed for the rocks. Theydidn't belong here; they were huge granite boulders deposited by some ancient glacier. Maggie clambered up the side of one easily, then leaned down. â€Å"Give me your hand,† she said rapidly. â€Å"There sa path up above us, but we've got to climb a little.† Cady looked at her. Or-not looked, Maggie supposed. But she turned her face toward Maggie, and once again Maggie had the odd feeling that those blind eyescould somehow see better than most people's. â€Å"You should leave me,† Cady said. â€Å"Don't be stupid,† Maggie said. â€Å"Hurry up, giveme your hand.† Cady shook her head. â€Å"You go,† she said quietly.She seemed completely rational-and absolutely exhausted. She hadn't lost the tranquility whichhad infused her from the beginning, but now itseemed mixed with a gentle resignation. Her fineboned face was drawn with weariness. â€Å"I`ll justslow you down. And if I stay here, you'll have moretime to get away.† â€Å"I'm not going to leave you!† Maggie snapped.†Come on!† Arcadia remained for just a second, her faceturned up to Maggie's, then her clear and luminousbrown eyes filled. Her expression was one of inexpressible tenderness. Then she shook her headslightly and grabbed Maggie's hand-very accurately. Maggie didn't waste. time. She climbed as fastasshe could, pulling Cady, rapping out breathless instructions. But the delay had cost them. She could hear the men getting nearer. And when she reached the far end of the pile ofboulders she saw something that sent shock waves through her system. She was looking up a barren cliff face. There wasno connection from the rocks to the ledge above.And below her, the hillside dropped off steeply, ahundred feet down into a gorge. She'd led Cady right into a trap. There was nowhere else to go.

How to Stir Up Your Essay Writing Motivation

How to Stir Up Your Essay Writing Motivation How to Stir Up Your Essay Writing Motivation Essay writing motivation is invaluable. Finding personal motivation is key to success in any academic environment. Whenever you set out to complete an academic task, you face the risk of demotivation. This simply means you cannot find the inspiration to get to work. Starting on any project is always the most difficult part. Once you start you will find that moving onward is not nearly as challenging. As a college student, there are many things which might get in the way of stirring up the motivation, especially if you are busy with a multitude of other projects. But it is possible and we will show you how: Look Deep into Yourself If you are struggling to get motivated, look into yourself and find out what the issue is. You have control only over your actions and your thoughts, so if there is a problem with someone else or something else in your life, deal with it as far as you are personally able to and then let the rest go. You should not let yourself become demotivated to work simply because of things you cannot control. Get Less Stressed Sometimes the lack of personal motivation stems from stress, and more often than not in college stress can be debilitating for students who are unable to press onward through the storm. But thankfully, you can get back your personal motivation. If you are stressed about a project, break it down into smaller pieces. Crop down the Deadline Set up a deadline working backward from your due date so that you can assign manageable milestones for each day. Reward Yourself Give yourself a break as a reward once you accomplish the halfway point on your milestone list. Embrace the Feeling of Accomplishment Remember that setting smaller goals means you will feel accomplished more easily. That feeling will be motivating enough to get you through the next milestone, and the next one too. Soon enough, your entire project will be completed. This is something you want to apply to each task you face during the course of your academic career. A lack of personal motivation might come from feeling ill, from money problems, from stress, anxiety, or a fight with your friend. Regardless of why you are feeling less motivated, it is up to you to rise up, overcome the reasons for demotivation, and rectify the problem. Whether you are frustrated by a heavy workload, friends, family, or something else in between, you can identify the issue and start working to put it aside. If you are overwhelmed, start organizing your work or setting up a time management schedule. This will help you to feel motivated and accomplished; take that small accomplishment and turn it into something bigger and better. You can regain your motivation if you talk with family about your issues, or tell them that you need some space in order to get work done. Again, whatever the cause of your demotivation, find it out and fix it. Only then can you return to pursuing your academic goals. If you are demotivated in writing your paper feel free to contact our professional custom essay writing service right now!

4 Tips for Stand-Out Carnegie Mellon Essays

4 Tips for Stand-Out Carnegie Mellon Essays SAT / ACT Prep Online Guides and Tips Carnegie Mellon is ranked among the top 25 universities in the nation, so you’ll need to have an impressive application- with stand-out essays, of course!- in order to get admitted. Applicants must submita total of four Carnegie Mellon essays,three of which comprise the Carnegie Mellon supplement. Keep reading to learn what the current Carnegie Mellon essay prompts are, what topics you could write about, and what qualities make for a great Carnegie Mellon essay. Feature Image: Mathieu Thouvenin/Flickr What Are the Carnegie Mellon Essay Prompts? In addition to thepersonal statement you must write for the Common App (for which you get to select one out of seven possible prompts), Carnegie Mellon requires all applicants to submit three supplemental essays; theseessays make up the Carnegie Mellon Supplement. Applicants are not allowed to submit other supplemental materials with their applications, such as websites, artwork, or resumes. (Note that the only exception to this is ifyou’re applying to a school that requires additional materials, such as the School of Architecture.) Each essay may be up to 300 words long, making them a little shorter than your typical personal statement for college, which is usually around 500-600 words. So what are the Carnegie Mellon essay prompts? Let’s take a look: "When we‘re connected to others, we become better people," said Carnegie Mellon University‘s Randy Pausch, author of The Last Lecture. At Carnegie Mellon you‘ll have the opportunity to collaborate with a diverse community of scholars, artists and innovators. Given the students, faculty, staff and resources that have been available to you as a student, how have you collaborated with others, in or out of the classroom? Or, what lessons have you learned from working with others in the past, that might shape your experience in the future? Most students choose their intended major or area of study based on a passion or inspiration that’s developed over time- what passion or inspiration led you to choose this area of study? Consider your application as a whole. What do you personally want to emphasize about your application for the admission committee’s consideration? Highlight something that’s important to you or something you haven’t had a chance to share. Tell us, don’t show us (no websites please). As you can see, each Carnegie Mellon essay you must write will focus on something different about yourself.Specifically, you must explain the following in your essays: For Essay 1, how you have collaborated with others (on projects) For Essay 2, what you plan to major in and why For Essay 3, something you want to emphasize about yourself How should you write each Carnegie Mellon essay? We give you specific tips next. All Carnegie Mellon Essay Prompts, Analyzed In this section, we’ll go over the three Carnegie Mellon essay prompts in detail, giving you key tips so you can ensure your essays stand out from the rest of the crowd. Carnegie Mellon Essay 1: A Collaborative Experience "When we‘re connected to others, we become better people," said Carnegie Mellon University‘s Randy Pausch, author of The Last Lecture. At Carnegie Mellon you‘ll have the opportunity to collaborate with a diverse community of scholars, artists and innovators. Given the students, faculty, staff and resources that have been available to you as a student, how have you collaborated with others, in or out of the classroom? Or, what lessons have you learned from working with others in the past, that might shape your experience in the future? This first Carnegie Mellon essay prompt might appear complicated, but let’s try to break it down. What is this prompt really asking you to do? The first part of the prompt is explaining Carnegie Mellon’s diversity and ongoing commitment to fostering collaborative environments.Clearly, Carnegie Mellon strongly values teamwork and students' abilities to work well with others in order to produce interesting, successful projects. The second part of the prompt is the question (or rather the questions), which we can divide into three major ideas: Have you ever collaborated with others (such as students, teachers, etc.) on something? What did you learn about yourself from this experience? What kind of role do you think this experience play in your future? The first step to answering this prompt is to come up withone specific experience you want to write about.Here are some examples of potential topics: A group project you did for school, what role you played in that project, and what you gained from the experience. For example, did you delegate roles? Take charge to ensure everything was completed on time? Fix a major problem that almost compromised your project? A team sport you play or used to play. Was there a specific time you led others to success? Or maybe your team struggled to get along and you came up with a solution to get everyone to work together. A volunteer effort you worked on with others.Perhaps you assisted with a winter holiday food drive or raised money for a children's charity. What did this experience teach you about collaboration? A group task you must do for a part-time job. For instance, maybe you work at a video game store and must take turns with your co-workers in stocking new games and helping customers. Has this experience had an effect on how you approach or view teamwork? This is a great essay in which toemphasize your leadership skills if you assumed some sort of leadership role in a group project or activity. If you didn’t take on a leadership role, that’s totally OK- just focus on what role you did play on the team you were part of and explain what this experience taught you about working together to accomplish a shared goal. Another thing to remember is to be as specific as possible.Don’t be afraid to use people’s names and delve into your feelings about the project or activity you did with others. For example, maybe the experience you're writing about was a challenge in the beginning- maybe your group couldn't agree on a science project to do for the school science fair. However, onceyou had everyone write down their project ideas and share them with one another, your group was at last able to decide on a project idea. As a final tip for this essay prompt,be clear about how this experience has affected you and might impact your future (at Carnegie Mellon).Maybe that experience working on the group science project taught you the importance of giving everyone a say in the brainstorming process, so you’ll ensure this happens with any group projects you work on at Carnegie Mellon, too. Carnegie Mellon Essay 2: Your Intended Major Most students choose their intended major or area of study based on a passion or inspiration that’s developed over time- what passion or inspiration led you to choose this area of study? Though it might look a little wordy, all this Carnegie Mellon essay prompt is really asking is, "Why this major?"More specifically,this prompt wants you to relate the intellectual path you've taken by explaining the experiences, people, and/or events that have led you to want to major in this particular field. By far the most effective way to answer this prompt is to tell a compelling story about how you came to be interested in your intended major.Think about the most important moments from your life that showcase your love of what you want to study, and then write about those. For example, say you plan to major in musical composition.You could start off by recounting the first time you tried to write a piece of music on your family’s piano and how hard it was. However, you really enjoyed the process of creating something new. This prompted you toenroll in weekly piano lessons; you also continued to compose piano pieces in your spare time. As a sophomore, you decided to enteryour school’s talent show and ended up winning with a musical piece you’d composed. While you don’t need to stick to chronological order, using this organization ensures your essay is easy to follow and clearly illustrates how you progressed from someone who knew nothing about the field to someone now highly devoted to it. In addition, be sure to focus on not only how you became interested in your major but also how this journey of discovering your passion has affected you and your goals.For example, perhaps you want to major in architecture because you hope to use your skills to encourage eco-friendly living and therefore combat the effects of climate change. It’s also a good idea to mention, explicitly or implicitly, how Carnegie Mellon will help you accomplish your goals in your intended field.You could talk briefly about a particular faculty member in your field whom you hope to work with, an expensive piece of equipment offered at Carnegie Mellon, or specific professional opportunities available to students. Finally, be careful not to exaggerate.Don’t say you suddenly developed an interest in literature after reading The Great Gatsby for English class if you actually loathed the book or had a passion for literature well before then. It’s OK if there wasn't one single moment in your life that made you realize this major was the right one for you.Instead of acting as though some particular incident was more significant than it actually was, just focus on the overall journey you took to get to the point you’re at now- that is, the major you’ve chosen to pursue. What defines you? Carnegie Mellon Essay 3: Something Important About You Consider your application as a whole. What do you personally want to emphasize about your application for the admission committee’s consideration? Highlight something that’s important to you or something you haven’t had a chance to share. Tell us, don’t show us (no websites please). This essay prompt is the most open ended of the three and a great opportunity to really dig into any important attributes of yourself that you feel you didn’t get to write enough about or at all in other parts of your application. Did you write about something in another essay, such as the one you wrote for the Common App, that you wish to talk about more here?Do you want to write about something that’s important to you and that you haven’t had a chance to elaborate on yet? Your topics are pretty endless here- just make sure whatever you write about for this essay is revealing something important that you think the admissions committee should know about you. This could be a specific personality trait- maybe you want to emphasize your leadership skills by talking about your role as team leader at the local youth club- or something about your life that’s had a major impact on how you see yourself and your future. Here are some topics you could write about (but don’t feel limited by these suggestions!): A specific incident that holds importance for you, and what it taught you about your academic and/or professional interests, your goals, your personality, etc. Someone you know who has impacted you in a significant way, and how that person has specifically influenced your interests and/or goals An explanation for something that negatively impacted your grades or another part of your application- for example, perhapsyou spent a lot of time taking care of a sick relative during your sophomore year of high school, which caused your grades to dip slightly A particular interest, passion, hobby, or skill you have, and what you've gained, either intellectually or emotionally, from it Once again,don’t try to write about what you think the CMU admissions committee wants to read- be honest about what’s important to you and why.If you volunteered somewhere a few times but didn’t enjoy it or gain anything valuable from it, do not write about it here! Similarly,don’t be afraid to focus on something seemingly mundane. Just besure you’re using the topic you choose- even if it’s pretty commonplace- to ultimately reveal something important about you. So, no, it'sprobably not a good idea to write about how you spend hours on Instagram every day, since this hobby isn’t really revealing anything significant about you, your goals, or your personal growth. 2 Real Carnegie Mellon Essay Examples + Analysis In order to write a great Carnegie Mellon essay, it helps to see what kinds of essays actually got applicants accepted to this prestigious university. Here, we give youtwo real Carnegie Mellon essay examples we found online and explain what makes them successful. Note: This year’s Carnegie Mellon essay prompts are new, so the following essays are in response to older prompts with different word limits. Despite these differences, being able to see the kinds of stories successful applicants have told should give you a clear sense of what topics, details, and styles might work well for your own Carnegie Mellon admissions essays! Carnegie Mellon Essay Example 1 This first of the two Carnegie Mellon essay examples comes from the college essays website Essays That Worked.The essay is quite long- more than 650 words!- and was written in response to the following (old) supplemental Carnegie Mellon essay prompt: Why Carnegie Mellon University? And now here's the essay: As a child who hid behind her parents and never uttered a word whenever strangers were near, I was no stranger to people deeming me shy. As I got older, however, I found my voice more comfortably through music, through art, and through writing. Playing Mozart’s Violin Concerto in the Kennedy Center, for instance, unleashed a swell of emotions through the intricate art of storytelling with my violin. I was drawn to writing stories and sharing ideas with my peers, starting my editor career in fifth grade. Five years later, I co-founded my high school’s literary magazine, Muses, which provides a platform for all voices while fostering connections among students. I was twelve years old when an HTML class through Johns Hopkins University’s Center for Talented Youth program introduced me to a modern language of communication: computers and the internet. Falling in love with coding and website design, I utilized my newfound knowledge to design a website for my National History Day project, which won the school competition. In high school, I joined programming club, took the rigorous computer science classes, and designed Muses’ website. This year, I created a conceptual online boutique store, which won first place in Maryland Future Business Leader Association’s E-business competitive event. In the summer of 2016, I interned in an NCI melanoma research lab. This experience completely changed how I viewed the importance of technology to modern communication. We had obtained genotypes from thousands of melanoma patients and controls, but a new question arose: how could we extract the useful information from a massive data file, akin to finding a needle in a haystack? Under the guidance of a bioinformatician, I performed an association test between melanoma associated variants and survival outcome to identify the risk loci that might affect patient survival. Catering to the needs of the scientists, I wrote an app by R code that organizes and manages melanoma genotype information; extracting the information of a particular genotype and its association with melanoma was now a couple clicks away. From this work, I learned how to translate large data into solutions, while using the correct data format and data structure. I realized that modern technology not only helps us commu nicate more efficiently, but also provides a system upon which we can solve global problems. With a strong background in computer science and communications, I hope to incorporate both into a future career of building data systems, conducting research, and consulting for organizations that serve underrepresented citizens. One project I want to tackle is the modification of social media algorithms so that media created by minorities and/or for minorities will appear on users’ radars. The algorithm would analyze the user’s demographics and deliver news relevant to those traits, such as discoveries about Asian health issues showing up on Asian users’ feeds. Carnegie Mellon’s encouragement of interdisciplinary studies under the Information Systems major would allow me to accomplish this and so much more. As someone who attacks calculus and creative writing with equal enthusiasm, IS’ objective of providing students with a broad background in the humanities and sciences is very appealing. As someone who learned to work as a team in a research lab , I believe CMU’s emphasis on collaboration and student innovation would push me to further improve my teamwork and problem-solving skills. In particular, I hope to take advantage of CMU’s Technology Consulting in the Global Community program, receiving guidance from both CMU’s renowned faculty and international technology experts. To that end, the Social and Decision Sciences major, my second choice, would also prepare me to utilize similar decision-making and analysis skills to solve social problems. We live in a world where communication through technology connects communities across the globe, more so than ever before. The future of exploration and innovation requires us to develop efficient ways of communication- we need a combination of scientific expertise and knowledge grounded in the humanities to accurately convey ideas, solve problems, and make the planet a better home for us all. An education at Carnegie Mellon would propel me in this endeavor. Here’s why this Carnegie Mellon essay works so well: It has an honest, compelling narrative that flows well. This applicant begins by explaining how they've always been considered shy yet how, through various endeavors in fields such as writing, communication, and technology, they've managed to transcend this assumption. This story is raw and honest, and it highlights the applicant's most notable accomplishments in an appropriate and relevant manner. It’s extremely specific. The applicant uses concrete details to explain their background and why Carnegie Mellon is an ideal fit for their goals and interests. In addition, the essay makes note of specific qualities of CMU, from its "encouragement of interdisciplinary studies" to its Technology Consulting in the Global Community program, giving us a clear indication of why the applicant is so interested in attending this school. Concrete details are essential for a good Carnegie Mellon essay. Carnegie Mellon Essay Example 2 This second Carnegie Mellon essay example comes from the website Free Test Prep (now called BWS Education Consulting) and is, like the essay above, quite long at about 600 words- that’s double the current word limit. It was written in response to the following (old) Carnegie Mellon essay prompt: Please submit a one-page, single-spaced essay that explains why you have chosen Carnegie Mellon and your particular major(s), department(s) or program(s). This essay should include the reasons why you’ve chosen the major(s), any goals or relevant work plans and any other information you would like us to know. If you are applying to more than one college or program, please mention each college or program you are applying to. Because our admission committees review applicants by college and programs, your essay can impact our final decision. Please do not exceed one page for this essay. Here is the essay: What would be best for me? I spent a lot of time trying to find colleges to apply to and Carnegie Mellon made the list. I believe it would be essential for me to attend a research university. I want to be able to know that what I am working on (research, experiments, etc.) is current, ground-breaking, game-changing. I want to feel that what I’m doing matters. I’ve spent years in elementary and middle school only to discover that my achievements (and no, I don’t only mean my perfect attendance awards) did not grandfather in for the rest of my academic life. High school did not care whether I attended elementary regularly or about any of my pre-secondary school achievements. College applications only want to know what I have done throughout these past four years. I feel that Carnegie Mellon will provide me with an environment that will let me grow and change as the world is growing and changing. What I do here will matter and carry on to whatever graduate school I may be at or whatever career path I choose to tread. In the International Baccalaureate (IB) program, one can choose from several Higher Level (HL) courses to fulfill the three required. My campus chose to make English and History mandatory HL’s. I chose to take HL Psychology as my third. This focused two-year class has revealed my interest in psychology as a lifelong study and future career. I have always been interested in human behaviors, how and why people make their decisions, how both internal and external factors can and do influence everyday life. As this class has progressed, I have found myself enjoying these studies more and more. I have been very successful in this class and want to apply the knowledge and skills I have learned to real-world situations. Psychology HL requires students to complete two experiments, one in our junior year and one in our senior year. Additionally, we complete an Internal Assessment (IA) of the experiment done early senior year. My group had to create an experiment based on three past studies and go through the process of analyzing the validity of our results after performing the experiment on student participants. We tested the effect of researcher expectations on participant performance, using the studies of Rosenthal and Jacobson (1966); Stangor, Carr, and Kiang (1998); and Crisson, Seta, and Seta (1989). The objective of this project was to reflect on what we did, how it was done, and what could have been improved on. Although we had to accept our null hypothesis, that researcher expectations had little or no effect on participant performance, we were able to understand what went askew and know what to correct so we could improve the performance, given the opportunity to do it again. I found performi ng the experiments live exciting; I had to be wary of creating bias or unconsciously affecting others. It made me become more analytical; more understanding of the fact that many factors can influence behavior and more understanding of my own role in affecting others. I’m applying to Carnegie Mellon into the Dietrich College of Humanities and Social Sciences. I believe that my two years in HL Psychology have prepared me well for whatever is demanded of me. I hope to take advantage of all the programs available at Dietrich College, such as the HSS Academic Advisory Center and HSS Career Connections. I expect to thrive during these next four years, prepared enough to head on into graduate school for a PhD in Psychology. Here’s why this Carnegie Mellon essay works so well: It’s tightly focused. This essay centers on the applicant's desire to study psychology, a topic that is made clear quickly and acts as the focal point throughout the essay. We learn that the applicant initially developed an interest in psychology through their high school's IB Program and that they intend to eventually get a PhD in the field. It goes into significant detail about a specific incident. In order to showcase their passion for psychology, this applicant wrote a detailed description of an experiment they conducted, what they learned from it, and how this knowledge will allow them to succeed at CMU. 4 Tips for a Great Carnegie Mellon Essay As you now know, you’ll need to write three essays for the Carnegie Mellon supplement.Here are some general tips to keep in mind as you begin to work on each Carnegie Mellon essay. #1: Use Highly Specific Details Don’t rely on catch-all phrases to get your points across in your essays. Instead, try to think of real, concrete examples you can use. Specific details will make each Carnegie Mellon essay you write (and your application as a whole!) stand apart from others; it also proves to the admissions committee that you know what kinds of opportunities are available to you at Carnegie Mellon. #2: Avoid Exaggeration- Be Yourself! Many students think they need to write about topics that sound "impressive," but this isn’t actually what admissions committees want.What they really want is to learn more about who you are, what you sound like naturally (on paper, of course), and what you value in life. This is why it’s so important for you to clearly channel your voice in your writing.For example, it’s OK to tell a joke or focus on a lighthearted topic if you would describe yourself as a comedian. Just make sure that, no matter what kind of topic you choose or how you write,you're ultimately making a bigger, important point about yourself- one that ideally emphasizes essential facets of your personality, your experiences, and/or your ambitions. #3: Don’t Repeat Anything You’ve Written for Your Common App Essay Carnegie Mellon requires all applicants to submit the Common App essay in addition to the three essays described above, so you’ll want to ensurethere’s not too much overlap between them. While it’s OK to elaborate on a specific topic or point that you briefly mentioned in another essay, don’t end up writing about the same experience more than once. The point of these essays is to showcase various aspects of your personality and life, and you won’t succeed if all you’re doing is repeating yourself in each Carnegie Mellon essay! Repetition: good for making pretty patterns, bad for college essays. #4: Edit, Polish, and Proofread Our final tip is to take a lot of time to edit, polish, and proofread each Carnegie Mellon essay you write.Look over each essay multiple times to catch typos and other technical errors, such as grammatical problems, and spelling mistakes. You should also be on the lookout for the following problems: Any inconsistencies in style, tone, voice, tense, etc. Any areas that are unclear, vague, or awkwardly worded or placed Any irrelevant details or descriptions that don’t add anything important Once you've edited and changed your essays a few times, give them to someone you trust, such as a teacher, mentor, or parent, and have that person offer feedback on how you could improve your writing. Here are some key questions to ask this person to think about as they edit your essay: Is the topic/theme effective and appropriate for a college essay? Does the essay sound as though you wrote it (and not someone else)? Does the voice sound like your authentic voice? Does the overall organization make sense? Is there a story, and does it flow well? Does the structure successfully get the main point across? Are the details specific and relevant? With all these tips in mind, you should definitely be able to write a great Carnegie Mellon essay! What’s Next? You'll need to use the Common App if you're applying to Carnegie Mellon. Get tips on how to write a great Common App essay with our expert guide. Thinking of applying to other great schools likePrinceton, Brown, or Columbia? Then be sure to check out our guides to learn how you can write amazing essays for these schools' supplements. Learn more about Carnegie Mellon's admission requirements by visiting its school page in our extensive database. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

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