learning activity 4 evidence writing my personal statement

Academic Personal Statement Guide + Examples for 2024

You have a bright future ahead of you in academia and you’ve already found the program of your dreams.

The only problem? 

You have to write an impressive academic personal statement that sets you apart from a sea of applicants.

We know that writing about yourself might not come naturally. And when the academic program you have your sights set on is on the line, it doesn’t make it any easier.

But there’s no need to worry!

We’ve prepared this guide to help you write your academic personal statement and secure your spot in your program of choice.

In this article, we’re going to cover:

• What Is An Academic Personal Statement?
• 7 Steps to Writing the Best Academic Personal Statement
• An Example of a Stellar Academic Personal Statement

Let’s dive in.

You’ll need an academic CV alongside your personal statement. Create one with ease with Novorésumé !

What Is an Academic Personal Statement?

A personal statement is an essential part of the academic application process.

Much like a motivation letter , your academic personal statement serves to demonstrate why you’re the right candidate for the course and sell yourself as a capable student.

Your goal is to show the admissions committee that they’ll benefit from having you in their university as much as you’ll benefit from joining the program.

Academic Vs CV Personal Statement

The term ‘personal statement’ can mean different things depending on your field.

In the world of job hunting, a personal statement usually refers to a few sentences that go at the top of your CV . This paragraph is meant to convey your top skills, relevant experiences, and professional goals to a hiring manager from the get-go and increase your chances of getting an interview.

However, in the world of academia, a personal statement refers to a more in-depth description of you as a candidate. 

In a nutshell, an academic personal statement shows the admissions committee your academic achievements so far, as well as what motivated you to apply and pursue this position.

Personal statements are also often required when applying for certain jobs, much like writing a cover letter . If you’re looking at a position as a faculty member in a university or other academic institution, for example, you might be asked to provide an academic personal statement.

7 Steps to Write an Academic Personal Statement

Preparation is the key to success and this is exactly where our guide comes in handy.

So just follow these steps and you’re sure to secure your spot:

#1. Read the Brief (Carefully!)

Academic personal statements aren’t necessarily a one-size-fits-all piece of writing. 

Typically, every institution has its specific requirements on what candidates should include in their academic personal statement.

To make sure you’re on the right track with your academic personal statement, read the brief carefully. Consider taking notes and highlighting important points from your program’s brief as you go through it.

Pay attention to any specific question the university wants you to answer. If you don’t address everything the admissions board expects, your personal statement will look sloppy and you’ll be considered an inattentive candidate.

Be sure to re-read the brief after you’ve finished writing your academic personal statement, too. This way you can make sure you’ve answered everything adequately and you’ll have the opportunity to correct any slips.

#2. Research the Program

Make sure you do your homework on the academic program you’re applying to.

You can’t write a good academic personal statement without research, let alone a great one. Much like researching your employer , taking the time to learn more about your desired school and personalizing your application can make a huge difference.

For example, you can dive into how your values align with that of the school you’re applying to, and how your experience and interests relate to specific things about the program. The more you focus on how you’re the right fit for this specific position, in this specific program – the better.

Carefully read through the school and program’s official pages since everything you would need to know is probably on the school’s official website. You can also ask current and former students for help but remember that whatever they say should never replace official information when crafting your academic personal statement.

#3. Plan Your Statement

An academic personal statement is meant to explain your academic interests and shouldn’t contain irrelevant details about your personal life.

Focus on why you want to study the course you’ve chosen and provide any information about your achievements so far.

Ask yourself the following questions to get the ball rolling on what to write:

• Why do you want to study (or work) in this program? How will it benefit you?
• How do your skills match the position?
• What makes you stand out from other applicants?
• What are your exact career aspirations?
• How can you and your work benefit the institution you’re applying to?
• If you changed fields, how did you decide to apply in this direction?
• What insight can you bring thanks to your different experiences?
• How will this change of field help your future career?

Write down your answer to these questions in the first draft of your academic personal statement.

#4. Look at Example Statements

Don’t hesitate to read other people’s academic personal statements online. They’re a great source of inspiration and can help get rid of any remaining writer’s block.

If you’re struggling to understand how to meet the language and formatting requirements for your academic personal statement, seeing actual examples is the best way to learn.

But be careful – don’t copy any lines you read, no matter how impressive you think they are. 

Most universities run every academic personal statement through intensive plagiarism checking, and even a paraphrased sentence could lead to your application being rejected for plagiarism.

So pay more attention to the overall structure of the academic personal statements you read, rather than copying the exact wording.

#5. Structure the Contents

There should be a cohesive argument that your entire essay follows. Each sentence and paragraph should complement and build on the one that comes before it.

The structure of your personal statement should include:

An intriguing introduction to you as a candidate

The introductory paragraph should grab the admission committee’s attention and keep them engaged.

Here you should be sure to avoid cliches like saying how you’ve “always dreamt” of graduating from this university or of studying this exact program. Instead, give an example of what really influenced you to pursue this dream.

Here’s an example:

• I’ve always loved reading and since I was a child, it’s been my dream to graduate from Oxford University and contribute to the world of literary analysis. That’s why I spent the past year volunteering at my local writers’ society and giving constructive feedback during workshops and book discussions.
• It wasn’t until I failed my first essay assignment in secondary school that I realized the depth that lies beneath each sentence in a given text. I began to delve into the rich layers of literary texts and the intricacies of literary analysis became my passion. Although initially challenging, the depth of understanding that this field offers about human emotions, cultural contexts, and narrative structures enthralled me. I found myself questioning the narrative structures and character motivations that I had previously taken for granted, and I was eager to understand how the subtle and often overlooked elements within a text could have a profound impact on its overall interpretation. This need to fundamentally understand a given author’s work has stayed with me since and led me to pursue literary analysis as a postgraduate student.

An engaging body

The main part of your academic personal statement should detail your interests, experience, and knowledge, and how they make you suitable for the position.

This is where you should expand on your motivation and use the following tips:

• Why this university? Provide strong reasons for your choice, related to your future career or the institution’s reputation.
• Mention your relevant studies and experience. This includes projects, dissertations, essays, or work experience.
• Give evidence of key skills you have, such as research, critical thinking, communication, and time management, and explain how you can contribute to the department with them.
• Say what makes you unique as a candidate and provide an example.
• Explain who have been the main influences who put you on this path and why they’ve influenced you.
• Mention other relevant experiences, such as memberships in clubs related to the subject, awards you might have won, or impressive papers you’ve written.
• Talk about your career aspirations and how the program ties into your goal of achieving them.

Depending on the guidelines of the specific university, you could also divide your academic personal statement’s body with subheadings, such as:

• Academic background
• Research interests
• Methodological approaches
• Research experience
• Personal experience
• Extracurricular activities 
• Relevant skills
• Career aspirations

A logical conclusion

Your academic personal statement needs a conclusion that ends on an enthusiastic note.

Make sure the conclusion reiterates the main points from the body of your text.

Your relevant accomplishments and desire to attend this specific program should be clear to any reader.

#6. Pay Attention to the Language

When writing the first draft of your academic personal statement, pay attention to the language and tone you’re using.

An academic personal statement is also a formal text, so your writing should reflect that. Colloquialisms aren’t appropriate, as they would take away from the well-mannered impression you want to give the admissions committee.

However, you also want your personal statement to be straightforward and avoid any complex jargon from your field of study.

For example, your opening sentence shouldn’t be overly complicated. You should communicate everything as clearly as possible, and be inclusive to those outside of your field of study since they might be on the admissions board that’s reading your academic personal statement.

Make sure that the tone throughout your text is positive and conveys your enthusiasm for the program. Your academic personal statement should show the admissions committee that you really want to be there, and why that’s beneficial to everyone involved.

#7. Proofread Your Statement

This step probably isn’t surprising to you but it’s worth paying attention to.

Your academic personal statement is a very formal document and it should be spotless. 

So, make sure it adheres to academic writing conventions . For example, contractions like “I’m” instead of “I am” are informal, and should be avoided.

Mistakes like these are very common when writing about yourself, particularly when you’re used to describing yourself in informal environments.

Carefully proofread your academic personal statement, then run it through a grammar checker like Grammarly or Quillbot, then proofread it again.

The tiniest grammar mistake or typo could make the admissions board reject your application.

Academic Personal Statement Example

Ever since my first encounter with the enchanting worlds spun by Flaubert, Balzac, and Proust, my intellectual pursuits have gravitated toward French literature. With an undergraduate degree focused on French Language and Literature, I have been fortunate to explore my passions both theoretically and empirically, embedding them within broader themes of cultural theory and comparative literature. It is with great excitement that I apply for the postgraduate research position in the French Literature program at Kent University, with the aim of contributing novel scholarly perspectives to this captivating field.

Academic Background and Research Interests

During my undergraduate studies, I delved deeply into the realms of 19th-century Realism and Naturalism. My senior thesis, which examined the dialectics of morality and social structures in Balzac's "La Comédie Humaine," was not merely an academic exercise; it served as a crucible where my theoretical understandings were rigorously tested. This research experience intensified my interest in the complex interplay between literature and societal norms, a theme I am eager to further explore in my postgraduate work.

Methodological Approaches

My academic approach is fundamentally interdisciplinary. I strongly believe that literature should not be studied in a vacuum; rather, it should be contextualized within historical, sociological, and psychological paradigms. During a semester abroad in Paris, I took courses in cultural anthropology and French history, an enriching experience that complemented my literature-focused studies. This holistic approach will enable me to contribute a multifaceted perspective to the research endeavors at Kent University.

Previous Research and Scholarly Engagements

My scholarly activities have also extended beyond the classroom. Last summer, I participated in an international conference on French Literature and Post-Colonial Theory, presenting a paper on the depictions of colonial landscapes in Dumas' adventure novels. The opportunity to engage with academics from various disciplines provided me with fresh insights and underscored the importance of collaborative research. Further, I've had the honor of having a review article published in the Sheffield Journal of Contemporary Literary Explorations, where I critiqued a groundbreaking new translation of Verne's works.

Extracurricular Contributions and Skills

In addition to my academic achievements, I have sought to enrich my department’s intellectual community. I served as the editor of our departmental journal and organized a series of seminars featuring guest speakers from the worlds of academia and publishing. My strong organizational skills, combined with proficiency in both written and spoken French and English, make me a versatile candidate capable of adding value to the French Literature program’s broader objectives.

To summarize, my deep-rooted passion for French literature, fortified by rigorous academic training and interdisciplinary methodologies, makes me an ideal candidate for the postgraduate research position in your esteemed program. The prospect of contributing to academic discourse at Kent University is an opportunity I find deeply compelling. I am especially excited about the potential for collaborative research and interdisciplinary inquiries, which aligns perfectly with my academic philosophy. I am fully committed to leveraging my skills, experiences, and enthusiasm to make a substantive scholarly contribution to the study of French Literature. Thank you for considering my application; I am keenly looking forward to the possibility of furthering my academic journey in this vibrant intellectual community.

FAQs on Academic Personal Statements

If you’re wondering anything else about academic personal statements, check out the answers to the most frequently asked questions related to them here:

#1. How do you start a personal statement for an academic job?

Applying for an academic job is different from applying for a position as a student. First, you need to establish your qualifications and enthusiasm for the role immediately.

Start by explaining your current status, for example, as a postdoctoral researcher or an experienced member of the faculty, and specify the position you are applying for. Then follow up with your research interests or personal philosophy towards teaching.

You can add a personal anecdote or compelling fact that summarizes your academic journey so far, or your passion for the field. After that, your academic personal statement can go deeper into the qualifications from your academic CV and how you’re a great fit for the position.

#2. How do I introduce myself in an academic personal statement?

The introduction of your academic personal statement is the key to grabbing the attention of the admissions committee.

Start by stating the field or subject that interests you, and why. You can share a specific personal anecdote or observation that led you to this academic pursuit and set the stage for the detailed explanation in your main body.

The goal of your introduction is to give the reader a sense of who you are, what drives you, and why you would be a valuable addition to their department.

#3. Is an academic personal statement like an essay?

Yes, an academic personal statement can be considered a type of essay.

Both essays and academic personal statements are structured forms of writing that are meant to deliver a coherent argument and are divided into an introduction, body, and conclusion. They provide supporting evidence to prove the point and maintain a logical flow to guide the reader to the final conclusion.

However, essays tend to be objective and explore a specific topic or question in depth. Academic personal statements use similar techniques but they present the candidate’s qualifications, experiences, and aspirations in a way that’s meant to persuade the admissions committee.

#4. How long is an academic personal statement?

Typically, an academic personal statement is between 500 and 1000 words long.

The exact length of the text varies depending on the university and program you’re applying to. You should always check the specific requirements for your desired program, and stick to the guidelines you find.

However, if the university you’re applying to doesn’t specify a word count, you should aim for one to two pages.

#5. What do I avoid in an academic personal statement?

Since your personal statement is a crucial part of your academic application, it’s important to avoid any common mistakes.

Make sure the content of your academic personal statement isn’t too generic. Its goal is to give insight into you as an individual, beyond what can be read in your CV . 

You should also avoid cramming too many points in your text. Your academic personal statement should follow a logical flow, and focus on the relevance of what you’re sharing about yourself and how it relates to the academic program you’re pursuing.

Key Takeaways

And that concludes our guide to writing an academic personal statement!

We hope you feel more confident when crafting your application for that academic program or faculty position you have your sights set on.

Now let’s recap what we talked about so far:

• Academic personal statements are very different from CV personal statements. While CV personal statements are brief paragraphs at the top of the page, an academic personal statement is an in-depth text that details why you’re interested in a given position, and what makes you a good candidate.
• The guidelines on academic personal statements vary according to the institution you’re applying to. Read the brief very carefully, and pay attention to what it says about word count and questions your personal statement should answer. Any mistakes here could result in rejection.
• There are differences between applying for a postgraduate program and applying for a faculty position. But in both cases, you should research the exact place you want to apply to and adjust your application accordingly to match the institution’s values.
• Always proofread your academic personal statement before sending it, even if you’re sure there are no errors.

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Many applications for jobs, college, school or university places, require candidates to submit a personal statement.

For some people, this may be the first time that they have ever had to write anything like this, and it can feel like a daunting prospect.

What should you include? What should you not include? And how do you promote yourself without seeming to boast about your achievements?

This page will help you to navigate these potential pitfalls, and create a personal statement to stand out for all the right reasons.

The Purpose of a Personal Statement

A personal statement has one simple purpose: to promote you.

In other words, it should be designed to make your application stand out for all the right reasons. When they read it, the recipient should be saying:

“Wow! We really want this one to come here!”

You do, however, need to be careful not to exaggerate, as this will quickly become clear at interview, and you will not get the job or place that you want.

Before You Start

Check the requirements carefully

There are likely to be some constraints set on your personal statement. For example, you may be asked to keep what you say within a certain number of words or characters, or cover certain issues. Check these requirements carefully both before you start, and when you think you have finished, and make sure that what you do is consistent with them.

Think about what you want to include

Make a list of the things that you really want the person receiving your personal statement to know about you.

You might, for example, want them to know why you want to attend this college, or study this course, or you might want them to know that you have recently been involved in an activity that has really helped you decide what you want to do with your life. List these things, and then check back when you have finished to make sure that you have included them.

You can add to this list as you go if you think of other things that should be included.

What to include in your Personal Statement

There are no hard and fast rules about what exactly you should include, or indeed, exclude.

It will depend on you, and what you are trying to demonstrate in your personal statement.

However, there are some simple rules that you should follow to decide what to include.

1. Show that you know what you are talking about

When you write a covering letter for a job application , you need to show that you understand the nature of the job. When you write a personal statement, you also need to show that you understand what you are applying for .

If it is a university course, demonstrate that you know about the course or subject, and what studying it will involve. If it is a sixth form, show that you are interested in your potential subjects, and the college or school. If a job, show that you understand something about what you will have to do each day, and that you have knowledge of the company or organisation.

2. Say why you want to study the course or do the job.

You may think this is obvious, but the reader does not know. It is worth explaining what makes you interested in the subject or job. You might, for example, say how you first came across the subject, and what interested you, then what you have done to explore it further.

3. Focus on what makes you unique and suitable, and include evidence

The purpose of a personal statement is to make you stand out from the crowd, for all the right reasons. It therefore needs to focus on what makes you unique, and why the employer/school/college/university should select you over and above all the other candidates.

Your personal statement should, therefore, explain what skills you have, and also why they are relevant to the course or job. Always include evidence to back up your assertions about your skills and, wherever possible, use independent witnesses. For example, instead of saying:

‘I have really good communication skills’

You should be saying:

‘I have really good communication skills, honed by a year spent as secretary to the Sixth Form committee and running an events group. Teachers commented that the notes of meetings and messages to others were particularly clear’.

You can include information from all areas of your life: work, home, school, extra studies, and so on, but do make sure it is part of explaining how you are suitable.

4. Make sure that everything you include is relevant

Focus on what you really need to get across, and make sure that is fully covered. Check that everything that you have said is relevant to the task in hand. This may well mean cutting down some of the explanations of what you were doing when you developed that particular skill, but that is better than excluding details of another relevant skill.

Deciding on the Structure of Your Personal Statement

You may be given guidelines on structure. If so, follow them.

If not, it is a good idea to decide on a structure before you start, and stick to it. Rather like an essay, a good broad outline is something like:

• An opening paragraph to explain why you want to attend that school/college/university, and why you want to study that course, or why you think you would be perfect for the job.
• A middle section , which provides all the evidence to back up your opening paragraph, broken down into some sensible order.
• A conclusion , which sums up your statement, and reminds the reader of your perfect fit for the course or job.

Some style rules to follow

Avoid clichés and jargon

A cliché is a word or phrase that is overused in writing. For a personal statement, it might include comments like:

“I have always wanted to be a lawyer”

“I just want to help people, and that’s why I want to study medicine”

Instead, try to use your own words. Read them out loud, and make sure that you don’t sound like a character in a bad soap opera. There is more about this on our page: Clichés to Avoid .

Draft, draft, and draft again

You will not get it right first time, or possibly even the second. Keep drafting and tweaking until you are sure it is as clear as possible, and says everything that you need. Be prepared to have at least two or three drafts before you are satisfied, and make sure you leave enough time for this before your deadline.

Use plain English and keep it simple

Plain English is always better than using complicated language. Keep it simple, and keep your sentences short. As a rule of thumb, sentences should not be much longer than one line. It is also a good idea to avoid sub-clauses, as these can over-complicate your text.

Reduce, reduce and reduce some more, until you are absolutely certain that you have used no more words than necessary, and the simplest words possible.

If you are not sure about this, have a look at our page on Plain English .

Reading something out loud is a very good way to make sure it is easy to read. If you find you are getting lost in your own sentences, you will need to shorten them, and make them simpler.

When you have finished…

Read it over carefully for any errors or inconsistencies

When you think you have finished, read your personal statement over carefully, and check for spelling and grammatical errors. The spelling and grammar checks in word processing packages are not fully reliable, but they will be a good starting point.

Ask someone else to check it over for you

It is a good idea to ask someone else to read your personal statement over for you as they may spot errors that you have missed, and also bits that are not as clear as they could be.

Check that you have included everything that was on your initial list of ideas

Go back to your initial list of ideas, and make sure that you have included everything.

And finally…

…remember that every personal statement is unique.

It is no good copying someone else’s, or using the same one for several different applications. Of course you will be able to reuse elements of previous versions, especially if you are, for example, applying to several different schools at the same time, or for several jobs. But it needs to be tailored: specific to both you and the situation.

Continue to: Graduate Employability Skills Writing a CV or Resume

See also: Personal Empowerment How to Write a Report 6 Great Skills to Demonstrate in Your University Application

Learning Goals

• Understand the purpose of evidence in support of an argument, opinion, or claim Recognize that evidence comes in different forms (expert opinion, statistics, personal anecdotes, etc.) Recognize eviden

Identifying & Using Evidence in Persuasive Writing

Design Guide - Identifying & Using Evidence in Persuasive Writing

Designers for Learning - Adult Learning Zone

Table of Contents

Project Requirements

Part 1: Lesson Description

Lesson title, learner audience / primary users, educational use, college & career readiness standards (ccrs) alignment, material type, time required for lesson, prior knowledge, required resources, lesson author & license, part 2: lesson, learning objectives, lesson topics, context summary, relevance to practice, key terms and concepts, instructional strategies and activities.

Introduction

Presentation / Modeling / Demonstration

Guided practice.

Application

Part 3: Supplementary Resources & References

Supplementary resources, attribution statements.

The learner audience for this lesson are adults preparing for the GED, specifically the English/Language Arts portion. The lesson introduces “evidence” as a necessary support for claims in a persuasive essay, or argument.  It demonstrates what the relationship between words and ideas in a claim should be to the key ideas in a passage, or passages, cited in support of a claim.  Learners practice using evidence to support a claim about the role of motivation and procrastination in their own lives, then find at least one piece of evidence from an article on that topic.  

Audience is adults who have not finished high school.  Many adult learners have had wrong turns and setbacks moving forward in their lives.  They’ve frequently found little validation in academic settings, which means they’re on their own in terms of motivation.  If they can figure out how to cultivate new habits and mindsets regarding short-term and long-term goals, it should be a big step in the right direction. The psychology topic embedded in this lesson is intended to support their efforts, while also teaching a necessary writing skill. Although learner backgrounds and personal histories vary widely, users’ willingness to work toward a GED sets them apart from peers who never take that step.  Adult learners need to sense respect for their life knowledge and maturity, so scaffolding has to be thoughtfully designed to provide sufficient help, without appearing to condescend.

Curriculum / Instruction

• Level: Adult Education
• Grade Level: E (9-12)
• Subject: English/Language Arts
• Strand: Reading and Writing
• Standard Description: (Reading) CCR Anchor 1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. (Writing) CCR Anchor 9:  Draw evidence from literary or informational texts to support analysis, reflection and research.
• Instructional Material
• Readings and Guided Practice

The purpose of this lesson is for learners to be able to:

• Explain the purpose of evidence in support of an argument, opinion, or claim
• Identify various types of evidence within a document, or other source (i.e., expert opinion, statistics, report, personal anecdote, etc.)
• Identify evidence that is relevant to a claim
• Independently identify, and use, evidence from a document in support of an argument, opinion, or claim
• Designers for Learning
• Adult Education
• Writing, evidence, claims, informational texts
• Ability to read fiction/non-fiction text(s) at a 9th-grade level
• Understanding of how to identify main topics/sub-topics in a text
• Ability to distinguish facts vs. opinions
• Understanding of “argument”, as used in persuasive writing

Internet, in order to access the Open Author  online lesson and web page links.  Alternative:  The ability to download, and/or print articles and worksheet for learner use offline.

• Lesson Author: Sharon Minnoch
• License: Creative Commons CC BY 4.0 license

By the end of this lesson, the learner should be able to:

• Identify evidence (within a document) that is relevant to a specific claim, argument, or opinion
• Explain evidence in own words (paraphrase)
• Describe how evidence effectively supports a stated claim
• Write a short paragraph stating a claim in in their own words, then connect that claim to a quote (from the article provided) to support it using sample phrases.

Key topics covered in this lesson include:

What really helps people change their habits? Learners read: “The Psychological Origins of Procrastination - and How We Can Stop Putting Things Off”.  The article serves, then, as a source of evidence  for what does, or does not work, whichever position matches the claim statement learners devise, based on their own experience.

Writing to persuade others is most effective when the author uses “evidence” from real events (personal stories), quotes experts’ opinions, or statistics, from reliable sources (reputable newspapers/magazines, authors with a background in the field, government/, industry studies and surveys, etc.).  

This lesson serves two purposes:   1) Exploring a topic that helps learners reflect on how well they are able to “drive” their own productivity, and   2) Demonstrating how evidence supports an argument, then providing practice in the use of evidence.

Productivity and self-motivation are important factors for education and career success.  Self-knowledge is a first step in achieving more personal success.  The ability to cite evidence effectively is an important English/Language Arts skill, and part of the CCRS standards and GED test.  It’s also important to work situations.  Examples: a) “x” is not shipping correctly, because “y” information ( evidence ) isn’t being recorded correctly, or b) this report excerpt ( evidence ) explains the desired outcome of “x”.  The ability to successfully explain “evidence of experience, or skill, that matches a job description may mean the difference between being hired, or not.

Argument / Persuasive Writing Evidence Paraphrasing

Time: 2 minutes

Evidence (Definition:   The available body of facts of information indicating whether a belief or proposition is true or valid )

Learners are asked to recall how “evidence” is used in a courtroom to attempt to prove that someone is guilty, or innocent, of a crime.  Suggest they then consider an argument they may have had over politics, the needs of their neighborhood, climate change, or any controversial topic.  Ask whether they felt they could cite good evidence for their “side,” or struggled instead to make a convincing case.  Finally, discuss how the ability to find, understand, and use reliable, relevant evidence can be one of the best ways for a speaker, or writer, to gain respect, and even admiration. 

Time: 1 minute

This lesson is about using evidence found in written documents, like news articles, or other informational text” to support an argument, opinion, or claim.  

Time: 3 minutes

• View a claim statement, with key concepts or phrases highlighted
• View an article excerpt on the topic referenced in the claim
• See evidence/claim relationships highlighted
• View explanations for highlighted portions

Yellow :  These phrases support the claim that the Internet may be “a place to get lost and waste time” for many people.

Blue :  This phrase suggests scientific evidence, with words like brain “triggers” and “reward system”.  It supports the second part of the claim that one may need to use strategies to resist things that trigger something in  one’s brain. Additional activities:

1) Ask students to search the full article for more evidence.     2) Ask students to explain evidence in their own words (paraphrase): "Evidence"  statement above, paraphrased :       Content on the Internet can be very addictive.  It's designed to get our attention, then keep it, by offering     participation that makes our brains happy. 

Time: 20 minutes

Learners are asked to consider how they motivate themselves, avoid procrastination, and act to complete necessary tasks (or, adeversely, have difficulty doing these things).

Learners then:

• Write a sentence describing what they believe enables someone to successfully motivate him or herself, or (alternately) what hinders self-motivation.
• Read:   The Psychological Origins of Procrastination – and How We Can Stop Putting Things Off
• Mark passages they believe provide relevant support to their personal claim.
• Fill out the worksheet “Explain Your Evidence” with:   a) claim statement   b) quoted statement(s)   c) quote in their own words (paraphrase)   d) explanation of why quote supports their claim.

Time: 5 minutes

Instructors / learners compare worksheet responses to a “Citing Evidence” rubric.  Responses should achieve “Excellent” or "Adequate" level.  If not, learners review the lesson.

Application - Extended Time

Using examples from their own lives, students do one or more of the following:   1) Write a reflection on how they might apply the knowledge learned from the article 2) Create a “tip” sheet for peers on avoiding procrastination 3) Use their notes to participate in a discussion with peers about overcoming procrastination/motivation issues.

The articles used as a text for this lesson ( The Psychological Origins of Procrastination, and Psychological Tips for Resisting the Internet's Grip)  were found at:   https://theconversation.com/us , which has many additional articles on these, and other topics.

“Evidence” criteria from Short Response Rubric  and Checklist.   Additional materials for Grade 10 “ELA & Literacy Curriculum” from this draft New York State resource expand on persuasive writing topics.

Berkman, E. (March 1, 2016). Psychological Tips for Resisting the Internet's Grip. Retrieved from: https://theconversation.com/psychological-tips-for-resisting-the-internets-grip-52046

Berkman, E., & Miller-Ziegler, J. (October 7, 2015). The Psychological Origins of Procrastination - and How We Can Stop Putting Things Off.  The Conversation. Retrieved from: https://theconversation.com/the-psychological-origins-of-procrastination-and-how-we-can-stop-putting-things-off-47905

Public Consulting Group. Engage NY (2014). NYS Common Core ELA & Literacy Curriculum. Grade 10, Module 1, Short Response Rubric and Checklist. DRAFT.  Retrieved from: http://www.moboces.org/cms/lib09/NY01914077/Centricity/Domain/31/Grade%2010%20Module%201%20Supporting%20Materials.pdf

 “The Conversation” terms of use statement: “We believe in the free flow of information. We use a   Creative Commons Attribution NoDerivatives  licence, so you can republish our articles for free, online or in print.”

Public Consulting Group. Engage NY: p. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

This course content is offered by Designers for Learning under a CC Attribution  license. Content in this course can be considered under this license unless otherwise noted.         Page

(Design Guide effective March 2, 2016)

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How to Write a Personal Statement for a Scholarship + Examples

What’s covered:, what is the purpose of the scholarship personal statement, what to include in your personal statement, personal statement example: breakdown + analysis, how to make sure your writing is effective.

Either before or after you’ve gotten into your dream school, you’ll have to figure out how to pay for it. For most students, this involves a combination of financial aid, parent contributions, self-contributions, student loans, and scholarships/grants. Because scholarships are money out of someone else’s pocket that you never have to pay back, they are a great place to start!

Scholarships come in two forms: merit-based and need-based. Need-based scholarships are also often called grants. These designations tell you whether an organization looks at your financial situation when deciding about your scholarship.

Additionally, different scholarships fall under different categories based on the mission of the organization or person providing the scholarship’s financing. These missions typically emphasize different things like academic achievement, specific career goals, community service, leadership, family background, skill in the arts, or having overcome hardship. As you select scholarships to apply for and complete your applications, you should keep these missions in mind.

No matter what type of scholarship you are applying for, you will be asked to provide the review committee with standard materials. This includes your transcript, GPA, and resume/extracurriculars, but also, importantly, your personal statement. A scholarship personal statement is a bit different from your normal college essay, so we’ve put together this guide and some examples to help you get started!

The purpose of your personal statement is to help a review committee learn more about your personality, values, goals, and what makes you special. Ultimately, like with your college essays, you are trying to humanize your profile beyond your transcript, GPA, and test scores.

College essays all have one goal in mind (which is why you can apply to multiple schools at once through applications like the Common App or Coalition App): convince admissions officers that you would be a valuable addition to the university environment. The goal of your scholarship personal statement is different and differs more from one scholarship to the next. Rather than convincing various review committees that you are a generally good candidate for extra funding for college, you need to convince each review committee that your values have historically aligned with their organization’s mission and will continue to align with their organization’s mission.

Common missions amongst those who give scholarships include:

• Providing opportunities for students with career ambitions in a particular field
• Helping students who have experienced unexpected hardship
• Supporting students who show outstanding academic achievement
• Funding the arts through investing in young artists with strong technical skill
• Supporting the development of civic-minded community service leaders of the future
• Providing opportunities for historically underrepresented ethnic communities 

If a specific mission like this is outlined on an organization’s website or in the promotional material for its scholarship, the purpose of your personal statement is to show how you exemplify that mission.

Some scholarships ask for your personal statement to be guided by a prompt, while others leave things open for interpretation. When you are provided a prompt, it is obvious what you must do: answer the prompt. When you are not provided a prompt, you want to write a personal statement that is essentially a small-scale autobiography where you position yourself as a good investment. In either case, you should identify a focus or theme for what you are trying to say about yourself so that your application does not get lost in the shuffle.

Prompts include questions like:

• Why do you deserve this scholarship?
• How have you shown your commitment to (leadership/community service/diversity) in your community?
• When did you overcome adversity?
• Why is attending college important to you?

If you are provided a prompt, develop a theme for your response that showcases both your values and your achievements. This will help your essay feel focused and will subsequently help the review committee to remember which candidate you were as they deliberate.

Themes include things like:

• I deserve this community service scholarship because my compassion for intergenerational trauma has inspired me to volunteer with a local after-school program. I didn’t just sympathize. I did something about my sympathy because that’s the type of person I am. Within the program, I have identified avenues for improvement and worked alongside full-time staff to develop new strategies for increasing attendance.
• I overcame adversity when my mother had to have a major surgery two months after giving birth to my younger brother. I was just a kid but was thrown into a situation where I had to raise another kid. It was hard, but I’m the kind of person who tries to grow from hard times and, through my experience taking care of a baby, I learned the importance of listening to body language and nonverbal cues to understand the needs of others (baby and nonbaby, alike).

Without a prompt, clarity can be harder to achieve. That said, it is of the utmost importance that you find a focus. First, think about both your goals and your values.

Types of goals include:

• Career goals
• Goals for personal growth
• The type of friend you want to be
• The change you want to make in the world

Values could include:

• Authenticity
• And many more!

After you write out your goals/values, write out your achievements to see what goals/values you have “proof” of your commitment to. Your essay will ultimately be an exploration of your goal/value, what you have done about your goal/value in the past, and what you aspire to in the future.

You might be tempted to reflect on areas for improvement, but scholarships care about you living out your values. It is not enough to aspire to be exemplary in leadership, community service, or your academic field. For scholarships, you have to already be exemplary.

Finally, keep in mind that the review committee likely already has a copy of your extracurricular activities and involvement. Pick one or two accomplishments, then strive for depth, not breadth as you explore them.

My interest in the field of neuroscience began at a young age.  When I was twelve years old, my sister developed a condition called Pseudotumor Cerebri following multiple concussions during a basketball game.  It took the doctors over six months to make a proper diagnosis, followed by three years of treatment before she recovered.  During this time, my love for neuroscience was sparked as I began to research her condition and, then, other neurocognitive conditions.  Later, my love of neuroscience was amplified when my mother began to suffer from brain-related health issues.  My mother had been a practicing attorney in Dallas for over twenty years.  She was a determined litigator who relentlessly tried difficult cases that changed people’s lives.  Now, she suffers from a cognitive impairment and is no longer able to practice law.  Oftentimes, she has headaches, she gets “cloudy,” her executive functioning slows down, she feels overwhelmed, and she forgets things.  My mother has gone from being the strong, confident, emotional and financial caretaker of our family to needing significant help on a daily basis. Once again, with this illness came a lot of research on my part — research that encouraged me to pursue my dreams of exploring neuroscience.

Due to my experiences with my mother and sister when I was in middle school, I knew that I wanted to make a difference in the field of neuroscience.  I also knew that, to obtain this goal, I needed to maintain superior grades in school while also pursuing opportunities outside of school to further my education.  In school, I was able to maintain superior grades to the point where I am currently valedictorian in a class of 567 students.  In addition, in school, I challenged myself by taking 16 Advanced Placement classes and 19 Honors classes.  Two of the most beneficial classes were AP Capstone Seminar and AP Capstone Research.  AP Capstone Seminar and AP Capstone Research are research-oriented classes where students are given the opportunity to pursue whatever track their research takes them down.  As a junior in AP Capstone Seminar, I researched the effects of harmful pesticide use on the prevalence of Autism Spectrum Disorder (ASD) in children.  This year, as a senior in AP Capstone Research, I am learning about the effects of medical marijuana on the treatment of Multiple Sclerosis (MS).  

Outside of school, I furthered my education through taking advantage of the Duke TiP summer program. Duke TiP is a summer program run by Duke University where students who score extremely well on the SAT as middle schoolers are able to take college classes at different universities throughout the summers of their middle school and high school years.  I took advantage of this opportunity twice.  First, I went to Trinity University in San Antonio to expand my horizons and learn more about debate.  However, once I was done exploring, I decided I wanted to go into neuroscience.  This led me to take an Abnormal Psychology class at Duke University’s West Campus.  This class opened my eyes to the interaction between neuroscience and mental health, mental illness, and personality.  Years later, I am currently continuing my education outside of school as an intern at the University of Texas Dallas Center for Brain Health.  Through this internship, I have been able to see different aspects of neuroscience including brain pattern testing, virtual reality therapy, and longitudinal research studies.  With this background, I have positioned myself to be accepted by top neuroscience programs throughout the nation.  So far, I have been accepted to the neuroscience department of University of Southern California, the University of Virginia, the University of Texas, and Southern Methodist University, as well as the chemistry department at University of North Carolina–Chapel Hill.  

It is with this passion for neuroscience driven by my family and passion for education driven by internal motivation that I will set out to conquer my career objectives.  My educational aspirations consist of acquiring a bachelor’s degree in a biological or health science that would assist me in pursuing a medical career as a neuroscience researcher.  I decided to attain a career as a researcher since my passion has always been assisting others and trying to improve their quality of life.  After obtaining my Masters and my PhD, I plan to become a professor at a prestigious university and continue performing lab research on cognitive disorders.  I am particularly interested in disorders such as Autism Spectrum Disorder (ASD).  In the lab, I hope to find different therapies and medications to help treat the 3.5 million people around the world suffering from ASD.  Furthermore, I want to contribute back to underserved populations that struggle because they do not have as much access to medical assistance as other privileged groups.  As such, I hope to do a part of my research in less developed or developing Spanish-speaking countries. This will also allow me to pursue my love of Spanish while pursuing my love of neuroscience.  I think that following such a career path will provide me the opportunity to learn about the medical needs of the autistic community and improve their quality of health.  Furthermore, I hope to train a new generation of students to strive to research and make comparable discoveries.  Whether it be through virtual reality labs or new drug discoveries, I believe that research leads to innovation which leads to a brighter future. 

This student does a great job of making themself appear competent and dedicated to the field of neuroscience. This is primarily because they provided tangible evidence of how they have pursued their dedication in the past—through their AP Capstone courses, their Abnormal Psychology class at Duke TiP, and their internship at UTD. There is no doubt in the mind of a reader that this student is high-achieving. 

This student also engages successfully with a past-future trajectory, where they end with a vision of how they will continue to use neuroscience in the future. This helps the review committee see what they are investing in and the ways that their money will go to good use.

This student has two major areas for improvement. As we have said, the purpose of a personal statement is for a student to humanize themself to a review committee. This student struggles to depict themself separately from their academic achievements. A solution to this would be for the student to establish a theme towards the beginning of their essay that relates to both their values as a human and their achievements.

At the beginning of the essay, the student explores how their interest in neuroscience began. They explain their interest through the following sentences: “During this time, my love for neuroscience was sparked as I began to research her condition and, then, other neurocognitive conditions” and “Once again, with this illness came a lot of research on my part — research that encouraged me to pursue my dreams of exploring neuroscience.” The student made the great decision to tell the backstory of their interest, but they described their research in very mundane and redundant terms. Instead, they could have focused on their value of intellectual curiosity as a magnetic force that encouraged them to research their mother and sister’s ailments. Curiosity, then, could serve as a value-related thematic throughline to taking AP Capstone classes, taking college courses during the summer that weren’t required, and interning before even graduating high school.

A second area for improvement would be avoiding statistics. As the student identifies their valedictorian status and the number of AP classes they have taken, they might turn away certain personalities on a review committee by appearing braggy. Even further, these statistics are a waste of space. The review committee already has access to this information. These words distract from the major theme of the essay and would have been better used to humanize the student.

Throughout my academic career, I have been an avid scholar, constantly pushing myself towards ambitious goals. I held and continue to hold myself to a high standard, enrolling myself in rigorous curriculum, including Honors and Advanced Placement courses to stretch my mental potential. During my junior year of high school, I took four AP tests, two on the same day, and earned the AP Scholar with Honor Award. Additionally, I received the Letter of Commendation for the PSAT/NMSQT, and qualified for Rotary Top 100 Students both my freshman and senior year, a sign of my commitment to my studies. However, school has not been all about having the best GPA for me; beyond the numbers, I have a deep drive to learn which motivates me to do well academically. I truly enjoy learning new things, whether it be a new essay style or a math theorem. I always give each class my best effort and try my hardest on every assignment. My teachers have noticed this as well, and I have received school Lancer Awards and Student of the Month recognitions as a result. It is a major goal of mine to continue to aspire towards a high level of achievement regarding future educational and occupational endeavors; I plan on continuing this level of dedication throughout my educational career and implementing the skills I have learned and will learn into my college experience and beyond.

This fall, I will begin attending the University of California Los Angeles as an English major. I chose this major because I am fascinated by written language, especially its ability to convey powerful messages and emotions. I also enjoy delving into the works of other authors to analyze specific components of their writing to discover the meaning behind their words. In particular, I cannot wait to begin in-depth literary criticism and learn new stylistic techniques to add more depth to my writing. Furthermore, I recently went to UCLA’s Bruin Day, an event for incoming freshmen, where I was exposed to many different extracurriculars, some of which really piqued my interest. I plan on joining the Writing Success Program, where I can help students receive free writing help, and Mock Trial, where I can debate issues with peers in front of a real judge. The latter, combined with a strong writing background from my undergraduate English studies will be extremely beneficial because I plan to apply to law school after my undergraduate degree. As of now, my career goal is to become a civil rights lawyer, to stand up for those who are discriminated against and protect minority groups to proliferate equality.

As a lawyer, I wish to utilize legislation to ameliorate the plight of the millions of Americans who feel prejudice and help them receive equity in the workplace, society, and so on. Though this seems a daunting task, I feel that my work ethic and past experience will give me the jumpstart I need to establish myself as a successful lawyer and give a voice to those who are often unheard in today’s legal system. I have been a Girl Scout for over a decade and continually participate in community service for the homeless, elderly, veterans, and more. My most recent project was the Gold Award, which I conducted in the Fullerton School District. I facilitated over ten workshops where junior high students taught elementary pupils STEM principles such as density and aerodynamics via creative activities like building aluminum boats and paper airplanes. I also work at Kumon, a tutoring center, where I teach students to advance their academic success. I love my job, and helping students from local schools reach their potential fills me with much pride.

Both being a Girl Scout and working at Kumon have inspired me to help those in need, contributing significantly to my desire to become a lawyer and aid others. My extracurriculars have allowed me to gain a new perspective on both learning and teaching, and have solidified my will to help the less fortunate. In college, I hope to continue to gain knowledge and further develop my leadership skills, amassing qualities that will help me assist others. I plan to join multiple community service clubs, such as UCLA’s local outreach programs that directly aid residents of Los Angeles. I want to help my fellow pupils as well, and plan on volunteering at peer tutoring and peer editing programs on campus. After college, during my career, I want to use legal tactics to assist the underdog and take a chance on those who are often overlooked for opportunities. I wish to represent those that are scared to seek out help or cannot afford it. Rather than battling conflict with additional conflict, I want to implement peaceful but strong, efficient tactics that will help make my state, country, and eventually the world more welcoming to people of all ethnic and socioeconomic backgrounds. These goals are close to my heart and therefore I will be as diligent as I am passionate about them. My perseverance and love for learning and community service drive my ambition in both education and life as a whole, and the drive to make the world a better place is one that I will carry with me for my entire life.

This student emphasizes two values in this essay: hard work and community service. These are values that go together nicely, and definitely make sense with this student’s end goal of becoming a civil rights lawyer! That said, some changes could be made to the way the student presents their values that would make their personal statement more convincing and engaging.

Structurally, instead of using a past-future trajectory, this student starts by explaining their academic achievements, then explains their career goals, then explains their history of community service, then explains their future desires for community service. This structure loses the reader. Instead, the student should have started with either the past or the future. 

This could look like 1) identifying their career goals, 2) explaining that hard work and a commitment to community service are necessary to get there, and 3) explaining that they aren’t worried because of their past commitment to hard work and community service. Or it could look like 1) providing examples of their hard work and community service in the past, then 2) explaining how those values will help them achieve their career goals.

Additionally, like with our other example, this student shows a heavy investment in statistics and spouting off accomplishments. This can be unappealing. Unfortunately, even when the student recognizes that they are doing this, writing “beyond the numbers, I have a deep drive to learn which motivates me to do well academically. I truly enjoy learning new things, whether it be a new essay style or a math theorem,” they continue on to cite their achievements, writing “My teachers have noticed this as well, and I have received school Lancer Awards and Student of the Month recognitions as a result.” They say they are going beyond the numbers, but they don’t go beyond the awards. They don’t look inward. One way to fix this would be to make community service the theme around which the essay operates, supplementing with statistics in ways that advance the image of the student as dedicated to community service.

Finally, this student would be more successful if they varied their sentence structure. While a small-scale autobiography can be good, if organized, every sentence should not begin with ‘I.’ The essay still needs to be engaging or the review committee might stop reading.

Feedback is ultimately any writer’s best source of improvement! To get your personal statement edited for free, use our Peer Review Essay Tool . With this tool, other students can tell you if your scholarship essay is effective and help you improve your essay so that you can have the best chances of gaining those extra funds!

Related CollegeVine Blog Posts

Writing Process: Finding Evidence

Selecting evidence.

Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.

INTRODUCTION

Many papers that you write in college will require you to make an argument ; this means that you must take a position on the subject you are discussing and support that position with evidence. It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn’t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you’re “just listing” points or giving a “laundry list,” or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like “for example?,” “proof?,” “go deeper,” or “expand” in the margins of your graded paper suggest that you may need more evidence. Let’s take a look at each of these issues—understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.

WHAT COUNTS AS EVIDENCE?

Before you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments can help you interpret your assignment. It’s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.

WHAT MATTERS TO INSTRUCTORS?

Instructors in different academic fields expect different kinds of arguments and evidence—your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you’re working in—for example, literature , sociology , or history .

WHAT ARE PRIMARY AND SECONDARY SOURCES?

A note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, “primary” means “first” or “original,” not “most important”). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie “The Matrix,” the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people’s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.

WHERE CAN I FIND EVIDENCE?

Here are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren’t sure whether a certain source would be appropriate for your paper.

Print and electronic sources

Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources will help you choose your print sources wisely, and the library has a tutorial on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library’s IM screen name is undergradref).

Observation

Sometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart’s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.

An interview is a good way to collect information that you can’t find through any other type of research. An interview can provide an expert’s opinion, biographical or first-hand experiences, and suggestions for further research.

Surveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it’s a good idea to check with your instructor before creating or administering a survey.

Experiments

Experimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?

Personal experience

Using your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.

• Introduction to text. Provided by : Lumen Learning. License : CC BY: Attribution
• Evidence. Provided by : The University of North Carolina at Chapel Hill. Located at : http://writingcenter.unc.edu/handouts/evidence/ . Project : The Writing Center. License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• Image of Culture of Evidence. Authored by : JasonGoto. Located at : https://flic.kr/p/ceApDU . License : CC BY-NC: Attribution-NonCommercial

Privacy Policy

Center for Teaching

Teaching statements.

Print Version

• What is a teaching statement?
• What purposes does the teaching statement serve?
• What does a teaching statement include?

General Guidelines

• Reflection questions to help get you started
• Exercises to help get you started
• Evaluating your teaching statement
• Further resources

What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, “The act of taking time to consider one’s goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.”

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

• Your conception of how learning occurs
• A description of how your teaching facilitates student learning
• A reflection of why you teach the way you do
• The goals you have for yourself and for your students
• How your teaching enacts your beliefs and goals
• What, for you , constitutes evidence of student learning
• The ways in which you create an inclusive learning environment
• Your interests in new techniques, activities, and types of learning

“If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning.” – Helen G. Grundman, Writing a Teaching Philosophy Statement

• Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
• Use narrative , first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples , whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
• Be discipline specific . Do not ignore your research. Explain how you advance your field through teaching.
• Avoid jargon and technical terms, as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
• Be humble . Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
• Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

• Why do you teach the way you do?
• What should students expect of you as a teacher?
• What is a method of teaching you rely on frequently? Why don’t you use a different method?
• What do you want students to learn? How do you know your goals for students are being met?
• What should your students be able to know or do as a result of taking your class?
• How can your teaching facilitate student learning?
• How do you as a teacher create an engaging or enriching learning environment?
• What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?
• How has your thinking about teaching changed over time? Why?

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Exercises to Help You Get You Started:*

• The Teaching Portfolio , including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
• Teaching Goals Inventory , by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques . This “quiz” helps you to identify or create your teaching and learning goals.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.

Further Resources:

General information on and guidelines for writing teaching statements.

• Writing a Philosophy of Teaching Statement , Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.
• Writing a Teaching Philosophy Statement , Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one’s own teaching statement.
• Writing a Meaningful Statement of Teaching Philosophy , McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

• Grundman, Helen (2006). Writing a Teaching Philosophy Statement (opens as a PDF), Notices of the AMS , Vol. 53, No. 11, p. 1329.
• Montell, Gabriela (2003). How to Write a Statement of Teaching Philosophy , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .
• Montell, Gabriela (2003). What’s Your Philosophy on Teaching, and Does it Matter? , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .

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EL Education Curriculum

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• ELA G4:M4:U3:L7

Writing a PSA: Analyzing a Model

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 4
• ELA G4:M4:U3

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These are the CCS Standards addressed in this lesson:

• W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
• I can analyze a model in order to generate criteria for an effective PSA. (W.4.1, W.4.4)
• I can plan the key points of a PSA that raises awareness about my class's selected community issue. (W.4.1, W.4.4, W.4.6)
• PSA Planning note-catcher (W.4.1, W.4.4, W.4.6)
• Gather example PSAs and prepare the technology to play these examples for the whole group. If possible, provide students access to the examples on devices (see Technology and Multimedia).
• Prepare the Characteristics of PSAs anchor chart by writing the title and definition of a PSA at the top of the chart (see supporting materials). Leave the rest of the chart blank; it will be co-constructed with students throughout the lesson.
• Review the model PSA to familiarize yourself with what will be required of students over the course of the rest of the unit (see supporting materials).
• Post: Learning targets and applicable anchor charts (see materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers; and word-process writing.
• Work Time A: Gather example PSAs and prepare technology to play these examples for the whole group. If possible, provide students access to them on an internet device in pairs. Sources for example PSAs include:
• " PSA Central ." AdCouncil. Web. Accessed on 5 Jan 2017. 
• " Our Creative Work ." PlowShare. Web. Accessed on 5 Jan 2017. 
• " Sample Voice Over Scripts--PSA Samples ." Edge Studio. Web. Accessed on 5 Jan 2017.
• Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, teachers should preview them and/or use a filter service to view the links in the classroom.

Supports guided in part by CA ELD Standards 4.I.A.4, 4.I.C.10, 4.I.C.11, 4.I.C.12, 4.II.A.2, 4.II.B.1

Important points in the lesson itself

• The basic design of this lesson supports ELLs by providing the opportunity for students to view several examples of PSAs in order to gain exposure to what PSAs are and how they engage their viewers, to analyze a model of the work they will complete over the next several lessons, and to better understand the structure of a PSA by comparing and contrasting it with writing they completed in the previous module.
• ELLs may find it challenging to keep pace with the class during the Closing in reviewing their resources to determine the most relevant key points to use in their PSAs. Consider working with a small group after working with the class, and help them determine key points together (see Meeting Students' Needs).

Levels of support

For lighter support:

• During the Closing, challenge students to use varying linking words and phrases to provide examples and evidence of the theme they choose to write their essays on. (Example: "I am choosing the theme _______ because ______ . For instance, _______ . Additionally, _______ .")

For heavier support:            

• Consider enlarging the model PSA script and annotating it as students share the gist of each paragraph in Work Time A. Display the enlarged model PSA script over the next several lessons for students to reference as they plan and write their own PSA scripts.
• Prepare the model broadside from Module 3 to display during Work Time A.
• Multiple Means of Representation (MMR): Continue to provide scaffolds that connect new information to prior knowledge in support of increasing memorability of information.
• Means of Action and Expression (MMAE): Continue to provide formative feedback to support students in monitoring their progress to guide their learning.
• Multiple Means of Engagement (MME): Continue to include opportunities to refocus students' attention to the learning target throughout the lesson, and invite students to share how each learning activity is supporting their instructional goal.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• public service announcement, opinion (L)
• Performance Task anchor chart (begun in Unit 1, Lesson 1)
• Working to Become Effective Learners anchor chart (begun in Module 1)
• Working to Become Ethical People anchor chart (begun in Module 1)
• Working to Contribute to a Better World anchor chart (begun in Module 1)
• Characteristics of PSAs anchor chart (new; co-created with students during Opening A and Work Time A; see Teaching Notes and supporting materials)
• Characteristics of PSAs anchor chart (example, for teacher reference)
• Class Issue PSA Prompt (one per student and one to display)
• Example PSAs (videos; play in entirety; see Technology and Multimedia)
• Model PSA (one per student and one to display)
• Model PSA (example, for teacher reference)
• Paper (lined; one piece per student)
• Taking Action Research note-catcher (from Lesson 2; one per student)
• How Can We Make a Difference?: Action Plan anchor chart (begun in Lesson 5)
• Example Planning note-catcher (for teacher reference)

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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