personal statement mit

Drafting a personal statement

View your personal statement as a narrative that paints a portrait of you as an individual and demonstrates your passion for your field of inquiry..

For help preparing your personal statement and other writing materials, contact the Writing and Communications Center (WCC). The WCC offers free one-on-one professional advice from communication experts. All of these experts are MIT lecturers with advanced degrees. All are experienced college classroom teachers of communication. All are published scholars and writers.

Many departments within the School of Engineering have a  communications lab  offering individual coaching, targeted workshops, and a spectrum of initiatives for their students. Regardless of your school or discipline, their online CommKit is  open and available to all .

A “hook” is an interesting or eye-catching statement, anecdote, fact, or question placed at the beginning of a piece of writing.

Fellowships are competitive, and individual reviewers may be looking at hundreds of applications at a time. Anything that captures a reader’s attention and makes you stick out in the pile can make a real difference, so include a strong “hook.”

Show creativity

The personal statement is not just a story about your trajectory, but a place to show your creativity. Craft the statement so that the reviewers see you as an individual and not just another applicant in the pile. For example, you can start with a story of how you became interested in science (avoiding clichés, of course) or give an example of an obstacle you had to overcome.

Share your personal experience & goals

Synthesize several of the following in your statement. Choose your topics based based on their relevance to the fellowship’s goals, your research, and your career path:

• Your life experience
• Your personal history
• Your family background
• The education and cultural opportunities (or lack of, if there is a desire to learn more) to which you have been exposed
• Major influences to your intellectual development
• Your career goals
• How you plan to use the skills you will develop while supported by the fellowship

Every word counts, and how the statement is organized and how you use the limited space is often part of the review criteria.

Reference the fellowship’s mission

If the fellowship is looking for applicants that can achieve stated goals or live by certain ideals, address these in the personal statement. For example, the NSF GRFP’s two-part criteria states that their applicants and their research are of intellectual merit and will make a broader impact on society.

Tie it all together

A fellowship application is not a collection of individual documents. It is an application package, so everything should be tied together.

The personal statement should demonstrate that you are organized, strategic, and have a clear thought process, showing that you are qualified to carry out the work in your research proposal.

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More Personalized Help

Don't know what to write in your personal statement? Ask a mentor for advice! Your mentor can share how they wrote a personal statement and tips and tricks to get admissions committees to like you. Mentors can also help you edit a draft of a personal statement.

Personal Statement

Unlike undergrad applications, the Statement of Purpose (SOP from here on) is meant to be more "professional" than "personal". The purpose of SOP is literally to state your purpose for joining a program: what kinds of math are you interested in? Do you have experiences (research, reading UROPs, classes) in the areas of math you are hoping to pursue? Why are you applying to this specific program, e.g. are there (tenured) professors doing active research in the things you are interested in? In other words, your goal is to convince the professors reading your SOP that the program is a good match for you in terms of your research interests, and to sneak in relevant experiences you have to prove that you can survive (and succeed in) the program.

While there is no "best" template for SOP, there are things that you definitely should avoid. For instance, it is not a good idea to try too hard to impress, especially by writing about mathematical ideas that you don't understand fully. The professors are agile at catching those. It is also generally not a good idea to state that you are only interested in working with one particular professor in the program, unless this is what you really intend to convey. That one professor might not be taking students and your interest might change, so it would make you seem a "riskier" candidate .

Have questions about applying? Please check our FAQ page  before emailing us at [email protected] . We partner with Harvard Economics to connect prospective students from underrepresented groups with graduate student mentors. Details of this Application Assistance and Mentoring Program are available below.

Application requirements

The application to our doctoral program is open annually from September 15-December 15 for admission the following September. The application for September 2024 admission is now closed.

Your application is considered complete when you have successfully submitted the following requirements by the December 15 application deadline:

• Online application
• $75 application fee
• Scanned copy of college transcripts
• Three letters of recommendation
• TOEFL, IELTS, or Cambridge English Qualification (C1 & C2) test score (any one) for international students whose native language is not English
• The GRE is required as part of applications for the 2025-2026 cycle (for September 2025 admission)

To request a fee waiver, please complete MIT's application fee waiver form . You should carefully review the eligibility criteria prior to applying. A representative from MIT’s Office of Graduate Education will be in touch about the outcome of your request.

Transcripts

Please upload one copy of each transcript from all universities you have attended. If you're admitted to the program, we'll require you to have an official copy of your transcript(s) sent to us from the university's registrar. Your transcript will be verified upon receipt and any discrepancy between the transcript you uploaded and the official transcript will result in a withdrawal of our offer of admission.

Letters of recommendation

Letters must be submitted/uploaded by the letter writers by December 15. Please send the email request to your letter writers via the 'Letter Status' section in your application.

TOEFL, IELTS, or Cambridge English Qualification scores

International students whose first language is not English are required to submit   English language proficiency test scores unless they are a US citizen or permanent resident. The department will also waive the requirement for international non-native speakers of English who have spent three or more years studying in an accredited school or university where English is the language of instruction.  (Please note: verification of the institution’s language of instruction may be requested.)

We accept the following test scores:

• Cambridge English C1 Advanced
• Cambridge English C2 Proficiency

If you meet the criteria for a waiver, you can make a request to waive the English proficiency exam requirement on the online application, under the "test scores" section.

TOEFL, IELTS, and Cambridge English Qualification scores are valid or accepted for two years. Scores that expire while an application is under review will be considered valid.

Submitting your scores

Your online application will prompt you to attach a scanned copy of your test scores. Your scores must also be sent directly to MIT from ETS, IELTS, or Cambridge. MIT's school code for the TOEFL is 3514. The TOEFL code for the Department of Economics is 84. IELTS and Cambridge do not require a code. Please enter "Massachusetts Institute of Technology- Graduate Admissions."

Official scores must be received from ETS, IELTS, or Cambridge by December 15. Please take your proficiency exam of choice by November 30 to allow for proper reporting time. If your score report arrives shortly after the deadline, it will be accepted, but your application may not be reviewed until your scores are received.

Minimum score requirements

The minimum requirement for the TOEFL is PBT: 600, iBT: 100. The minimum requirement for the IELTS is 7.  The minimum requirement for the Cambridge English Qualifications is a CEFR score of 185.

Your online application will give you the option to attach a scanned copy of your test scores or a screenshot of the scores from the ETS website. You can also send a score report directly to MIT from ETS. MIT's school code for the GRE is 3514. The code for the Department of Economics is 1801.

To allow for your scores to arrive by the application deadline, you should take the GRE by November 30 to allow for reporting time.

Personal statement (optional)

We encourage applicants to include a statement of objectives/personal statement with their application, though it is not required. The statement is an opportunity to explain what makes you a good candidate for the program. You should describe why you wish to attend graduate school, what you would like to study, and any research experience. Describe one or more accomplishments you are particularly proud of that suggest that you will succeed in your chosen area of research. You can also share any unique perspective or life experience that would contribute to the program.   Statements are typically two single-spaced pages.

Application Assistance and Mentoring Program

Many students interested in an economics PhD experience disparate degrees of support in the application process. The Application Assistance and Mentoring Program (AAMP) aims to mitigate these gaps by helping students from underrepresented groups connect with a graduate student mentor in MIT or Harvard’s PhD economics programs.

Mentors can provide:

• Advice on graduate school and fellowship applications, including questions about the application process and feedback on application materials.
• Information about economics research, life as a PhD student or in an academic career, for students who are deciding whether a PhD in economics is the right choice for them.

The AAMP aims to increase the pipeline of diverse talent in economics PhD programs and welcomes participation from all groups underrepresented in economics, including but not limited to: Black, Hispanic-Latinx, Native American, low-income, and LGBTQ+ students, women, students with disabilities, and students who are the first in their families to go to college. The AAMP welcomes participation among students at various stages of their economics studies, including undergraduates and college graduates. The AAMP is open to students who are curious about the academic economics experience and interested in figuring out if it’s right for them. 

Interested participants should fill out the application linked below. We will accept applications until July 17, 2023. Mentorship will begin over the summer and continue through Fall 2023. Mentees who prefer to meet for a single “coffee chat” may indicate their preference on the form. We will do our best to match all interested applicants with a mentor; however, demand may exceed the availability of mentors.

Please note that the MIT / Harvard Economics AAMP is a volunteer-based, student-run program. This program is not considered part of the admissions process for the Economics PhD at MIT or Harvard, nor will any student's participation in the AAMP be considered by the Graduate Admissions Committee at either school.

Please direct any questions to [email protected] . To join the program, please click the link below to fill out the form.

Click here for the application form If you are a faculty, program advisor/coordinator, or student interested in being notified when 2024-2025 AAMP applications open, please fill out this form .

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Application Process

Applying to graduate school.

During the active admissions cycle you must submit your application via the Online Application . Applications for Fall 2024 admissions are now closed. Applications for Fall 2025 will open on September 15, 2024 and the application deadline is December 1, 2024. Please see below for helpful information about our application requirements. Since offers of admission are made continuously after the application deadline, all of your materials must be submitted by the application deadline. This includes letters of recommendation and all official test scores.

Note: Many questions are answered in our Frequently Asked Questions ( FAQ ) section. Prior to contacting the MIT Department of Chemistry ( [email protected] ), please take the time to review our FAQ page.

Requests for fee waivers are coordinated centrally by the Office of Graduate Education. For further information, including the eligibility requirements for fee waivers, please visit the Application Fee Waiver section of their web site. The waiver request must be submitted at least five business days before the December 1st application deadline.  The Department of Chemistry can only waive the $75 application fee for international applicants if they have already applied and paid an application fee for another PhD program at MIT in the same admission cycle. All other inquires about fee waivers should be directed to the Office of Graduate Education.

For more detailed information regarding the cost of attendance, including specific costs for tuition and fees, books and supplies, housing and food as well as transportation, please visit the Student Financial Services (SFS) website .

The Department of Chemistry does not provide application updates via email. All updates will be posted in the application portal.

Completing and Submitting the Application: Information for all applicants

Faculty of interest, transcripts, required tests, education and work history, statement of objectives.

The recommended length for the Statement of Objectives is 1000-1500 words.

Personal Statement

The MIT Chemistry Department is a community comprised of individuals from a diverse variety of backgrounds. We are interested in learning more about you as a person and how your background and experiences motivate you to make positive contributions to your community. There are no requirements for what to include; some possible prompts are below:

• The MIT Chemistry Department has four core community values. These are respect, well-being, inclusivity, and integrity. Please identify one of these values that is important to you and explain why.
• Describe your experience with resilience and/or perseverance. Give an example of a time in which you faced failure, a significant roadblock in making steady progress towards a goal. Describe how you approach this situation. What did you learn from this experience? How has this experience shaped the way you approach challenges today?
• Describe a meaningful teaching or mentorship experience you have had and what you learned from that experience. What do you like most about teaching others? What are the biggest challenges you anticipate in serving as a teaching assistant to MIT undergraduates?
• If there are any other factors concerning your prior academic, research, or work experience that you would like the Admissions Committee to be aware of, please describe them.

Financial Support

Recommendation writers, admissions interviews, application fee, additional information for international applicants, ielts/toefl exam, transcript(s), chemistry application mentor program.

CAMP is a volunteer-based, student-run program that provides assistance to Chemistry Applicants. CAMP is intended to assist applicants from disadvantaged backgrounds – including but not limited to: groups underrepresented in the STEM field, first generation PhD applicants, and applicants from non-traditional academic backgrounds. CAMP Applications for the Fall 2024 admissions cycle are closed. 

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See also the MIT EECS Comm Lab’s advice on how to write a Graduate School Statement of Purpose .

Hal Abelson

I’m looking for leadership and initiative. My group has a large number of undergraduate students and I look to our grad students to be role models and leaders. Compelling application essays should talk about actual accomplishments: applications you’ve created that others are using, technical organizations you’ve started or where you play a major role. There of course needs to be a track record of academic excellence. But the centerpiece of my group is empowering people of all ages through technology, as users and creators. That passion should come through in the essay–and it’s even better if there’s a track record to point to.

Karl Berggren

An application essay provides a number of useful information points when I’m reading a candidate’s application. I’m mostly looking to see if the person can communicate clearly. Second, I’m trying to find out a bit about the person, especially their personality and motivation, and how they think about science and engineering. Finally, I’m interested in learning a bit about what circumstances have shaped the candidate’s life. This is the place where I want to know if someone has faced exceptional challenges or took advantage of a unique opportunity to do something special. Because of the importance of writing in an academic environment, I’m looking to see if there is structure to the essay, and if paragraphs are well formed. For me, the essay is really not usually the main compelling reason to admit a student, but an essay that is over the top, or is poorly written or poorly structured, sometimes puts me off a candidate who otherwise would be a possible admit.

Adam Chlipala

I think it’s useful to think of PhD applications as more like job applications than earlier educational applications. You are applying to be an apprentice researcher, and thus concrete research experience (attested to by knowledgeable supervisors in letters) is most useful to give evidence that you will succeed. Then the specifics vary by research area. I’m looking for specific technical skills and bigger-picture direction-setting skills. In my area, the former are a mix of software/hardware implementation at a decently large scale and comfort with rigorous math and logic. The latter come down to finding ways that computer systems are developed ineffectively today, and thinking up ways we could change the development tools–ideally applicants can point to cases where they were the ones driving that brainstorming, not just implementing ideas coming from supervisors. Giving some examples of project directions you want to explore is helpful both for showing that kind of initiative, and for helping potential advisors gauge fit with their own interests. However, don’t worry that anyone will hold you to working on any of the specific ideas you list!

Frédo Durand:

Mostly two things:

1/ Can the applicant think and write deeply and intelligently about state-of-the-art technical issues?

2/ What kind of technical area (very broadly speaking) are they interested in?

One challenge for applicants is that the two answers sometimes conflict: the first question requires narrowness, but you probably want to show you’re interested in a broader set of topics to maximize the number of faculty members who feel they may want to work with you. So, I usually advise students not to restrict their essay to their past research, but have a paragraph or two at the end or beginning to list the areas that appeal to them. Ideally, the letter would give me a sense of how they attack an open problem, through the example of past projects (ideally research projects).

Regarding recommendation letters, I want to read about a candidate’s potential to do research. The most insightful letters are from people who have supervised you on a research project, or on a project that involves a fair amount of independence and creativity. I find letters from people who only know a candidate in a class context less useful, unless the student has done a particularly remarkable project. Letters from mentors in industry can be useful, especially if they do or have done research. However, not all applicants (including successful ones) have three letters that are equally thorough, and it’s quite common to have 1 or 2 letters from people who really know you well from a research perspective, and 1 or 2 that are a little more superficial.

Polina Golland

The essay should focus on your interests and look to the future. Describe what problem you would like to tackle in the future and approaches you might want to take. Even if I disagree with what the applicants write, it is revealing on how they think and gets me interested. Keep the description of your (very impressive) past projects to the minimum, mention them only as support for what you want to do in the future. Your CV, other sections of the applications, and recommendation letters will talk about past projects, and it’s a pity to use your essay to rehash it again.

Piotr Indyk

For me, the most important aspect of the application is the evidence of research skills. In the ideal case, it would take the form of publications/manuscripts describing the research project(s) and results, which I can read and review. Descriptions of research projects in recommendation letters and/or the research statement are less optimal, but also OK. However, it is understandable that not all applicants have the same opportunities to pursue undergraduate research. In such cases, I try to infer from other parts of the applications, such as grades (esp. for relevant technical subjects), recommendation letters and other activities like olympiad participation. Regarding the research statement, I find it to be useful as a broad indicator of applicant research interests, but since interests of many (most?) applicants evolve, I do not put that much weight on it.

Daniel Jackson

When I think about taking on a graduate student, I ask myself: is this a good match? I want to be sure that we’ll enjoy each other’s company and be successful working together. That means you’ll be excited by the kind of work I do, and have a reason to think that working with me will be better for you than working with someone else. The students I tend to gel most with want to reconsider how we design and build software, and like to think deeply (and even a bit philosophically) about the fundamental problems. So I read the statement carefully, looking for someone who thinks clearly and creatively, knows a little bit about what I do, isn’t too distracted by technology or formalism for its own sake, and is eager to pursue big ideas. And if there’s some project you’ve done that shows some promise (especially if one of your letter writers can talk about it), so much the better.

Leslie Kaelbling

For me, the most important thing in an application is the best letter of recommendation, by a large margin. The main research letter should speak to the candidate’s creativity, independence, bravery, and ability to get things done. The other letters usually don’t matter much. I like unusual candidates, and am generally more interested in someone who has done something on their own, or in an unusual place, than someone with a lot of papers who spent four years in a very productive and prominent research group. Most essays are neither a positive nor a negative for the application. The ones I remember and value are ones that I learned something from–essays that are actually interesting to read because they have a strong or novel view or that articulate a clear vision. I also like to get the feeling that the candidate really values research intrinsically–that they are not simply applying to do a PhD because it seems like a good stepping stone to something else, or something that is highly esteemed by others. I don’t worry about a few poor grades, if they have an explanation: early in the student’s career, or during one rough semester, or as the result of exploration. I’d rather see a student with a few Bs or a C, who has taken challenging classes, than someone with a perfect GPA and completely standard undergraduate curriculum. I am completely unimpressed by a student who takes twice the normal course load—they should have been doing research!

David Karger

There are two questions that I ask when I’m looking at an application.

(1) Will this student be interested in working on the kinds of things that excite me?

And (2) do they have the independence and organization necessary to work for a laid back, disorganized advisor like me?

For the first question, I like to hear what specific problems interest you, and why. Not why you’ve loved computer science since you got your first PC at age 4, but why you consider certain specific problems important and interesting, and how you might go about trying to solve them. It certainly doesn’t hurt to have looked at some of the work my group is doing, talk about why it’s interesting to you (not just that it is), and maybe give some thoughts on where it might be interesting to take it further. But hearing your own ideas is wonderful too. You need not have solved them already, although it is great to talk about a problem you have already worked on.

The second question is specific to my advising style. I provide a lot of support and feedback to my students, but I don’t do a lot of management. So it’s important for me to know that a student will take initiative, make choices about what to work on, make decisions about designs and implementations, set their own deadlines and meet them, and come to meetings with ideas and questions to move the work forward. Just claiming this in your statement isn’t particularly meaningful, but I look for signs of it in past work (and recommendation letters).

Manolis Kellis

I’m looking to see several things:

(1) Clarity of thought: this comes through in the essay; the vision they have (for the field, how their works fits in, the broader perspective within, next steps, etc); the way they describe their accomplishments (organization, background, clarity of innovation, are they able to explain the problem, the challenge, the novelty, etc); and, of course, their grades and accomplishments.

(2) Research accomplishment: Show that they can innovate, invent, find problems, frame them, and bring things to completion, writing papers, completing projects, packaging up code, creating tools.

(3) Letters: Evidence of standing out, innovation, novelty, ability to make progress independently, yet team spirit and collaboration.

(4) Technical: Of course, their training, the rigor, the background, grades, competitions, etc.

(5) Passion: Especially for an applied field like genomics/biology/medicine, showing that they truly care about the application area, not just about the algorithms, but that they truly have sought to find something novel in the specific application area that they have chosen, and been able to interpret their results and make conclusions about the applied field.

Stefanie Mueller

For me, the most important is that the applicant can show that they have research experience in my research field. Hiring a PhD student is a 5-6 year commitment, so it is very important for me that the applicant can show me that we will produce exciting research together. When I read an application, I first check if the applicant has publications in my research field on topics related to what my research group works on. After this, I look at the recommendation letter writers and see if they come from faculty in my research field and if they talk about that the applicant can conduct research in my field. Letters from outside my research field are not very useful in determining if the applicant can do research in my area. After this, I read the statement of purpose to see if the applicant has ideas that I would also be excited to work on.

Will Oliver

When I read a graduate student applicant’s research statement, I look to obtain a picture of the student and their research interests. This includes the student’s motivations for research. Who is this person, where did they come from, what sparks their interest in science and engineering, how has that been reflected in their lives and their trajectory? I then look for examples of research experience, broadly defined. This could be an experience as an undergraduate researcher, a summer internship, or even a substantial hobby project (to name a few). I look for tangible outputs from those projects, such as a peer-reviewed publication. I then look for what the student wants to accomplish in graduate school. I appreciate a genuine exposition of intellectual curiosity and enthusiasm in describing these goals. While this approach naturally leads to some specificity in research topics, I also look for some flexibility and breadth. For example, even if the student has one top-choice topic or group, it is a good idea to articulate other (often related) areas that would also be of interest.

Al Oppenheim

A long time ago one of my graduate students asked me what I look for in choosing the students to work with. My quick and somewhat playful answer was that I have four criteria: intelligent, creative out of the box thinker, enjoyable to interact with, and coachable. From applications on paper and without personally meeting the applicant, it’s often hard to assess these and particularly the second, third, and fourth. An approximation to the first can be based somewhat on the transcript. The other three, perhaps mostly from the reference letters and personal statement and when possible personal interaction. The two areas in which applications are often weak are in the choice of references and the lack of detail in the reference letters, and in the crafting of the personal statement. In writing the personal statement I’ve typically advised potential applicants to use it as an opportunity to truly show their motivations, goals and personality, rather than trying to pattern match to what they think readers will give high marks to. If the personal statement is genuine and honest, it shows. And if it isn’t, it also shows.

Gerald Jay Sussman

The problem is that we have too many “excellent” applicants, most of whom would do fine in our graduate program. Most would do good, publishable, but incremental research. We accept plenty of those excellent people. But I am looking for the candidates that could break a paradigm and open up a new field of research.

So what I look for in an application is evidence that the candidate has an unusual perspective, perhaps in conflict with the conventional wisdom of the field. I am open to considering crackpots, but I also look for evidence of technical skill and clarity of thought and expression that separates the interesting characters from crackpots.

Additionally, the most persuasive information in an application is reference letters from previous supervisors or teachers who attest to the skill and creativity of the applicant.

George Verghese

Most of my reading of graduate folders necessarily happens at the initial stage of evaluations, when I’m looking for applicants who seem like they would thrive in, and contribute strongly to, our department or a broad research area within it. The application folders that emerge from this reading then get passed on to other faculty for more focused evaluation. So at the initial stage I am not necessarily looking for a good match to my personal research interests or style; that can come later, when I look at short-listed folders, perhaps sent my way by other faculty who think I might want to take a look.

For the initial reading, I first examine the applicant’s academic record, to be reassured that they will be able to handle at least the course work in our graduate program. A few blemishes in early years may be fine, but anything less than a strong overall academic record is likely to be a non-starter (though I will read quickly all the way through the application, feeling I owe at least that much to a hopeful applicant who has paid their application fee!).

I then look for tangible, documented outcomes of activities that go beyond standard academic efforts, whether unusual and independent projects (not standard lab projects in a class), or in research or internships. An important part of the substantiation is in the letters of reference, which have to reflect genuine, specific, modulated knowledge of the applicant and their work, and corresponding enthusiasm. A letter that sounds generic, though filled with superlatives and rating the candidate as Truly Exceptional, will not count for much. I want to know that the letter writers see stellar achievement (in academics and beyond) and potential, based on the specifics of their interaction with and knowledge of the applicant.

Finally, I turn to the student’s statement to get a sense of their voice, how they see and present themselves and their accomplishments, and what they’re looking to find in/with their graduate work. A well-crafted statement that comes across as mature, genuine, and reasonably aware of the field in which they hope to concentrate counts for a lot.

Ryan Williams

When reading a grad school application, I focus on several things. The first (obvious) thing is whether my interests align well with the applicant. This doesn’t necessarily mean that the applicant is working on the same exact problems as me; it means that I try to understand their taste in problems and topics, and how this fits with what we study in my research group. Another important thing is independence (in research, thought, etc): we get many applications from many talented students from all over the world, but we don’t see too many who showed a significant degree of independence in their thought and behavior, different from those around them (including their mentors). This can come out in the statement of purpose, but often more so in the letters. “Independence” can have various interpretations, and I’m deliberately leaving the term somewhat vague, because I think any of those interpretations can be important. Another important thing is the quality of their communication, especially their writing. I always read the statements of purpose carefully, as well as any writing samples the applicant has provided. Of course, letters of recommendation which attest to all of these qualities are also very helpful.

Graduate School Personal Statement

Criteria for success.

• Your personal statement convinces a faculty committee that you are qualified for their program.
• It convinces them that you are a good fit for their program’s focus and goals.
• You show a select group of skills and experiences that convey your scientific accomplishments and interests.
• Your experiences are concrete and quantitative.
• Your personal statement is no more than 2 pages.

Structure Diagram

The graduate school personal statement tells your story and demonstrates that you are a good match for a particular department or program. Matching goes both ways: they should be interested in you, and you should be interested in them. Your personal statement should make this match clear.

Analyze Your Audience

Your personal statement will be read by a graduate committee, a handful of faculty from your program. They’re trying to determine if you will be a successful graduate student in their department, a positive force in the department’s intellectual life, and a successful scientist after you graduate. They are therefore interested in your qualifications as a researcher, your career goals, and how your personality matches their labs and department.

The graduate committee probably reads hundreds of applications a year. To make it easy for them to figure out that you are a good fit, make direct, concrete statements about your accomplishments and qualifications. To make it easy for them to remember you, create a narrative that “brands” you.

Create a personal narrative

PhD programs invest in the professional and scientific growth of their students. Get the committee excited about investing in you by opening your essay with a brief portrait of what drives you as a scientist. What research directions are you passionate about, and why? What do you picture yourself doing in 10 years?

Close your essay with a 2-3 sentence discussion of your career interests. No one will hold you to this; this just helps your committee visualize your potential trajectory.

Describe your experiences

Experiences are the “what” of your essay. What experiences led you to develop your skill set and passions? Where have you demonstrated accomplishment, leadership, and collaboration? Include research, teaching, and relevant extracurriculars. State concrete achievements and outcomes like awards, discoveries, or publications.

Quantify your experiences to show concrete impact. How many people were on your team? How many protocols did you develop? How many people were in competition for an award? As a TA, how often did you meet with your students?

Describe actions, not just changes in your internal mental or emotional state. A personal statement is a way to make a narrative out of your CV. It is not a diary entry.

Explain the meaning of your experiences

Meaning is the “why” or “so what” of the document. Why was this experience important to your growth as a scientist? What does it say about your abilities and potential? It feels obvious to you, but you need to be explicit with your audience. Your descriptions of meaning should also act as transition statements between experiences: try to “wrap” meaning around your experiences.

Demonstrate match to your target program

Demonstrate an understanding of the program to which you’re applying and about how you will be successful in that program. To do this:

• Read the program’s website. See what language they use to describe themselves, and echo that language in your essay. For example, MIT Biological Engineering’s website lists the department’s three objectives.
• Get in contact with faculty (or students) in your target program. If you have had a positive discussion with someone at the department, describe how those interactions made you think that you and the department may be well-matched.
• State which professors in the program you would plan to work with. Show how their research areas align with your background and your goals. You can even describe potential research directions or projects.

Resources and Annotated Examples

Annotated example 1.

These are selected sections from the personal statement that an MIT BE graduate student wrote in their successful application to MIT BE. 675 KB

Annotated Example 2

This is the personal statement from an MIT BE graduate student’s successful application to the MIT BE program. 11 MB

Sample Personal Statement Finance (MIT Sloan)

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field | personal statements samples by university.

Here is the personal statement of an applicant who got admitted to MIT Sloan’s  Masters in Finance program . For personal statement, Sloan poses several questions to applicants, which the admissions committee expects to be answered in an essay form. MIT provides these personal statement prompts to encourage students to self-reflect and then to share their insights with the program. 

The following essays are an example of a compelling story and reflect the original voice and personality of the applicant. Get inspiration from them and try to incorporate their strengths into your own personal statement.

In this Article

Personal Statement Prompt 1

Personal statement prompt 2, personal statement prompt 3.

Please discuss past academic and professional experiences and accomplishments that will help you succeed in the Master of Finance program. Include achievements in finance, math, statistics, and computer sciences, as applicable. 

As an ardent finance student, I have always sought opportunities to develop a solid grounding in the subject.

During my undergraduate, I successfully co-founded a philanthropic long/short Impact Investment Hedge Fund, “Australian Students Asset Management” (ASAM). The fund secured firms like Goldman Sachs to provide pro-bono services and mentorship. In addition, I developed a proprietary ESG algorithm to identify investment opportunities per our social development mandate. As a result, our investments have consistently outperformed our benchmark. Furthermore, I attended two courses at LSE on Alternative Investments and Financial Risk with “A” grades. This involved in-depth exploration of topics like Monte Carlo, Bootstrapping, Financial Modelling and Stratification.

As an Associate at PwC, I created PwC’s first fully automated valuation process. This consisted of using industry-specific valuation templates using Python and VBA for data scraping. This solution saw significant savings for the firm and is now used by PwC throughout the world.

As an analyst with Barclays Capital, a Global Quantitative Hedge Fund, I gained exposure to arbitrage trading strategies by implementing statistical principles like mean reversion, volatility trends and co-integration in Python. This helped me develop successful trading algorithms yielding a highly desirable annualized return of 33%.

Describe your short-term and long-term professional goals. How will our MFin degree help you achieve these goals?

My short-term goal is to return to Australia and establish my own quantitative “for-profit” hedge fund. I will utilize my previous experience co-founding the philanthropic hedge fund, ASAM, to that effect. My long-term goal is to expand this hedge fund’s operations overseas and invest in the North American markets, as they present significant growth opportunities.

At MIT, I am eager to research the implications of current trends in institutional capital flows. This detailed exploration will enhance my understanding of the potential risks of passive investing and provide an edge in building trust with future investors.

As an Analyst at Barclays Capital, I developed event-driven and relative-value trading algorithms using Python. With the MFin, I will create an advanced, intuitive approach to data science problems, enabling the manipulation of alternative data sets to automate trading decisions and executions. The Advanced Analytics and Data Science courses and Analytics Certificate are especially exciting as they will allow me to understand shallow models and train deep neural networks in an economic context. I also hope to improve my technical skills around asset pricing and general dimension reduction techniques and ensemble methods which are critical to forming accurately priced derivatives.

Please share personal qualities that will enable you to contribute to the advancement of our mission.

THE MISSION

The mission of the MIT Sloan School of Management is to develop principled, innovative leaders who improve the world and generate ideas that advance management practice.

I believe success as a Leader requires one to have a passion for taking the initiative, thinking outside the box and persevering in adversity.

These traits have always been integral to my personal and professional pursuits, including my recent experience as a special education teacher in San Pedro, a rural village in Costa Rica. I was required to develop creative methods to overcome the language barrier and constructed visual aids from cardboard pieces to make block numbers. In addition, the school had a dire need for wheelchairs, so I devised a cost-effective design to repurpose old bicycles into wheelchairs that we implemented as a team. My commitment to improving the world through innovation will allow me to contribute actively to MIT’s mission.

Furthermore, my extensive involvement in boxing has enabled me to develop perseverance and increased focus in facing challenges. My first loss was devastating, and I considered giving up the sport, as my goal had been to maintain a perfect record. Ultimately, increasing training intensity, dance classes and the strong support from my team allowed me to win my next match and achieve the Most Improved Fighter award by the Sydney Boxing League.

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Advisor Corner: Crafting Your Personal Statement

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Being able to articulate an answer to the question “why medicine?” is critical for an applicant as they apply to medical school. One of the first opportunities for an applicant to convey this message to admissions officers is through their personal comments essay in the AMCAS application. We asked three pre-health advisors how they advise their students to put their best self forward when crafting their personal statements.

By Kate Fukawa-Connelly

MIT Office of the President

• Writing & Speeches

Video transcript: MIT Community Message from President Kornbluth

View the video.

Hello, everyone.

As you surely know, campus communities across the country are struggling to cope with strongly contending views on the war in the Middle East – and MIT is too. 

So I want to let you know what I see here, and what I believe is at a stake.

Last Sunday night, 30 or so students set up around 15 tents on the Kresge lawn. They also put up signs – some deeply critical of Israel, some expressing their support for the Palestinian people and their demands that MIT cut research ties with Israel. They have repeatedly stated their commitment to these views. 

From the start, this encampment has been a clear violation of our procedures for registering and reserving space for campus demonstrations – rules that are independent of content – rules that help make sure that everyone can have freedom of speech.

Over the course of the week, several more tents have been added. The students have sometimes been noisy – but the situation has so far been peaceful. For instance, after the first day, the demonstrators agreed not make noise after 7:30 pm, as students across campus are focused on end-of-semester assignments. 

That said, there have been rallies that include bullhorns and loud chanting. Some of these chants are heard by members of our community as calling for the elimination of the state of Israel. More pointed chants have been added that I find quite disturbing.

I believe these chants are protected speech, under our principles of free expression.   But as I’ve said many times, there’s a distinction between what we can say ­– what we have a right to say – and what we should say as members of one community. 

But this is what makes this situation different from past protest movements, and uniquely difficult: t he fact of two opposing groups on campus, both grieving, – and both painfully at odds with each another. These opposing allegiances extend to faculty and staff as well.

As you’d expect, to avoid any further escalation, we’re working closely and constantly with our Student Life team, the faculty members who are advising the students, and our own campus police. Out of an abundance of caution, at my direction, the MITPD is on the scene 24 hours a day. 

The situation is not static, of course, but that’s the current picture. I and other senior leaders have also spent hours in intense meetings with people across a broad range of views. We’ve received scores of messages from students, alumni, parents, faculty, and staff. 

We are being pressed to take sides – and we’re being accused of taking sides. We’ve been told that the encampment must be torn down immediately, and that it must be allowed to stay; that discipline is not the answer, and that it is the only answer. 

I can only describe the range of views as irreconcilable. 

Under the circumstances, what I must continue to do, here on our campus, is to take every step in my power to protect the physical safety of our community – and to strive to make sure everyone at MIT feels free to do the work they came here for.

In support of that goal, I want to be clear about certain aspects of how we operate at MIT, and about guardrails that will allow us to live together.

• First: I appreciate very much that the situation has so far been peaceful. But this has not been the case at several schools across the country where different groups have clashed.  To be clear to everyone concerned: violence and threats of violence on our campus are utterly unacceptable. Anyone who breaks that trust should expect serious consequences.
• Second: Rules have already been broken. Those who break our rules – including rules around the time, place and manner of protest – will face disciplinary action.
• Third: I am not going to compromise the academic freedom of our faculty, in any field of study. Our faculty represent a wide range of viewpoints that are appropriately expressed in a university dedicated to broadening our students’ minds.   And faculty routinely work with colleagues around the world, including in Israel – and all sponsored research on our campus is openly shared, publishable, and freely available to investigators everywhere. 

MIT relies on rigorous processes to ensure that all funded research complies with MIT policies and with US law. Within those standards, MIT faculty have the fundamental academic freedom to pursue funding for research of interest in their fields. 

In an open academic community, it is certainly acceptable to ask questions about someone’s research and funding sources. But that should never rise to the level of intimidation or harassment.

• Fourth and finally, I want to speak directly about the encampment. 

We have heard the views of our protesting students. The grief and pain over the terrible loss of life and suffering in Gaza are palpable.

Out of respect for the principles of free expression, we have not interfered with the encampment.

But it is creating a potential magnet for disruptive outside protestors. 

It is commandeering space that was properly reserved by other members of our community. 

And keeping the encampment safe and secure for this set of students is diverting hundreds of staff hours, around the clock, away from other essential duties. 

We have a responsibility to the entire MIT community – and it is not possible to safely sustain this level of effort.

We are open to further discussion about the means of ending the encampment.   

But this particular form of expression needs to end soon.