is there an essay for nyu

Published September 18, 2023

Your Guide to the NYU Supplemental Essay

Katie Hindman

Senior Assistant Director of Admissions

As part of this year’s first-year application , you’ll have the option to answer a new NYU supplemental essay question. This year, we’re asking something brand new:

We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives and innovators – Choose one quote from the following and let us know why it inspires you; or share a short quote and person not on our list who inspires you, and include why (250 words).

• “We’re used to people telling us there are no solutions, and then creating our own. So we did what we do best. We reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.”  Judith Heumann, 2022 NYU Commencement Address
• “ I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship .” Sherilynn Ifill, 2015 NYU Commencement Address
• “If you know how to fly but you never knew how to walk, wouldn’t that be sad?” Lang Lang, 2015 NYU Honorary Degree Recipient
• “ You have the right to want things and to want things to change. ” Sanna Marin, Former Prime Minister of Finland,  2023 NYU Commencement Address
• “It’s hard to fight when the fight ain’t fair.” Taylor Swift, “Change,” Released 2008, 2022 NYU Commencement Speaker
• Share a short quote and person not on this list, and why the quote inspires you.

No matter your initial reaction to this new question (perhaps “How or where do I start?!” or  “Hmm, nobody has answered this before…” or even “Woohoo! I get to be the first to take this on– no expectations!”), we want this question to give you a chance to shine.

Remember that there are real people (like me!) on the other side of the screen reading your application, and no matter what you write, we are grateful that you’re willing to share with us. 

We encourage you to approach the (optional!) NYU supplemental essay question with a sense of curiosity and excitement– because, after all, it’s all about YOU! 

HOW SHOULD YOU START?

Everyone’s writing process is distinct and personal. To begin, it might be helpful to jot down some ideas about what inspires you in each of these quotes. Even if one jumps out immediately, give some thought to them all! Is there a common theme that comes up in the ways you relate to each? Do they remind you of another quote that inspires you? Brainstorm in the way that works best for you, but give yourself a fair opportunity to consider your best answer.

Once you’ve chosen the quote you’ll reflect on, get all of your thoughts on paper. Sometimes the best writing comes from fragmented and unedited ideas, so try to stay away from judging your own writing before it’s time to edit.

WHAT SHOULD YOU SAY?

While each of the selected quotes has a specific connection to NYU, we want your answer to be about YOU. We assume you’re excited about NYU because you’re choosing to apply, so there’s no need to use this as a way to tell us about your interest in the school. You also don’t need to give us a literary or academic analysis! We’re confident you’re developing these skills in school. Rather, this is our opportunity to read about what inspires you as an individual (because we’re inspired by these quotes, too)!

Finally, think about how your answer might enhance what you’ve already shared with us through the rest of your application. Remember, you only have 250 words to answer the NYU supplemental essay, so start big and then narrow your ideas down to their most succinct form. Pick an idea and get right to it.

THE BOTTOM LINE…

There is no right or wrong way to answer as long as your answer is genuine to you. 

Remember that this question is completely optional (we promise). If you decide that you don’t want to answer the question, you will not be penalized in the admissions process. 

All of us admissions counselors are wishing you the very best of luck as you complete your college applications. We are already looking forward to learning more about the unique and dynamic class of 2028!

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How to Write the NYU Supplemental Essays

Reviewed by:

Rohan Jotwani

Former Admissions Committee Member, Columbia University

Reviewed: 1/30/24/em>

Keep reading to learn everything you need to know about the NYU supplemental essays. 

Located in the heart of one of the most iconic cities in the world, New York University (NYU) is known for its vibrant and diverse community. To be successful as an applicant, you must use all the opportunities available to showcase your unique qualities and experiences. 

One way you can do this is through your supplemental essays . Your responses give the admission committee a better understanding of who you are outside of your academic profile, and how you will fit into their community.

In this article, we’ll break down each prompt and provide key tips to help you draft essays that will impress the admissions committee. We’ll also provide a few NYU supplemental essay examples you can use as inspiration to craft your own compelling responses. Let’s get started!

NYU Supplemental Essay Prompts 2023-2024

Students are only required to answer one of the NYU essay prompts . Here are the options you can choose from for the current admissions cycle:

“ We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives, and innovators – Choose one quote from the following and let us know why it inspires you, or share a short quote and person not on our list who inspires you and include why. (250 words, optional).”

"We're used to people telling us there are no solutions and then creating our own. So we did what we do best. We reached out to each other and our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” Judith Heuman, 2022 NYU Commencement Address.

“I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship.” Sherilynn Ifill, 2015 NYU Commencement Address.

“If you know how to fly but never how to walk, wouldn’t that be sad?” Lang Lang, 2015 NYU Honorary Degree Recipient.

  “You have the right to want things and to want things to change.” Sanna Marin, Former Prime Minister of Finland, 2023 NYU Commencement Address.

“It’s hard to fight when the fight ain’t fair.” Taylor Swift, Change, Released 2008, 2022 NYU Commencement Speaker.

Share a short quote and a person not on this list and why the quote inspires you .

How to Write the Essay Prompt for NYU

In this section, we will analyze the prompt and provide a few tips to help you write impactful responses.

How to Write the NYU Supplemental Essay Option A + Analysis and Tips

Analysis of Option A : This first quote is a powerful statement that emphasizes resilience, collective action, and the ability to overcome challenges. Heuman describes a community's response to adversity, rejecting the notion that there are no solutions. 

The admissions committee likely chose this quote to gauge how applicants perceive and respond to challenges, as well as their commitment to inclusivity and positive change. For your essay, you might want to explore how this quote aligns with your personal values and experiences. 

Consider discussing instances where you've seen the power of collective action or have been part of a solution-oriented community. You could also reflect on your role in fostering inclusivity and change, either in your local community or within a specific context.

Here are some tips you can consider if you choose to write about Option A:

• Personal Connection : Start by reflecting on a personal experience or a situation where you've witnessed individuals coming together to create positive change. Share a story that resonates with the themes in the quote, demonstrating your understanding of its significance in real-life scenarios.
• Actions Speak Louder : While discussing why the quote inspires you, provide concrete examples of actions you've taken to contribute to positive change. Whether it's involvement in community projects, advocacy work, or initiatives that promote inclusivity, showcase instances where you've translated inspiration into tangible efforts.
• Relate to NYU Values : Align your response with NYU's values and mission. Highlight aspects of the quote that resonate with the university's emphasis on diversity, inclusivity, and global citizenship. This will show the admissions committee that you not only understand the quote but also see its relevance to the NYU community.

How to Write the NYU Supplemental Essay Option B + Analysis and Tips

Analysis of Option B : This quote emphasizes the importance of discomfort in contributing to societal change. The admissions committee expects applicants to reflect on their understanding of civic responsibility and showcase experiences where they've actively engaged in making their voices heard for positive transformations.

Take a look at these tips before you start writing:

• Choose a Genuine Experience : Select an experience where you genuinely felt discomfort but embraced it as a catalyst for positive change. Authenticity is crucial, so pick a situation that resonates with you personally.
• Highlight Personal Growth : Discuss how the discomfort you encountered led to personal growth and contributed to your development as an individual. Admissions officers are interested in understanding your journey and the lessons you've learned.
• Reflect on the Essence of Good Citizenship : Dive into what "the essence of good citizenship" means to you. This is an opportunity to share your philosophy on active citizenship and how you see it shaping your future endeavors.

How to Write the NYU Supplemental Essay Option C + Analysis and Tips

Analysis of Option C : This quote suggests the importance of grounding oneself in fundamental skills and practical knowledge, even when possessing exceptional talents or abilities. It calls for a balance between grand aspirations and the essential, foundational elements of any pursuit. 

The admissions committee is likely seeking applicants who understand the value of humility, continuous learning, and the importance of mastering the basics before venturing into more complex realms.

• Choose a Personal Anecdote : Share a specific moment or experience from your life where the quote's message resonates. For example, you could describe a situation in which you had to balance ambitious goals with the need for foundational skills.
• Reflect on Challenges : Discuss any challenges or obstacles you faced when tempted to focus solely on "flying" without considering the importance of "walking." Reflect on what you learned from these challenges.
• Discuss Long-Term Perspective : Discuss how your commitment to learning fundamental skills aligns with your long-term goals. Illustrate how this philosophy contributes to your personal and professional development.

How to Write the NYU Supplemental Essay Option D + Analysis and Tips

Analysis of Option D : The quote suggests that individuals possess the right to desire change and the right to actively seek change. It implies a sense of agency, empowerment, and a call to action. Admissions officers may want to see how this perspective aligns with your values and aspirations.

Applicants are called to consider their aspirations, the changes they wish to see in the world, and how they intend to exercise their agency. It invites reflection on personal values, social consciousness, and the willingness to contribute to positive transformations.

• Identify Personal Desires for Change : Reflect on your personal desires for change, whether in your life, community, or globally. What issues resonate with you, and why?
• Highlight Values and Principles : Articulate the values that underpin your desire for change. Whether rooted in empathy, justice, or other principles, explaining these values provides depth to your essay.
• Express Optimism and Determination : While acknowledging the need for change, convey optimism and determination. Admissions officers are likely looking for candidates who approach challenges with a positive mindset and a determination to make a difference.

How to Write the NYU Supplemental Essay Option E + Analysis and Tips

Analysis of Option E : This quote suggests a theme of resilience, determination, and the challenges inherent in pursuing one's goals. The admissions committee is likely interested in understanding how applicants navigate adversity, their tenacity in the face of challenges, and their perspectives on fairness and justice.

Here are a few tips to keep in mind for this option:

• Reflect on Growth : Reflect on how facing unfair challenges has contributed to your personal and intellectual growth. Admissions committees are interested not just in the challenges themselves but in how you've evolved as a result.
• Relate to Taylor Swift’s Journey : If you're a fan of Taylor Swift, consider drawing parallels between her journey and your own. Discuss how her experiences or advocacy efforts have inspired you and influenced your perspective on fairness.
• Link to Societal Issues : Explore how the quote reflects broader societal issues. Discuss your awareness of social injustices and your commitment to addressing these challenges, either through advocacy, volunteering, or future career plans.

How to Write the NYU Supplemental Essay Option F + Analysis and Tips

Analysis of Option F : This prompt gives applicants the flexibility to choose a quote from any person beyond the provided list, allowing for a more personalized response. Admissions committees are likely looking for insight into the student's values, influences, and the ability to make thoughtful connections.

If you choose this option, make sure to:

• Select a Meaningful Quot e: Choose a quote that holds personal significance. It could be from a favorite author, a mentor, a historical figure, or anyone whose words have had a profound impact.
• Explain Your Connection : Clearly explain why the chosen quote inspires you. Share personal anecdotes or experiences that highlight the significance of these words in your life.
• Showcase Reflective Thinking : Demonstrate reflective thinking by discussing the evolution of your understanding or interpretation of the quote over time. This showcases your capacity for self-reflection and growth.
• Relate to NYU Values : Connect your chosen quote and the associated person to values that align with NYU. This could include themes of diversity, innovation, social justice, or any aspect that resonates with the university's ethos.

Examples of NYU Supplemental Essays That Worked

In this section, we will provide a few NYU supplemental essay examples that have allowed students to successfully secure admission into the university. We will also discuss why each sample was effective and highlight what made them stand out.

Sample Essay #1

Prompt : “NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world-class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience.

We would like to better understand how your experiences would help us to shape and grow our diverse community. Please respond in 250 words or less.”

Outside of spacetime, in my mind’s eye, on the International Tennis Federation’s (ITF) Florida “Orange Bowl” courts, I imagine Roger Federer serving to Caroline Wozniacki, who returns it back across the net. Except, Caroline’s return doesn’t go to Roger (who’s since dissipated back into my ethereal daydream), but rather to Coco Guaff, who hits a forehand back to Andre Agassi, and so on in an infinite rally between tennis legends who’ve played in the same tournament on the same court on which I’m now standing. Time to go to work!

Like a businesswoman entering the building for a productive workday, I set my bag down as I walk in - in this case, on the courtside bench - and survey my surroundings. Nerves like butterflies flutter in my stomach watching other tennis players from around the world warm up… but I know better by now to just trust my preparation and let it fly. Breathing deeply, I step into my office: the tennis court.

For my first match against an Australian opponent, I’m blessed with two pep talks: one from a [ETHNICITY] coach advising me to “expect everything and adjust to anything” and the other from my [STATE] coach saying to “be proactive, be persistent, play through to the finish.” Given that we’ve worked together longer, the latter words of wisdom stuck with me more, helping me win that first match, go onto qualify for the main draw, and, with your acceptance, share my play-through-to-the-finish pertinacity with my fellow Violets.

Why Essay #1 Worked

This essay is successful because it effectively connects the applicant's experiences in tennis to the values of diversity and community at NYU. The writer uses a creative and imaginative approach, describing a scenario of playing tennis with legends and drawing parallels between the advice received from coaches of different ethnic backgrounds. 

By vividly portraying the tennis environment and incorporating advice from diverse mentors, the applicant showcases their ability to navigate and appreciate diverse perspectives. The essay demonstrates how these experiences would contribute to the cultural richness and inclusivity of NYU's community, aligning with the university's emphasis on diversity as a cornerstone of its identity. 

Sample Essay #2

Prompt : We would like to know more about your interest in NYU. We are particularly interested in knowing what motivated you to apply to NYU and more specifically, why you have applied or expressed interest in a particular school, college, program, and/or area of study? We would like to understand why NYU? (2500 character maximum)

Though the brain, in all actuality, is not like any other muscle in the human body, the fact that I tend to view my brain as one would view any other muscle is something that must be acknowledged before analogizing how I’ve recently gone about challenging myself intellectually. Simply put, I take my brain to the gym; I analyse its power through its capability to ‘lift’ (fully comprehend) intellectual weights of varying mass and attempt to broaden the reach of its abilities by consistently exercising it, repeatedly pushing it just past its limits until it grows stronger and is thus ready to load on even heavier weights. While I’m by no means claiming here to be some sort of bodybuilding guru – in fact, I weigh roughly the same as most large dogs – this particular process of meticulous brain-training is something I’ve found myself doing in an endless quest to satisfy my insatiable thirst for an understanding of the bigger picture. 

Although attending my current institution has provided me with a stimulating academic experience, and one where I’ve jumped at the opportunity to more deeply explore my interests in both familiar and unfamiliar subjects alike, I find myself at a level of intellectual strength and vitality today where I’m confident in my capacity to take another step forwards – or better yet, a quantum leap into the academic equivalent of an Olympic-level gymnasium that is NYU.

How exactly I plan to utilize the variety of resources such a 'gym’ would provide is a question I’ve spent years eagerly pondering: for one, continuing on my path of pursuing degrees in economics and philosophy at a school ranked 11th and 1st in those subjects respectively would be an absolute honour, as would the experience of studying beneath Professor Alberto Bisin, whose HCEO lecture on Cultural Inequality I’ve now watched countless times. Tantamount to my commitment towards fully exhausting NYU’s academic resources is the level to which I aim to immerse myself in the school’s diverse community; whether it be by driving Tandon’s Formula SAE racecar in competition or volunteering for the noble Change the Imbalance Initiative, I want to ensure that my character undergoes as much development as my intellect in being an NYU student. What stands above all, though, is my desire to give back to the Violet garden of intellectual growth by putting my voice into play within NYU’s academic arena, both inside and outside the classroom. 

Why Essay #2 Worked

This essay effectively articulates the applicant's intellectual curiosity and eagerness to engage with NYU's academic and community aspects. The analogy of treating the brain like a muscle and taking it to the "gym" showcases the writer's disciplined approach to intellectual growth. 

The essay is well-structured, with a clear narrative that transitions from the current academic experience to the desire for a more challenging environment at NYU. The applicant expresses a specific interest in economics and philosophy, aligning their academic goals with NYU's strengths in those subjects. 

The writer goes beyond academics by highlighting their intention to actively participate in the diverse community, referencing specific activities like driving Tandon’s Formula SAE racecar and volunteering for the Change the Imbalance Initiative. Overall, this response successfully conveys the applicant's motivation to contribute both intellectually and personally to NYU's vibrant academic environment.

Sample Essay #3

Prompt : “NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience.”

What I’d add to the NYU menu is time-tested tradition translated into battle-tested characteristics and skills that make for seasoned leaders and entrepreneurs. This tradition spans not only academic excellence in school but also entrepreneurial prowess in DECA and even empowers me personally when it comes to my Jewish faith. Since I can remember, Friday nights have always been spent at my grandparents’ house. The euphoric smells of challah and kugel diffuse from the kitchen as the familiar faces of close family sit hungrily around the dinner table, eager to begin the Shabbat prayers. As the last blessing concludes, my grandpa raises his glass. L’chaim, “to life”, echoes throughout the dining room and is accompanied by the sounds of clinking glass and tikvah, “hope”. And finally, it’s time to eat. 

These Shabbat memories have ultimately fueled my ever-growing Jewish identity. The traditional Ashkenazi Jewish recipes that cover the dinner table, symbols of the strength of my ancestors who migrated to America from war-torn Poland during the Holocaust, and the gathering of family each Friday night, symbols of a surviving legacy, have inspired me to hold these traditions close to my heart as I forge my own path through both Judaism and life. 

Today, involvement in my synagogue’s youth program has continued to fuel my ever-growing Jewish identity by allowing me to channel my enthusiasm through civic engagement initiatives that aim to foster change within our community and beyond, such as the [NAME OF EVENT] and other fundraising events within our synagogue. 

Why Essay #3 Worked

This essay effectively communicates the applicant's commitment to their Jewish identity and its connection to their academic and entrepreneurial pursuits. Through vivid details of Friday night Shabbat gatherings and the cultural significance of traditional Jewish recipes, the essay paints a compelling picture. 

The applicant skillfully links their involvement in DECA and synagogue youth programs to civic engagement initiatives, showcasing a commitment to community betterment. The use of Hebrew terms adds cultural authenticity. 

FAQs: How to Write the NYU Supplemental Essays

Here are our answers to a few frequently asked questions about the NYU supplemental essays:

1. Does NYU Have Supplemental Essays?

Yes, NYU has supplemental essays as part of the first-year application process.

2. How Many Essays Does NYU Require?

NYU only has one supplemental essay. You can choose from the options available or come up with your own .

3. How Important Is the Supplemental Essay for NYU?

These essays are very important; they allow you to highlight what makes you unique and how you will contribute to the NYU community. It’s your chance to convey your passion, interest, and commitment to the university. A well-crafted essay can set you apart from other applicants and increase your chances of admission.

4. How Long Should the Supplemental Essays Be?

Your response should be no longer than 250 words. 

5. Can I Reuse the Essay from Other College Applications for NYU?

No, reusing the essay from another college application is not advisable. It’s important to ensure your essays are school-specific and align with the values of each institution. Admission committees seek unique and genuine stories and your fit for their school.

6. How Should I Respond to the NYU Supplemental Essay Prompt?

To answer the prompt, ensure you are innovative by tailoring your response to the exact prompt, which should be at least 250 words. You can choose any option and tell your story to show that you are deeply invested in the issue you are discussing.

Final Thoughts

The NYU supplemental essays allow you to convey your passion, values, and aspirations to the admission committee. A well-crafted application can help you stand out and convince the admission committee that you are a perfect fit for the university. 

To successfully meet NYU's essay requirements, it is crucial to delve into prompts that explore your reasons for applying, your specific interest in NYU, and how your experiences align with the university's commitment to fostering a diverse community. 

Therefore, thoroughly understanding the prompts will empower you to create a narrative that reflects your individuality, ultimately increasing your chances of admission. Good luck!

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The Admissions Strategist

Why nyu how to write the nyu supplemental essay (examples included).

After much consideration, you’ve decided to apply to NYU. Why NYU? You don’t know where to start. This post will help take you from start to finish.

This past application cycle proved to be historic and selective. While the school admitted the largest number of international students as well as the largest percentage of African-American and Latino students in 16 years, the NYU acceptance rate dropped to 28% , its lowest acceptance rate since 2001.

NYU (short for New York University) is a private university located in the heart of New York City, with satellite campuses found in Abu Dhabi and Shanghai.

• Offering over 230 areas of study and 2,700 courses across 17 schools, NYU ensures that there’s something for every student.

While NYU may not be impossibly difficult to get into, it’s become more selective.

This means you’ll need to spend some extra care and attention on your application, especially on the supplemental essay “Why NYU?”

NYU Essay Requirements

Every freshman applying to NYU will have to write the standard Common App essay. Otherwise known as your personal statement, we created an entire Common App guide so you can write the best essay.

When you’re applying to NYU, you’ll need to write one supplemental essay.

• The supplemental essay has a 400-word limit and requires that you express your interest in NYU as artfully and concisely as possible.

This guide will walk you through the question and tips for crafting your essay to help you put your best foot forward!

So, let’s get to it: Why NYU?

Step 1: Read the question and break it down.

This is an extremely important step! A question like this one, with several parts, requires that you understand and address the entire question in your 400-word response.

Let’s walk through the question breakdown together.

“We would like to know more about your interest in NYU”

Translation : Why do you want to attend NYU? You have thousands of other choices in schools, and you used one of your choices on NYU. Why?

“We are particularly interested in knowing what motivated you to apply to NYU and more specifically, why you have applied or expressed interest in a particular campus, school, college, program, and/or area of study.”

This is a meaty one, so let’s break it down into two parts.

“We are particularly interested in knowing what motivated you to apply to NYU…”

Translation: We want to know more about you as an individual.

• What is it about you that makes you think NYU is a good choice?
• Are you a good fit for NYU? If yes, tell us why

“We are particularly interested in knowing….why you have applied or expressed interested in a particular campus, school, college, program and/or area of study.”

Translation:  Why are you interested in what you’re interested in, and why did you apply to the school that has your chosen major?

For example, if you’re interested in acting, tell us why you’re interested in acting and why you’re applying to the Tisch School of the Arts.

“If you have applied to more than one, please tell us why you are interested in each of the campuses, schools, colleges or programs to which you have applied”

Translation : If you have more than one interest and want to pursue more than one major or degree, please tell us why and help us to make sense of your interests.

For example, if you want to study Acting (Tisch School of the Arts) and Computer Engineering (Tandon School of Engineering), we want to know how your interests fit together and why you want to do both.

“You may be focused or undecided, or simply open to the options within NYU’s global network; regardless, we want to understand – Why NYU?”

Translation: You understand that NYU has a global network, right? Tell us why you want to come to our school.

If you are unsure of what exactly you want to study, rejoice!

Click above to watch a video on the NYU Essay.

NYU is saying that you don’t need to have your major all figured out. You just need to have a clearly articulated interest in NYU.

Think about the issues and the questions that interest you.

• Maybe you wonder about the way our dress (fashion) sustains or challenges the way we see world culture (anthropology)?
• Consider, then, how NYU could help you explore anthropological questions about fashion.

Click deeply into NYU’s website to find an avenue – a school, a program, or even a class – that will help you pursue this interest. You don’t need to commit to a career, or even a major, but you do need a good sense of the questions that guide you. Even if you’re uncertain, lean into a vision for your future.

Your supplemental essay isn’t binding, so you can operate in hypotheticals.

• If you’re interested in economics, imagine yourself as a business student.
• What type of business student would you be?
• Would you care about sustainability?
• Would you have other social or ethical concerns?
• What kind of career would this prepare you for?

And, in case you didn’t notice, they highlighted that they have a “global network.” This is important information, and the next step will tell you why.

Get personalized advice!

Step 2: research nyu’s values and special traits..

If you’ve decided to apply to this school, then you’ve likely already done your homework. Just in case you haven’t, study their website.

From studying the website, you can gain a clear sense of the school’s values, what they look for in an applicant, and if you share similar values.

Even if you’re uncertain, pretend that you’ve “fallen in love with the school,” and focus on the particulars of your new infatuation. To extend the metaphor, the application process is a kind of courting in which you make the first move.

• If you’re interested in digital media, research programs like the Brooklyn Experimental Media Center.
• Describe how its resources will convert your interests into an abiding passion or a career orientation.
• A good rule of thumb for “Why This College” essays is that you should have several names (in capital letters) of particular programs at the university.

This research will help you immensely in answering the “Why NYU?” question.

If they have blogs and/or social media accounts, look through those to get a feel for the school. Bonus points if you are able to visit, because an on-campus visit (especially during a regular weekend when they’re not trying to impress you) is the best way to determine what a campus feels like, what their culture is like and what they truly value.

Here’s a great way to research NYU’s values and traits:

• NYU has an online magazine called NYU Q for prospective students. You can find the online magazine by clicking  here . NYU Q showcases the interesting people, places, and things that make NYU special.
• A quick look through the NYU Q site illustrates that NYU as a campus deeply values building a global community with people from diverse backgrounds, geographic locations, academic interests, and life experiences.
• You can find out that NYU boasts of having a higher number of international students than any other campus (their international student population is  20% ). They also have three international campuses and a robust study abroad program.

Additionally, because the question asks you specifically, “Why have you applied or expressed interest in a particular campus, school, college, program and/or area of study,” you owe it to yourself to become familiar with the culture of the particular school or college to which you’re applying, and even the department of the major you’re interested in studying.

It’s important to ensure you aren’t picking NYU for generic traits. Generic traits are dangerous to mention in your essay because they can be applied to any college campus.

Here’s a useful checklist to make sure you are highlighting the special elements of NYU:

• Don’t say NYU is the “perfect” place for you. Perfection is impossible to achieve, and the admissions officers are well aware.
• Instead, pick five elements of NYU (departments, professors, events, on-campus groups) that appeal to you. Picking real names and titles forces you to perform research and stay specific.
• Your “Why NYU?” essay should not be a retelling of your Common App essay. Use this opportunity to pair NYU with your values and personality (covered later in this piece).
• Make sure your essay couldn’t be true of any other school. This demands that you do your research and dive deep into the school’s website.
• Make sure you never write about how you want to attend school in New York City. There are dozens of universities both in and near NYC, so this reason is cliche and tiresome.

Still having trouble? Ask yourself these questions to help you find specific elements of NYU that you find appealing:

• What are classes I’d like to take?
• What are some questions I’d like to ask in these classes?
• Name some on-campus groups and activities that I’d like to participate in.
• What are NYU-sponsored events I’d like to attend?
• Which academic department at NYU do you want to study in? And what are the department’s noteworthy achievements?
• What is my ideal major or double major at NYU?

The admissions officers at NYU want to see that you are well-informed about what they are offering, and that you’ve thought hard enough about whether or not you would be a good fit.

You want to mention, for example, that you’re interested in the Tisch School of the Arts. You also want to go a step further and describe how you’re excited, perhaps, about their internship opportunities and classes on animation.

You can’t determine if you’re a good fit if you haven’t done your research.

Under the Academics tab is a full listing of NYU’s academic programs, schools and colleges, and other academic offerings. Make sure you click through to find your particular school and major.

Step 3: Free-write

The worst thing you can do as you’re writing your response is to agonize over every single word at the beginning of the process.

• Instead, just start writing.
• For each question they ask, write down whatever comes to mind and don’t hold back.
• Use our translation to each question to simplify what you should be writing about.

It’s through answering these questions in an unrestricted flow that patterns can emerge.

Be sure to  write down any memories that come up   – even the bad ones! The refining will come later, but for now, put all the words you can on paper.

They key here is to organize your thoughts. This task seems farcical, but it’s important to perform because “Why NYU?” is such a broad question that countless thoughts will fly through your mind at first read.

• Find stories that embody your personality.
• Record stories that highlight your sense of grit.
• Write stories that personify your wonder and curiosity.

Perform this task three times. You want at least three stories. The more stories, the more options you have.

Step 4: Brainstorming Powerful Essay Ideas

Once again, you never want to write about how much you want to live in New York City. There are plenty of schools that share NYU’s geographic location. Furthermore, there are thousands of students who want to live in a city as diverse, resource-rich, and historic as New York City.

Your goal is to set yourself apart from the rest of the applicants. Your story will help you do this.

Dig deeper.

Write down what you care about. What…

• …makes you happy?
• …makes you angry?
• …bores you to death?
• …are you inspired by?

Don’t hold back here either. Be completely honest with yourself.

In the college admissions process, you may be able to lie to yourself, but it’s hard to lie to the college admissions committee. It’s not worth the risk.

Be honest about what you care about, and it will shine through in your essay. Once you’ve come up with your list, look through your research from Step 2. What does NYU care about? Perhaps, you’ve learned that they care about the arts, curiosity, intercultural exchange, and open-mindedness.

• … care about the arts? Are you curious?
• …enjoy learning from and learning with people from cultural backgrounds different from yours?
• …consider yourself to be open-minded?

Why, or why not? Once again, the key here is to be honest.

Dig deeper. Explore your values, memories, interests, and hobbies.

• Is there a setback you’ve learned from? Is there a challenge burned into your memory?
• What issues are you passionate about?
• What are you endlessly curious about? Do you love reading about a particular subject?
• What talents do you want to offer the world? Is there a specific reason you want to share your gift with the world?
• What drives you? Deep down, is there something that makes your blood flow and brain click?
• Are there special items in your house that hold sentimental value to you?

All told, think about anecdotes: What stories from your life have inspired your interests and passions. Think about lessons learned, personal themes, and the challenges and setbacks that made you who you are today.

Students often say that their anecdotes aren’t interesting. That’s fine!

What matters is how you explain them within the context of your experiences. That means you should be honest and specific about your experiences. Authenticity goes a long way for the Why NYU essay.

Step 5: Picking an Effective Essay Premise

Look over your free-write responses, and pick up particularly interesting memories that are related to your values and tell a story.

Almost everyone likes a good story.

• Review your free-writing document. Find memories that highlight an important aspect of your personality or values.
• Find a common thread between each of your stories and one or two values per story.
• Match one of NYU’s values or special traits with each story.
• Structure your essay around these three parts.

College admissions officers have to read hundreds of applications a day, and the ones that stand out are the ones written in the form of a good story.

The good news is that you don’t have to be J. K. Rowling or John Green.  The best stories are authentic  (that means they are true to who you are), descriptive (you help the reader experience your experience with their own senses), and clear (the reader understands exactly what you’re trying to say).

Talk about your experience, how that relates to your values and NYU’s values, and, most importantly, how your experience has impacted your choice of NYU as a potential college.

It’s likely your “Why NYU?” essay will flow as such:

• This is a story that highlights an important aspect of who I am.
• This value connects to the story.
• It just so happens this value connects with NYU’s special value.
• And that’s why I’m a great fit.

Remember the million-dollar question: Why NYU?

And then rethink the question: Why am I a good fit for NYU?

Why NYU Essay Example Outline

Here’s an excellent outline of a Why NYU essay. Before reading the outline, keep in mind that you have many options for crafting this essay.

What counts is telling an effective story.

• As such, one way to tell an effective story is to start your essay with an anecdote.

Your anecdote can begin with one of the following:

• A quote from someone that helps you preface your story
• Cold hook: Something almost random that captures the reader’s attention
• Bold statement: A statement that your story will support with details
• Obvious statement: A line that makes the reader say, “Yes, of course. Why would you say something that obvious?” This is the segue to the next part of your essay.

Once you add your anecdote, frame it with details immediately. You have 400 words to work with, so get right into your essay. Your anecdote should comprise 10-15% of your essay.

Once you get into your essay, explain the actions you took to pursue an interest. This should comprise 30-40% of your essay.

• What are you interested in?
• Describe the action steps you took to further your passion and take initiative.

Then, spend the rest of your essay discussing the resources at NYU that will help you accomplish your goals and sharpen your skill set. You can mention examples of the following:

• Fellowships
• Internships
• Professors and their classes
• On-campus groups
• Study-abroad programs
• New academic initiatives
• Externships

Without further delay, here’s what a good Why NYU essay would look like:

• You grew up in a lower-income household and can recall a conversation with your sibling about how your family couldn’t afford health insurance.
• Disappointed in our country’s health care options, you were inspired to volunteer in clinics, where you learned more about bloat and inefficient business processes within insurance companies. This adds to costs for would-be consumers like your family.
• You shadowed a doctor during your junior year in high school to learn about technologies that could be provided at scale for low-income citizens.
• This is why you want to study at NYU Stern: to engage in NYU-sponsored internships both in the city and abroad that will help you learn more about healthcare technology at scale.
• You then want to establish a startup with the help of a specific professor, who will advise you with raising capital, hiring talent , and pivoting when necessary.

Step 6: Get Critiques & Make Revisions

An English teacher, your favorite teacher (which may or may not be your English teacher), and a friend who is always honest are great choices for additional readers.

A great English teacher knows the mechanics of the English language very well and will be honest with you about how your essay looks and sounds.

• Bad punctuation is a death knell, and awkward words and phrases could move your essay from the “wow we’ve got to take him/her” pile to the “snooze/meh” pile.

Pick an English teacher with whom you have a good/neutral relationship, and approach them with the utmost respect and humility.

• Remember, they don’t have to read your essay. They’re doing you a favor.
• Ask them to mark it up for you, if they have time, and to give their honest thoughts and opinions.
• If they really like you, they may do this several times. After the process is said and done, be sure to send them a thank you card.

Your favorite teacher may not be your English teacher, but they’re just as valuable because they usually have a really good sense of your likes, dislikes, as well as your authenticity. In other words, they can tell if you’re lying or trying to be something you’re not.

You need someone who knows you well and can tell you if you’re being honest in your essay. Your favorite teacher may also be able to remind you of things about yourself that you’ve forgotten.

• Let’s face it, when you’re taking 6-8 classes a quarter among all of your other responsibilities, you might lose a memory or two.
• A friend who is always honest with you is infinitely better than a friend who just wants you to be happy/flattered.

Pick a friend who isn’t afraid to tell you that your writing is terrible, or that you could have worded things a little better.

You need as much constructive criticism as possible while crafting a college essay that is authentic and compelling.

Step 7: Final read-throughs

If possible, do your final readings at least 24-48 hours after your last revision , in order to give your brain a break.

Make sure to read your essays out loud, just in case you have a typo in there that you and your other readers missed.

Two final read-throughs should be sufficient for assurance sake, but any more than that, and you could end up making yourself a bit anxious.

Trust yourself and trust the process. When you’re done, let go and submit.

Why NYU Essay Examples

We’ve provided some examples of Why NYU essays. Please remember to never plagiarize – we take this quite seriously.

These Why NYU essay examples are here to provide you with a visual on what a good essay looks like. Your essay should look different.

A version of Why NYU by a student:

Se-mi-llas de Es-pe-ran-za y A-mor. These were the words written on the school wall I visited as a member of The Hillsdale Effect an organization that fundraises microloans for businesswomen. Seeds of Love and Hope. During my six days in Guatemala, I had the opportunity to speak with students, teachers, and businesswomen about the struggles they face every day. My journey in Central America not only shaped my college and career goals, but they have also guided the direction in which I want to use my skills. Semillas de Esperanza y Amor is a school that brings in street children and offers them a free education. I asked one student, a young girl, about her aspirations. To my greatest surprise, she wanted to study at Guatemala’s only public university to become a doctor and return to her village to help her community. Afterward, a teacher explained that despite the students’ aspirations, a college education would be financially out of reach for their parents. This was a call to action. Later, I spoke to a local organizational director, who described an application they had tried to develop that would allow the businesswomen they serve to connect with business educators. Unfortunately, due to the lack of a strong Internet connection in some regions and the overall complexity of the user experience, the application failed. It was abandoned by all the local directors, who no longer saw it as a beneficial endeavor. To me, this seemed like a lost opportunity. If done right, the application could radically simplify communication and make the loaning process more effective. Which would then allow more women to participate in the program to empower themselves, transform their businesses, and help their children get an education. I want to dedicate my education to building technology that makes a social impact. My passion for international affairs has allowed me to help people in a drastically different community than my own. And by pursuing a computer science education at NYU while also participating in one of the multitude of study abroad programs offered, I know I will be able to develop the technical and global skills that will allow me to construct technology that will break the cycle of poverty, allowing little girls like the one I met to make their dreams come true.

Here’s another example of the Why NYU essay from the same student:

“Comienzo! Alto!” As the young students and I kicked the soccer ball back and forth on the Guatemalan field, I peered toward their village, San Mateo Miltas Alpas, and envisioned change. Change to improve infrastructure and help the businesswomen of their community. This is why I want to study computer science at NYU. In high school, I have been a leading member in The Hillsdale Effect, an organization that fundraises microloans for businesswomen in Guatemala. Our goal is to empower women entrepreneurs in hopes of breaking the cycle of poverty. I was given the opportunity to travel to Guatemala on a study tour and meet the individuals we were helping. When visiting a local headquarters in Antigua, the director explained how microloans are processed through their office: Business educators working for the organization contact their users. The educators then utilize a smartphone application to simplify the rest of the communication process between the businesswomen and educators. Unfortunately, due to the lack of a strong Internet connection in some regions and overall complexity of the user experience, the application failed. It was abandoned by all the local directors, who no longer saw it as a beneficial endeavor. I quickly realized I wanted to construct my own application that would connect the educators with the users. Of course, my application would need minimal service, and its simpler interface would be accessible from anywhere in the country. By utilizing images and multiple audio explanations, the language barrier could be broken, allowing individuals of any age or background to use the application. My goal is to integrate the solutions to these problems into a new application. After studying computer science at NYU, I want to apply my learned skills to build the Internet infrastructure of villages around the world. Furthermore, I want to partake in one of the multitude of study abroad programs offered so I can again travel to developing countries and learn more about the various benefits technology can provide in addressing infrastructure needs. This past year, we broke our school fundraising record, earning over $8,000 in two weeks for the businesswomen of Guatemala. As I look forward to the conclusion of high school, I know I can do more by learning at NYU. As my coding skills improve, I want to use them to go back abroad and do my part to build communities, like San Mateo Miltas Alpas.

From a student who wants to go to NYU to study public health:

As a Lacinda First Aid Team leader, I applied my interest in public health within my school community. During weekly shifts, I supported the nurse by patrolling the fitness center and common areas for ill students. After initiating partnerships with other school clubs, my team and I organized informational health fairs and visits from physicians, pharmacists, physical therapists, and surgeons. I trained noncertified members and supplied bandages, heating pads, and antiseptic swabs to injured students. My training culminated during competitions, where I treated patients in unconscious victim, heart attack, stroke, and choking simulations. NYU’s College of Public Health provides students with opportunities to blend academic rigour with clinical experience, just as I delved into my zeal for helping others as a member of the First Aid Team. As a global public health major, I would complete an Experiential Learning course where I would step out of the classroom using a tactile approach. Then, I would take Health and Societies in a Global Context to learn how factors such as age, gender, culture, and race impact health on a global scale. I could take this knowledge to engage in team-based learning, where I would address the severity of mental illness on NYU’s campus. Learning to tackle problems as a team is a vital skill, especially when working closely with public health organizations. A project that captivates me is the Applied Global Public Health Initiative led by Dr. Chris Dickey. As a future program member, my goal is to discover improvements for the universal health coverage policy of the World Health Organization and the development of online public health programs. Under Dr. Dickey’s tutelage, I would apply my newfound knowledge to create an interactive fellowship experience that promotes collaboration with experienced NYU professionals while tackling issues that impact vulnerable communities. This work would create tools that better manage health accessibility to all. One day, I would like to become involved with Doctors Without Borders. NYU gives me the optimal resources combined with engaging experiences to work toward my goal. I believe a person’s health is the fundamental pillar of stability and sustainability; thus, I want to dedicate my time to improving both on a global scale. I aim to work in developing countries to spread the knowledge I acquire through internship opportunities, projects, and stimulating curriculum. NYU offers an immersive academic experience while supporting its students through personal growth and innovation.

Written by another student who wants to study health:

A year ago, my grandmother was a fiery, sharp-witted woman. Since then, a progressive neurodegenerative disease called Lewy body dementia (LBD) has caused her to deteriorate rapidly. Due to medical complications and worsening of symptoms, she has been forced to transition in and out of residential, rehabilitative, and hospital facilities, resulting in a constant battle to adjust to new environments. Witnessing my grandmother’s downward spiral has opened my eyes to the inadequacies of our healthcare system, fueling me to seek solutions.  At NYU, I will make progress towards an LBD cure by studying neural science and develop evidence-based policies to improve dementia patients’ lives through my public policy studies. This double major will allow me to absorb the scientific understanding necessary to create effective legislation, as will embarking on a health policy summer internship in Washington, D.C. where I can network while fusing my scientific and policy interests . The unique neural science major at NYU will fulfill my fascination with the brain’s function, while providing a strong natural science foundation. I am enthusiastic about elective courses, like Learning and Memory , w here I can examine memory formation and the pathophysiology of dementia. It will be thrilling to apply my classroom-based knowledge during a summer research project at the Center for Neural Science, ideally working alongside a faculty member to develop my own LBD-focused research project. With the Alzheimer’s Disease Center located on campus, I can frequently attend special events like the Alzheimer’s Disease Lunch and Learn series, supplementing my studies with current brain research and furthering my journey towards my desired career.  While neural science will develop my understanding of LBD, public policy will teach me the skill of employing legislation to solve issues that face dementia patients. I am eager to immerse myself in five health policy electives, in addition to classes such as Medical Ethics , where I can engage with peers that are passionate about patient rights. The Senior Seminar experience will allow me to utilize knowledge from both of my majors, honing in on a pressing policy issue facing dementia patients today.  Neither in life nor in academics have I stayed within a confined box. NYU’s liberal arts education promotes exploration, making it the perfect place for me to pursue my bursting passions. 

Final Why NYU essay example:

As a Macona First Aid Team leader, I applied my interest in public health within my school community. During weekly shifts, I supported the nurse by patrolling the fitness center and common areas for ill students. After initiating partnerships with other school clubs, my team and I organized informational health fairs and visits from physicians, pharmacists, physical therapists, and surgeons. I trained noncertified members and supplied bandages, heating pads, and antiseptic swabs to injured students. My training culminated during competitions, where I treated patients in unconscious victim, heart attack, stroke, and choking simulations. NYU’s College of Public Health provides students with opportunities to blend academic rigour with clinical experience, just as I delved into my zeal for helping others as a member of the First Aid Team. As a global public health major, I would complete an Experiential Learning course where I would step out of the classroom using a tactile approach. Then, I would take Health and Societies in a Global Context to learn how factors such as age, gender, culture, and race impact health on a global scale. I could take this knowledge to engage in team-based learning, where I would address the severity of mental illness on NYU’s campus. Learning to tackle problems as a team is a vital skill, especially when working closely with public health organizations. A project that captivates me is the Applied Global Public Health Initiative led by Dr. Chris Dickey. As a future program member, my goal is to discover improvements for the universal health coverage policy of the World Health Organization and the development of online public health programs. Under Dr. Dickey’s tutelage, I would apply my newfound knowledge to create an interactive fellowship experience that promotes collaboration with experienced NYU professionals while tackling issues that impact vulnerable communities. This work would create tools that better manage health accessibility to all. One day, I would like to become involved with Doctors Without Borders. NYU gives me the optimal resources combined with engaging experiences to work toward my goal. I believe a person’s health is the fundamental pillar of stability and sustainability; thus, I want to dedicate my time to improving both on a global scale. I aim to work in developing countries to spread the knowledge I acquire through internship opportunities, projects, and stimulating curriculum. NYU offers an immersive academic experience while supporting its students through personal growth and innovation.

Conclusion: Why NYU?

You did it! You made it through all 7 steps.

By now, you understand the importance of breaking down the essay questions and putting them in your own words, researching the school, reflecting on your own values, and finding places of commonality between your values and the school’s.

In order to get to your story, you need to let yourself write without restriction. In addition, you know the importance of crafting a coherent narrative and having several people read through your work.

Hopefully, you have written a superb essay in response to NYU’s question.

Remember that you are more than enough, and all the support you need is out there if you would look for it.

If you have any questions, don’t hesitate to contact us. We wish you all the best on your applications!

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NYU Supplemental Essays 2023-24 Prompt and Advice

August 17, 2023

In the 2022-23 admissions cycle, NYU received over 120,000 applications. That was a record-breaking figure for the university (13% more than the previous year!), as was the all-time low acceptance rate of 8%. To put these numbers in proper context, consider for a moment that in 1991, NYU had an acceptance rate of 65%. At the start of the Obama presidency, NYU still only received 37,000 total applications. These numbers lead us into the topic of this blog, the NYU supplemental essay.

(Want to learn more about How to Get Into NYU? Visit our blog entitled:  How to Get Into NYU  for all of the most recent admissions data as well as tips for gaining acceptance.)

Clearly, standing out as an applicant to NYU was a heck of a lot easier a generation or even a mere decade ago. For the Class of 2027, the median SAT score for an admitted applicant was 1540 , meaning that even a standardized test score in the 99th percentile won’t do much to separate you from the hordes of equally credentialed applicants.

Although it only has one prompt, NYU’s essay still affords applicants an opportunity to illustrate what makes them uniquely qualified for admission. Below is NYU’s supplemental essay for the 2023-24 admissions cycle. We then follow with College Transitions’ advice on how to craft a winning composition.

2023-2024 NYU Supplement Essays

This is a new prompt for the 2023-24 admissions cycle. It’s optional, but we highly encourage anyone who would like to be a serious contender (which, if you’re taking the time to apply, hopefully you are) to answer it.

We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives and innovators – Choose one quote from the following and let us know why it inspires you; or share a short quote and person not on our list who inspires you, and include why. (250 words)

• “We’re used to people telling us there are no solutions, and then creating our own. So we did what we do best. We reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” Judith Heuman, 2022 NYU Commencement Address
• “I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship.” Sherilynn Ifill, 2015 NYU Commencement Address
• “If you know how to fly but you never knew how to walk, wouldn’t that be sad?” Lang Lang, 2015 NYU Honorary Degree Recipient
• “You have the right to want things and to want things to change.” Sanna Marin, Former Prime Minister of Finland, 2023 NYU Commencement Address
• “It’s hard to fight when the fight ain’t fair.” Taylor Swift, Change, Released 2008, 2022 NYU Commencement Speaker
• Share a short quote and person not on this list, and why the quote inspires you.

NYU Supplemental Essay (Continued)

This prompt—and its options—are incredibly open-ended, offering you the power to decide why a particular quote inspires you (note that there are no guiding questions or proposed directions for any quote). As such, read through the quotes provided and note which one you continue returning to. When you read that quote, what do you want to do ? What type of change do you want to affect? Does it encourage to create or innovate? How so? Moreover, does it remind you of an experience you’ve had, a challenge you’ve overcome, or a belief you hold? Perhaps it calls to mind an aspect of your background or perspective. Or, it could speak to a particular social or political cause that is important to you. Alternatively, you can even choose your own quote if none of the above resonates with you.

The strongest responses will look to the future while also incorporating past personal experiences or influences. For example, perhaps the second prompt inspires you to continue seeking out experiences that challenge you. “Why is that?” NYU will want to know. Perhaps, earlier this year, you went out of your comfort zone to speak up at a school board meeting about your school district’s book ban policy, ultimately meeting & agreeing to continue working with a group of fellow students who also opposed the policy.

Finally, given that this is NYU’s only supplemental essay, you can also incorporate how you plan to seek out specific experiences or resources at NYU.

How important is the NYU supplemental essay?

NYU deems four elements as “very important” in evaluating a candidate. These are: the rigor of your secondary school record, class rank, GPA, standardized test scores, and talent/ability. The NYU supplemental essay is considered to be “important” alongside letters of recommendation, extracurricular activities, and character/personal qualities.

Want personalized assistance?

In conclusion, if you are interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your NYU essay, we encourage you to  get a quote  today.

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How to Respond to the 2023-2024 NYU Supplemental Essay

Cece Gilmore is a Content Writer at Scholarships360. Cece earned her undergraduate degree in Journalism and Mass Communications from Arizona State University. While at ASU, she was the education editor as well as a published staff reporter at Downtown Devil. Cece was also the co-host of her own radio show on Blaze Radio ASU.

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Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

New York University is located in the heart of the city that never sleeps, New York City! Due to its ideal location in the Big Apple, NYU has an acceptance rate of 13% . Your NYU application will need to impress if you want to gain an education in NYC!

NYU applicants are offered the opportunity to submit an optional essay to better showcase who they are. NYU states that students who do not submit the optional essay will not be penalized in their admissions review process. Students who are set on NYU might want to take this extra step to impress. Keep reading to learn how to ace the NYU supplemental essay question!

Don’t miss: Top New York scholarships

The NYU supplemental essay: The prompts

Get excited, because NYU only requires one optional supplemental essay response! Students will respond to the following statement from NYU:

We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives and innovators. Choose one quote from the following and let us know why it inspires you; or share a short quote and person not on our list who inspires you, and include why. (250 words) 

Applicants may choose from the following list:

1. “We’re used to people telling us there are no solutions, and then creating our own. So we did what we do best. We reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” Judith Heuman, 2022 NYU Commencement Address

This quote can be a little overwhelming due to its length but ultimately it is just stating that teamwork can create beneficial solutions. So, if you have any experience working with others whether it be an organization or just one other person to help you solve a problem, this is the perfect quote for you! To begin responding to this essay prompt you should firstly describe what this quote means to you. How do you interpret this quote? Next, you should detail a story from your life in which you came together with others to solve a problem. Be creative and descriptive in detailing this experience! You want the admissions officer to understand your situation and get a good gauge of the type of person you are especially in difficult situations in which a problem needs to be solved. Don’t forget that this response is only 250 words so be as detailed in as few words as possible! 

Questions to consider

• When was a time in which you had to work with others to solve a problem? 
• Does collaboration help you solve a problem more effectively? 
• What problems are you passionate about solving? What steps would you take to ensure that you can solve these issues? 

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2. “I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship.” Sherilynn Ifill, 2015 NYU Commencement Address

This quote is very similar to the first one in that it wants to know how you have benefited your community. To begin, try and think about a time in which you stood up for something or someone that was against the grain or norm for your community. Or, think of a time in which you made your voice heard within your community. Once you decide on a moment no matter how big or small, describe it! You should detail what led up to you sparking a change and how exactly you went about it. Additionally, you should describe what happened after the fact. Did you spark a movement in your community? Did you get ridiculed? Would you stand up again despite the discomfort you faced? This reflection is the most important part of your response as this will show the admissions officer what you have learned from your experience. You want to prove to the admissions officer that you will better the NYU community due to your prior experiences and lessons learned. Don’t forget that this response is only 250 words so be as detailed in as few words as possible! 

• Have you ever stood up for something in your community? 
• What have you learned about yourself from making your voice heard? 
• Do you think people should stand up for what they believe despite the uncomfortableness they may feel? 

3. “If you know how to fly but you never knew how to walk, wouldn’t that be sad?” Lang Lang, 2015 NYU Honorary Degree Recipient

This is a hard quote to digest! Lang Lang is a musician and said this quote in response to an interview question about how he likes to tackle the most difficult music pieces first. Knowing this background, it is easier to digest the quote! Ultimately, Lang is detailing that learning the basics and not jumping ahead to the difficult and rewarding parts first can be extremely valuable. Therefore, try to think of a time in which you may have started something ambitious without gaining a good understanding of the topic. Or perhaps a time in which your own pride got in the way of you succeeding because you wanted to skip ahead without going over the mundane intro-leveled steps. No matter what this activity or skill is, it is important that you focus on what you learned in your essay response. You should be detailing how learning the basics actually could provide you with a solid foundation to become an expert in this skill despite not realizing this at the moment. Additionally, you should describe what you learned from this experience and how you will take this skill of learning to walk before flying with you to NYU in order to succeed. Don’t forget that this response is only 250 words so be as detailed in as few words as possible! 

• Can you describe a time in which you learned to fly before walking? 
• Have you ever been ambitious and tried to complete something with no prior background experience in the topic? 
• What have you learned from trying something without practicing the basics first? Would you do it again? 

4. “You have the right to want things and to want things to change.” Sanna Marin, Former Prime Minister of Finland, 2023 NYU Commencement Address

There are a lot of things you may want to change whether that be something small in your personal life or something large in the world. So, for this response you should try to narrow down your options to selecting a problem that you have taken action to change within your community and life. Meaning, this may not be the best time to discuss a large problem that humans are nowhere near solving. Rather, choosing something you are passionate about that you have actively tried to change in your life can show admissions officers the type of person you are. Remember, this problem can be something as small as wanting to exercise more or something a little bigger such as wanting there to be less litter in your neighborhood. Once you select your problem, you should describe what you have done or are planning to do to change it. You can and should even discuss any obstacles you have faced or criticisms to show that you truly want this change to occur despite any setbacks. Ultimately, make sure that you are detailing your want to change something in your life or community and how you go about actually creating change. Don’t forget that this response is only 250 words so be as detailed in as few words as possible!  

• What is something you have been actively involved in trying to change in your life or community? 
• Is wanting to change enough? Or do you believe you need to act in order to initiate change? 
• What have you learned from creating change in your life? Will you continue to fight for change at NYU? 

5. “It’s hard to fight when the fight ain’t fair.” Taylor Swift, Change, Released 2008, 2022 NYU Commencement Speaker

If you’re a Swiftie then this may be the quote option for you! This quote is from a Taylor Swift song called “Change” that she wrote in 2008 that is still just as applicable to 2023. Change is a song all about overcoming obstacles while still being hopeful. So, try to think of a time when you had to overcome a challenge that felt too big for you to overcome. How did you manage to overcome this challenge? Was it an easy or difficult path? What did you learn from this experience? Describe in greater detail about how this unfair fight made you feel and what you did to overcome those feelings. Ultimately, you want to show the admissions officer that you are a strong individual who can overcome even unfair obstacles or at least have a positive attitude about it similar to the way Taylor Swift does in her song “Change.” Don’t forget that this response is only 250 words so be as detailed in as few words as possible!  

• Have you ever had to overcome an obstacle that seemed insurmountable?
• What have you learned about yourself from unfair situations? 
• Do you believe that someone can win a fight that isn’t even? 

6. Share a short quote and person not on this list, and why the quote inspires you

If another Taylor Swift song lyrics speaks to you or you read a specific quote every morning, this is the essay option for you! However, it is important to note that NYU went out of their way to provide you with a list of prior commencement speaker’s quotes that demonstrates their values. Therefore, unless you are super excited and passionate about a different quote, you should select one from their list. This will ensure you are providing an answer that NYU wants to hear from its candidates. If you end up selecting this option, just ensure that you are detailing new information about yourself and revealing some below-the-surface attributes you demonstrate. Additionally, make sure you are describing characteristics you will bring to NYU if you are accepted and how you plan to make NYU a better place. 

7. Not answering this optional question.

This is an optional question!! Therefore, you will not be penalized for not responding to this prompt by NYU. However, if NYU is a dream school or high on your college list, you should definitely be responding to this prompt. These 250 words could be the difference between an acceptance letter and a rejection letter. Here are some benefits to responding to this optional prompt: 

• You can highlight desirable traits and experiences that can make your application well-rounded
• You can mitigate any weaknesses in your application such as a low GPA or test score
• You can form a connection with the admissions officer based on your heartfelt response

A helpful tip on choosing your prompt 

When choosing your prompt, you should also be noting what you have already discussed in your application. If you already wrote your Common App essay about one piece of your identity or theme – do not write about this again! Rather, choose something else in order to emphasize who you are and your broad range of interests. 

Next steps after applying to NYU

Congratulations! Your NYU supplemental essay question is completed! Be thankful that NYU was so kind in only making applicants answer one question. Now, what should you do next? Instead of waiting what feels like a lifetime for NYU to reach a decision on your application, be proactive! Show demonstrated interest in NYU to prove that you are committed to attending their university. 

How can you show demonstrated interest ? Well, it is quite simple! Follow any NYU social media accounts, reach out to an admissions officer about any questions you may have and schedule a tour! Doing this will show NYU that you truly want to attend their university because you are making the effort. 

Best of luck and enjoy New York City – it is famous for a reason! (Grab a slice of $1 pizza–you will not regret it!)

Additional resources

As a student working on college applications, you’ve got a lot on your plate. Fortunately, we have resources to help you through every step of the way. Check out our guides on how to write an essay about yourself , how to respond to the Common App prompts , and how to write 250 and 500 word essays. We can also help you decide how many schools to apply to and how to find safety, reach, and match schools .

If you’re wondering whether to send test scores to test-optional schools , we’ve got a guide for that as well. And once you start hearing back, we can help you create a college comparison spreadsheet to make your college choice. Finally, check out our free scholarship search tool to help fund your education and keep all of your college options open. Good luck!

Other colleges to consider

• Boston University (Boston, MA)
• Barnard College (New York, NY)
• Columbia University (New York, NY)
• University of Chicago (Chicago, IL)

Frequently asked questions about the New York University supplemental essay

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Sat / act prep online guides and tips, writing the why nyu essay.

College Essays

If you're applying to New York University, you'll need to submit both the regular Common App materials as well as the NYU supplement, which includes a short essay. At its heart, the NYU essay prompt asks you to answer a single straightforward question: why do you want to go to NYU?

In this article, we'll fully analyze the "Why NYU?" essay prompt and what successful essays need to accomplish. We'll also go over potential topics to write about and look at the essay that got me into NYU's College of Arts and Science.

First, however, we'll begin with a quick discussion of why schools ask students to write "why this school?" essays

feature image credit: Sagie /Flickr

Why NYU Essay 2023 Update

NYU has discontinued the "Why NYU" for the 2022-2023 admissions cycle . That means there won't be an NYU-specific writing supplement provided as part of the Common Application process. 

However, students can submit an optional 250-word response as part of NYU's additional questions section. This response deals with students' perspectives on diversity. Here's the prompt for 2023-2024: 

We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives and innovators. Choose one quote from the following and let us know why it inspires you; or share a short quote and person not on our list who inspires you, and include why.

“We’re used to people telling us there are no solutions, and then creating our own. So we did what we do best. We reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” Judith Heuman, 2022 NYU Commencement Address

“I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship.” Sherilynn Ifill, 2015 NYU Honorary Degree Recipient

“You have the right to want things and to want things to change.” Sanna Marin, Former Prime Minister of Finland, 2023 NYU Commencement Address “It’s hard to fight when the fight ain’t fair.” Taylor Swift, Change, Released 2008, 2022 NY Commencement Speaker

Share a short quote and person not on the list and why the quote inspires you.

What's the Point of "Why This School" Essays?

While the Common App essay gives students a chance to showcase something of who they are that might not be evident elsewhere in their application, the "why [school]?" essay allows students space to explicitly state why they are such a good match for the school.

Presumably, if you're applying to the school, your test scores, grades, course rigor and curriculum, extracurriculars, and volunteer experience all put you at least somewhat in line with other students at the school.

The "why this school?" essay is your opportunity to discuss not just why you could excel at the school, but why you are a good fit (and why you want to go there).

"Why this school" essays are also a useful way for schools to judge student interest in a school (which can indicate whether or not a student will attend if admitted). Based on students' "why this school?" essays, colleges can distinguish students who are specifically interested in attending that school from students who clearly applied just because of the school's location or ranking

Writing a strong "why [school]?" essay not only gives you another instance to showcase your writing and reasoning skills, but also tells the school that you care enough to invest time in researching what makes them special. It signifies that you have put in the time to realize whether or not you're a good fit. (And, it secondarily shows that having put in that time, you're more likely to attend if admitted than someone who just wrote some generic statements about why they want to attend college ).

For a more in-depth look at what schools hope to get out of your "Why [This School]?" essays, read this article .

Why NYU Essay Prompt, Analyzed

Here's the complete NYU supplement essay prompt for 2021:

We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why you have applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand - Why NYU? (400 word maximum)

Besides the standard "what motivated you to apply to [school]?" question that almost every "why this school" essay asks, the NYU prompt gives you one extra nudge for what to focus on in your essay.

Specifically, NYU wants you to talk about what's drawn you to "a particular campus, school, college, program, and/or area of study?" (or, if you're drawn to more than one, why you're drawn to each campus/school/college/program/area of study).

Keep in mind that you should be discussing all of this in the context of NYU . Obviously, if you're interested in NYU because of one of their 10 undergraduate schools, then that's particular to NYU, but the same goes for their campus locations, programs, and areas of study.

For instance, if you're passionate about studying theater, you wouldn't just write that you want to attend NYU because you love theater and NYU has a theater program and is in New York, a city that has theater; that description could apply to half a dozen schools. Instead, you'd go into the details of what attracts you about specific classes and professors at Tisch, or other opportunities that are unique to NYU (ability to do certain kinds of projects, the potential for interdisciplinary collaboration, etc).

This prompt also hints at a few different directions you can go with your "Why NYU" essay:

Why have you expressed interest in a particular campus, school, college, program, or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses.

If you're already certain of what you want to study in college or have a " spike ", you'll want to go the "particular" route in your essay . This means mentioning specific classes, professors, programs, or how you see NYU supporting your future career/academic plans.

On the other hand, perhaps you're not at all sure what you want to study in college (AKA me in high school). In that case, you'll shape your essay more around how you believe going to NYU will allow you to explore many different avenues to find your passion .

Finally, if you already know that you want to spend time abroad during college in a place where NYU has a campus, you can emphasize your interest in continuing to receive an NYU-level academic education while living in another country .

Potential "Why NYU?" Essay Topics

Earlier, we briefly touched upon some topics that you might write about in your essay, including specific courses/teachers/programs and study abroad opportunities.

We're now going to take those broad topic categories and go into a little more depth for how to write about them in your "Why NYU?" essay.

Colleges/Programs

NYU has the following 10 undergraduate schools, colleges, and programs:

• College of Arts & Sciences
• Gallatin School of Individualized Study
• Liberal Studies
• Meyers College of Nursing
• School of Professional Studies
• Silver School of Social Work
• Steinhardt School of Culture, Education, and Human Development
• Stern School of Business
• Tandon School of Engineering
• Tisch School of the Arts

Because there are so many different undergraduate programs within NYU, it's a good idea to identify which program(s) you're applying to and why in your NYU supplement essay.

Since you'll need to decide on a program before applying to NYU anyway, you might as well use the time you spend reading about each college to figure out if there are any programs within particular colleges that call out to you.

For instance, if you're interested in the intersection of different fields (like psychology and computer science, or biology and philosophy/ethics) and are self-motivated to create your own program of study, you should talk about that in your application to the Gallatin School of Individualized Study. If you've spent the last 12 years devoting all your extra time in and out of school to theatre and want to attend a conservatory with opportunities to go see live theatre, then write about that in your application to Tisch.

Courses/Professors

NYU is a world-renowned university for a reason, and it's not just because of its immense real estate holdings; it has a wide variety of courses and professors renowned in their fields. If one of the main reasons you're drawn to NYU is for its academics, then this is a good topic to get into in your supplemental essay.

Flip through the online course catalogs and read about professors in departments you're interested in. Are there any classes you really want to take (that seem particular to NYU)? Or any professors you absolutely have to study with?

You don't need to go so far as to read the professors' research or anything like that (unless you're super excited by it!), but doing even a little research into the courses and professors you'd be learning from and mentioning it in your "Why NYU?" essay will go a long way toward showing the admissions officers that you're serious enough about NYU to check out its specifics.

Extracurricular Opportunities and School Traditions

If there's an extracurricular at NYU that you've been particularly involved in during high school (or are excited to start getting involved in at college), you can write about it, as long as you're clear about why it's something unique to NYU.

In a similar vein, you can also try reading through some of the campus-wide events offered throughout the year and see if there's anything special about them that speaks to you.

NYU Essay: Topics to Avoid

The "Why NYU" essay prompt makes it pretty clear that you should focus your 400 words around a specific college/program/area of study.

What you absolutely should avoid is gushing about NYU's location (whether you're applying to the New York campus or not).

Back when I applied to NYU, the "why NYU?" essay prompt was even more blunt about not centering your essay around New York City:

"Many students decide to apply to NYU because of our New York City location. Apart from the New York City location, please tell us why you feel NYU will be a good match for you."

If New Yorkers have heard it all and seen it all before, NYU admissions officers have certainly read any and all paeans you could care to write to New York City.

It's fine to write about how being in New York gives you access to opportunities relevant to your course at NYU (e.g. you can get amazing internship opportunities for journalism and theatre there that you wouldn't be able to get anywhere else). However, you need to be clear to center your essay around the program at NYU, with the New York location (and its opportunities) being an added bonus.

Unless you have a unique take on why NYU's location is so important to you (e.g. your grandparents used to live in a building that was demolished to make way for Bobst law library and you were brought up on vengeance that has since turned to adoration), stay away from NYU's location in your explanation of why you want to go there.

Brainstorming for the Why NYU Essay

Before you start to narrow in on what angle you'll take in your "Why NYU?" essay, you should first examine your reasons for applying to NYU. By "examine," we don't just mean "list your reasons"—we mean you need to go a few levels deeper into each surface reason that occurs to you.

For example, this is the list of reasons I had for applying to NYU (roughly in order of importance):

• My test scores and grades/course rigor make it likely I'll get in
• NYU has lots of good schools and programs
• It's easy enough to get from NYU to my family, transportation-wise

On the face of it, none of these reasons are very compelling. If I'd just gone on to write my "Why NYU?" essay (or in those days, essays) with those three bullet points, I doubt I would have been accepted.

Instead, I went deeper with each reason to see if there was anything there I could mine for the NYU supplement essay.

Surface Reason 1 : My test scores and grades/course rigor make it likely I'll get in.

• One level deeper : I'm applying to NYU as a safety school, because I'm pretty sure I'll get in there, even if I don't get in anywhere else, and I'd want to go there if I got in.
• Should I write about this in my "why NYU" essay? Definitely not. No school wants to hear that it's a safety (even if it's a safety you would be fine with attending because it's still a good school).

Surface Reason 2 : NYU has lots of good schools and programs.

• One level deeper : I'm extremely undecided about what I want to study—I know that I'm interested in English (Creative Writing), Math, Neuroscience, Chinese, and Music, but I might end up deciding to study something entirely different in college. It's important to me that I go somewhere that I'll have the opportunity to explore all of my interests (and develop more), which I can do at NYU.
• Should I write about this in my "Why NYU" essay? This reason is definitely promising, although I'll need to do more research into the particular programs and courses at NYU so I can namedrop (and in the process, double-check that I'm right about being able to study all these things there!).

Surface Reason 3 : It's easy enough to get from NYU to my family, transportation-wise.

• One level deeper : My parents want there to be good transportation options for me visiting home (or them visiting me). NYU's location (New York City) definitely makes that possible (there's easy access to planes, trains, buses, rental cars, fixed-gear bikes…).
• Should I write about this in my "Why NYU" essay? Probably not. The prompt asks me about why I've expressed interest in a particular campus, school, college, program, and/or area of study, not a geographic area. Plus, it's not like there aren't plenty of other New York schools. I maybe could throw in this reason if I'm running short on things to say, but as it is, it looks like my second reason is going to be the best bet for the "Why NYU?" essay.

Why NYU Essay Sample

Below, I've created a "Why NYU?" essay example that draws verbatim from what I used in my (successful) NYU application. (The essay requirements were slightly different then, with different word counts, so I had to expand a little upon what I originally wrote.)

I feel NYU would be a good match for me because of the number and kinds of programs it has. I am very interested in a variety of subjects, and NYU seems to encompass everything. In fact, I'm applying to the College of Arts and Sciences because I can’t specify my interests any more than that at this time. I have so many things that I want to learn that I can’t imagine limiting myself before I even enter college.

Take Chinese, for example. I'm learning Mandarin now (and have been for the last five years), but I would also like to learn Cantonese. There are not many other schools that offer Cantonese classes that can boast trips into Chinatown as part of the curriculum! Furthermore, I am excited by the possibility of studying abroad at NYU Shanghai. I'd not only be able to go to China for a semester for a year and immerse myself in the language and culture, but I'd be able to do so with the continuity of being on an NYU campus, even halfway across the world.

The music theory program in the College of Arts and Sciences also really interests me. I've picked up some theory here and there, but I haven't had all that much formal training. I'm also really intrigued by NYU's early music ensemble and the chance to explore different modes and tunings. At the other end of the spectrum, while I've written a few pieces on my own and taught myself a little bit about MIDI, I have not really had a chance to experiment very much with computer/electronic composition, and would really like to use those Steinhardt facilities that would be available to me at NYU to help remedy this.

Finally, I cannot stress enough how important reading and creative writing are to me. Because of how much the two feed into one another, I'm excited by NYU's Reading Series and the potential to be able to attend organized events for interacting with other writers outside the classroom.

The opportunity to expand my Chinese language abilities beyond Mandarin (and have the chance for practical application) is what first intrigued me; the chance to explore computer music and get my hands on NYU's facilities was the next breadcrumb; but the breadth and depth of the courses for writing lure me in even more, until I can resist no further.

This essay isn't necessarily the best piece of writing I've ever done. However, it still effectively conveys my desire to attend NYU because I mention a few key reasons I want to attend NYU:

• The variety of courses available . I began by stating that I'm undecided and part of what attracts me to NYU is the opportunity to get to do lots of different things. I then go on to discuss several different examples.
• Specific NYU opportunities . I looked up various courses, events, and opportunities offered by different departments and mentioned a couple of them specifically (the Reading Studies program for creative writing, Cantonese classes, studying abroad in China).
• While I did mention a New York City thing (going into Chinatown), it was linked with something that's relatively NYU-specific (the opportunity to study Cantonese as well as Mandarin).

Tips for the Why NYU Essay

To wrap up, we've summarized our top four tips for writing the "Why NYU?" essay.

#1: Look over the descriptions of the different schools/programs. This will help you figure out both which one you want to apply to as well as what makes those schools interesting for you to apply to.

#2: Read through the course catalog and look up professors in departments you're interested in. As the NYU Admission blog states , you don't have to go overboard in stating exactly what course you want to take with what professor at what time, but you should demonstrate that you're aware of what kinds of things you will be able to do and learn while at NYU

#3: Look into whether there are any extracurricular activities or NYU traditions that particularly appeal to you--and explain why they matter specifically to you.

#4: Avoid writing odes to New York City. If there are particular opportunities you're interested in that are only available in New York (e.g. internships at the American Museum of Natural History, research into immigration history at Ellis Island) you can mention it, but don't lean too heavily on the location.

#5: Remember that while you should make it clear why you want to attend NYU with your essay, you don't need to agonize for hours over it. Ultimately, other parts of your application (including your test scores and grades/course rigor, letters of recommendation, and personal statement) are more important factors to your acceptance than your NYU supplement essay is. You just need to show that you've done at least a little research into NYU and why you want to apply there in particular.

And if along the way you find that you don't really have a super good reason that's getting you excited to apply to NYU? It might be worth reconsidering whether or not you should apply there.

What's Next?

Have a bunch more college-specific supplement essays to write? Be sure to check out our overview of the "why this college" essay .

Looking for application tips for other selective schools? Read our complete guides to the University of California system and to the Georgetown application .

Should you apply early or regular decision to college? Find out the pros and cons of early decision in this article . ( And read up on the distinctions between early decision, early action, and the different kinds of each here. )

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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New York University | NYU’s 2023-24 Essay Prompts

Select-a-prompt short response.

We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives and innovators - Choose one quote from the following and let us know why it inspires you; or share a short quote and person not on our list who inspires you, and include why.

“We’re used to people telling us there are no solutions, and then creating our own. So we did what we do best. We reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” Judith Heuman, 2022 NYU Commencement Address

“I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship." Sherilynn Ifill, 2015 NYU Commencement Address

“If you know how to fly but you never knew how to walk, wouldn’t that be sad?” Lang Lang, 2015 NYU Honorary Degree Recipient

"You have the right to want things and to want things to change." Sanna Marin, Former Prime Minister of Finland, 2023 NYU Commencement Address

"It‘s hard to fight when the fight ain‘t fair.” Taylor Swift, Change, Released 2008, 2022 NYU Commencement Speaker

Share a short quote and person not on this list, and why the quote inspires you.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

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

NYU Essay Examples (And Why They Worked)

The following essay examples were written by authors who were admitted to New York University and are intended to provide examples of successful NYU application essays. All names have been redacted for anonymity. Please note that other CollegeAdvisor.com has shared these essays with admissions officers at NYU in order to deter potential plagiarism.

For more help with your NYU supplemental essays, check out our 2020-2021 New York University Essay Guide ! For more guidance on personal essays and the college application process in general, sign up for a monthly plan to work with an admissions coach 1-on-1.

We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 word maximum)

I always had a keen interest in numbers, probability, and finance. Early on, I could run numbers quickly: calculating sales tax, analyzing probabilities, and visualizing complex mathematical models in my head. After taking AP classes in economics and statistics, I became intrigued with the mathematical representations of economic markets and statistical models, sparking my desire to pursue a career in that field. I set my sights on becoming an actuary since risk management intrigues me and allows me to use my talents in quantitative analysis. However, few schools offer a comprehensive study in that field, which makes Stern the perfect fit for me as the curriculum combines my interests and career goals.

At Stern, I will have the privilege of studying actuarial science, while also obtaining a business degree. The ability to tailor my education with the actuarial science concentration allows me to develop skills in statistical analysis. Through the intense rigor of the concentration requirements STAT-UB 21 “Introduction to Stochastic Processes” and STAT-UB 15 “Statistical Inference and Regression Analysis,” I will be given a stepping stone into quantifying social situations while stimulating my mathematical intrigue through advanced fields like stochastic calculus. I am eager to pursue this course of study to enhance my career development.

The Bachelor of Science in Business Program excites me, as it entails a well rounded yet intensive study in core business disciplines. However, what draws me to Stern is the emphasis on gaining a global perspective, which is crucial in today’s rapidly changing world economy. Through the International Business Exchange Program, I will be able to gain a first-hand cultural experience that will mold me into a global citizen and business leader. Not only will I be taking courses in the most prestigious business schools across the globe, but I will also have new doors opened for me to network with alumni.

Why this NYU essay worked: From an ex-admissions officer

This is an extremely compelling essay. It is clear that the student’s declared interests are, in fact, in line with both the student’s background and experiences, as well as in line with what the college has to offer. These essays work best when the reader can feel the student’s conviction and enthusiasm. Admissions officers appreciate when the reader can easily see the impact the student will have on the school community. By going into detail about their passion for business, the student helps the reader clearly visualize how this passion will manifest in the classroom.

Before I began interning for the International Rescue Committee’s refugee youth acclimation program–right in the heart of the Lower East Side–I underwent weeks of training in providing trauma-informed support, reminded repeatedly that these kids have gone through more than I could possibly imagine.

When the kids did show up, however, I could barely relate the image painted for us in training to the bright, bubbly children who I was to mentor. Mahdi and I especially took to each other. He was just like any other nine-year-old kid–a fan of Roblox, pizza, basketball, funny accents, and an acute hatred for anything math-related.

Only, he wasn’t like any other kid–at least not in the eyes of the 49% of Americans who believe he has no place in this country, for no reason other than the color of his skin, his god, the status of his residency here.

There are people here who would hear his name and call him a terrorist. Kids on the playground would mock his accent rather than be amazed at how quickly he picked up basketball–a sport he’d had zero exposure to 6 months back. Adults, on both ends of the ideological spectrum, would see him as a political mascot rather than a kid, allow him to be one–he’d be forced to grow up too soon, as a result of the hatred, having his existence politicized.

To get to my internship every day, I transferred at West 4th, from the A to the M train. Once in a while, I’d take the chance to climb up and walk around Washington Square Park.

Clad in lavender shirts, NYU students were camped out in the center of the park, asking people to write out on little post-its what social justice meant to them. Fire burning in the pit of my stomach, I wrote, “Allowing Mahdi to just be a kid.”

And NYU can help me make that happen–there is groundbreaking research happening on campus regarding racial bias and inequality at CASSR that I can’t wait to contribute to. Pursuing a major of public health policy, I can take fascinating, relevant classes such as Social Policy in Modern Societies and Race and Ethnicity. What’s more, I can join student organizations–like the one handing out the post-its that day in Washington Square–and work with my peers, with NYU, with New York City as a whole, towards social justice from a health perspective, towards allowing Mahdi to just be a kid.

This essay begins with a student who is searching for answers. She has trained to help her community, applied her training to her environment, and then expands on her findings. In her volunteering endeavors, she finds her purpose. She continues with a personal story with Mahdi, and successfully brings us into her world. We are engaged. She is now frustrated because she can’t help enough, and with a bit of karma, she is approached by an NYU student, and at this moment NYU becomes her answer. She then cites why NYU is her solution, which major she will pursue, which classes she will take, and which student organizations will help to accent her goals. This essay succeeds because we see this student as community oriented and ambitious. As readers, we know that she will be a great and focused addition to the campus. This is a student with purpose, and she makes it clear that NYU will propel her to reach her goals.

These essay examples were compiled by the advising team at CollegeAdvisor.com . If you want to get help writing your NYU application essays from CollegeAdvisor.com Admissions Experts , register with CollegeAdvisor.com today.

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New York University (NYU) 2020-21 Supplemental Essay Prompt Guide

Regular Decision: 

The Requirements:  1 essay of 400 words.

Supplemental Essay Type(s): Why

New York University (NYU) 2020-21 Application Essay Explanations

Ladies and gentlemen, you are about to witness an optical illusion. The lengthy paragraph below comprises one (1), and only one (1) college essay prompt. While the read may be a bit of a slog, you’re also in luck because this prompt is the one (1) and only supplemental essay NYU hopefuls are expected to write! Laying out the requirements for a 400-word personal statement, the prompt itself clocks in at nearly a quarter of that length. Knowing that your application time is precious, NYU must have had some reason to pen a prompt of this size, so it’s important to note each specific requirement and every minute detail that could give you some inkling as to how to tell your own story. Let’s break it down.

Why NYU? We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 word maximum)

This meandering paragraph asks the most straightforward supplemental question you’ll find: Why here? But before you let the words, “Why wouldn’t I want to spend the next four years of my life in the greatest city in the world?” cross your lips, take a closer look. In addition to offering your unique take on why an NYU education is right for you, you’ll also need to make sure your answer ticks off a few specific boxes. Firstly, NYU wants a drill down of your reasoning from your campus selection all the way to your specific program of choice. The question isn’t just “Why NYU,” but “Why do YOU want to study this topic at this  time in this geographical context via NYU?” And, of course, if you’ve applied to more than one campus, you’ll want to explain how each location can meet your needs in ways that are both unique and somehow equivalent. You wouldn’t apply to Abu Dhabi if Paris was the only place for you, right? The nice thing about being able to focus on geography is that you don’t have to have a fully fleshed out plan for your major; instead, you can focus on the experiential and cultural elements that will feed into your education. How will living in New York or abroad affect you as a person? As a student? How will you grow?

Your answer should be personal to you and, if possible, surprising. Remember that while you have a free reign to gush about how much you want to live in New York, New York, a lot of your potential peers probably feel the same way. So, try not to focus on what you’d like to do or see. Instead, explain what your desire to move from your hometown to New York says about you. Whether you’re trying to be courageous by leaving your small homogenous town or hoping to stay close to your family in Brooklyn, what is your personal reason? And don’t forget that you’re still writing about a school! Is there a professor in your department who has done research you admire that you hope to work with? Is there a program that combines your unique interests that is not offered at any other school? Get specific, but don’t worry about being comprehensive. You’ve only got 400 words, after all!

About Kat Stubing

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Writing the Essay

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In Writing the Essay, you are invited to work together with students from CAS, Steinhardt, Meyers, and Silver whose interests span the curriculum—and one hundred different majors—to develop meaningful, original writing. This class is designed so that students of all backgrounds and abilities share ideas as equals and develop together as colleagues. Our faculty are essayists, poets, novelists, academic writers, social scientists, and playwrights. We are all writers who share the conviction that writing is a crucial tool for unlocking and creating knowledge within the university and for making change in the wider world. The diverse interests that we bring to our conversations as teachers of writing mirror the multiperspectival conversations that you will have with other students in our classrooms, where budding writers consider the published work of accomplished authors alongside the developing drafts of their classmates.

Writing the Essay offers you the reading, writing, and thinking practices essential for rigorous engagement in your courses across New York University and challenges you to develop a sense of yourself as a writer who addresses the urgent questions of our times. Writing the Essay may be your first encounter with the essay as an academic and creative form that embraces inquiry and acts as a path to knowledge, rather than a statement of opinion or position: instead of justifying assumptions, essay writing unwinds them. Here you can begin to explore evidence through open-minded questions and come to develop ideas through analysis. You will be introduced to the concept that writing begins with inquiry and persists through an ever-evolving exchange of ideas. Writing is a process of vision and revision: you will revisit and revise your own writing as you come to know your sources, audiences, and discourse communities with increasing expertise.

Over the course of a semester, you will come to understand the many ways that you may engage with texts and evidence and become confident in your choices. You will begin to transcend static, binary positions and instead build nuanced interpretations and conversations that allow simultaneous admiration and skepticism. Learning multiple modes of analysis leads not only to more dynamic and accurate treatments of evidence, but to a habit of thinking more deeply and intricately. You will come to employ these habits of thought as you create complex ideas through the essay, and you’ll learn that your ideas can be meaningful, innovative, and difference-making. As your ideas accumulate and mature, you will mold your own voice and identity as a writer. Sharing your work and views with the classroom community, you will practice the social process of writing. Through this shared work, you will begin to find your path among a community of emerging scholars.

Writing the Essay pushed me to further explore and effectively communicate my ideas through my writing. It is a great foundational course that I encourage students to use as an opportunity to engage their creativity as they develop and refine their technical skills. - Kendall Ross, Steinhardt School of Culture, Education, and Human Development, 2021

Although I never looked forward to essay classes in college, WTE has given me analysis and representation skills that I can apply throughout the rest of my college career. The in-class discussions were always engaging, and I looked forward to every meeting session. - Eric Yao

To this day, I regard Writing the Essay as one of the most important classes I’ve taken in NYU. It was there for the first time I learned that words matter. This is a lesson I’ve taken with me to every internship, course or personal life experience I’ve had since then. - Adriana Sofia Monzon, CAS, 2021

Out of all the classes I’ve taken at NYU, Writing the Essay has made the most lasting impression on me. It gave me confidence in my own ideas and reignited my sense of intellectual curiosity. This course didn’t just teach me how to write, it also taught me how to think. - Emily Yan, Stern School of Business, 2021

WTE was my most transformative NYU experience. Instead of being constrained by writing structures taught in highschool, WTE was where I first learned to trust in and express my own voice, and has given me the ability creatively, academically, and professionally communicate my voice in a cogent manner. - Iris Wu Zimmer, CAS 2021

Learning Outcomes, Skills, and Techniques

When a student attends a section of Writing the Essay at Washington Square, they can expect to

Read thoughtfully and attentively with the purposes of questioning, understanding, and responding as a writer in an ongoing discourse

Pose and explore complex intellectual problems

Select, integrate, and analyze sources that illuminate complex problems

Use research tools, such as library and public databases, to independently locate useful, appropriate, and interesting topics and sources 

Ethically represent sources, including the work of other writers and creators, in order to engage with them fairly and thoughtfully 

Practice analytical techniques that carry across a variety of source types and disciplines

Build clear and complex arguments through the analysis and synthesis of multiple sources

Create original ideas through argumentation and analysis

Learn rhetorical practices to attend to genre, audience, discipline, and convention

Write clear complex essays that develop through inductive reasoning

Revise written work deeply to improve higher order concerns, like structure and argument

Understand writing as a process that happens over time, through feedback and revision, and within a community

Washington Square News

NYU acceptance rate stays at 8% for class of 2028

NYU’s acceptance rate stayed at 8% for the 2023-24 admissions cycle, the university announced Monday evening. Successful applicants, who received their acceptance letters on March 28, were selected from a pool of over 118,000 applications — marking the first time the applicant pool has decreased in 17 years.

This year’s admits come from over 103 countries, 49 states and several U.S. territories, according to NYU. Three schools within the university saw acceptance rates of under 5%, also the same as last year. The university said it anticipates 20% of the class to be first-generation students and another 20% to be federal Pell Grant recipients. NYU also said it had received its greatest number of early decision applications, more than 22,000, in its history.

“NYU’s admitted class of 2028 is made up of students who represent the best of us,” Jonathan Williams, the associate vice president of undergraduate admissions, said in a press release. “Their unwavering perseverance in the face of myriad challenges showcases their dedication to creating a better world — together.”

This year’s class will be among the first to reap the benefits of President Linda Mills’ NYU Promise , which will make tuition free for families with an annual household income under $100,000. The initiative will cover all undergraduate students admitted to the university as first-years starting in the fall 2024 semester. Since 2021, NYU has also met 100% of applicants’ demonstrated financial need . Of students admitted to the class of 2028, over 1,000 are NYU Promise recipients.

This year’s application cycle was also the first to follow the U.S. Supreme Court’s decision to strike down race-sensitive college admissions practices, which NYU leadership has called “a step backwards .” The university has also previously said it would “not forsake” its commitment to creating a “diverse and inclusive” student body, but would comply with required legal changes to the admissions process.

In previous years, NYU has “considered” an applicant’s race and ethnicity as part of the admissions process, according to data from the university’s Common Data Sets . The university has increased diversity among its student body in recent years, and said that last year’s admitted class was expected to have “ no racial or ethnic majority .”

Like many other universities, NYU saw significant increases in the number of applications it received after the COVID-19 pandemic, in part due to its shift to a test-optional policy. Some schools, such as Yale University , Dartmouth University and Brown University , recently reinstated mandatory standardized testing after finding that lower-income applicants could be disadvantaged by test-optional policies. NYU is currently reviewing internal data to determine whether it should remain test optional in the next application cycle.

The number of applications to private universities like NYU on the Common Application — the form that more than 1,000 institutions across the country use for college admissions — were up 7% this year . Total applications increased by 9% from last year, with the number of applicants who identified as underrepresented racial and ethnic minorities going up by 12%.

This year’s stagnant acceptance rate comes after NYU dropped to the 35th spot in U.S. News & World Report’s national college rankings in September. The shift followed significant changes to the rankings’ methodology, which put a greater emphasis on categories like student-faculty ratio and borrower debt, and less on factors such as graduation rates and financial resources.

Contact Carmo Moniz at [email protected] .

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Fall 2024 Courses

Notice to students: We welcome students from other departments and programs to enroll in our classes when space allows. Some of our courses are open to both graduate and undergraduate students, and other courses are graduate only. Please be sure to register for the appropriate course based on your level of studies (ASPP – GT is graduate and ASPP – UT is undergraduate). Non-Tisch students should check with their advisers regarding course allocation.

Methods and Criticism I: Seminar in Cultural Activism

Professor Pato Hebert ASPP-GT 2002-001 OPEN ONLY TO ARTS POLITICS STUDENTS – NO EXCEPTIONS Mondays 10:30am - 2:30pm 4 points

Methods & Criticism I supports you to identify and strengthen the methodologies operating in your practice while developing a critical framework for diverse modes of creative and political action. Weekly presentations and discussions will allow for robust engagement with one another’s work, which may include but not be limited to artmaking, scholarship, activism, curation and pedagogy. Over several weeks, we’ll also do slow, careful readings of two primary texts: Robin Wall Kimmerer’s Braiding Sweetgrass, and Octavia E. Butler’s Parable of the Sower. Kimmerer will guide us in considering the power of place and the more than human. What vitalities might be cultivated by holding multiple worldviews and ways of being? Butler will help us to consider how fiction – and the novel in particular – offers a space for considering what lessons lie in coalition and the multi-generational. How does science fiction envision new worlds and forms of collectivity amidst dystopian futures? Operating beyond more conventional notions of activism, agitprop or the contemporary, how might such texts help us to reimagine the political and creative dimensions of our practices? Additionally, how might critical readings and contextualization of these works impel us into new possibilities for thinking more critically about the terms and forms of our own work?

Our goal will then be to apply these lessons to the professional pauses and pivots that unfold for you over the course of this one-year program. How is this current historical moment calling you to reflect, shift or lead? What are the frameworks, methodologies, tools, connections and experiences you need in order to evolve and sustain your practice? In addition to our critique sessions, analytical readings and discussions, we’ll also conduct weekly writing reflections, complete individual final essays articulating your relationship to arts politics, and undertake a group exercise to map resources, challenges, synergies and pathways. This course helps to prepare students for the research, creativity, collaboration and convening that will continue in the core Methods and Criticism II course in the Spring Semester, and across your chosen elective courses.

Creative Response: Performance Matters

Professor Karen Finley

ASPP-UT 1028-001 (juniors, seniors only)

ASPP-GT 2028-001

Monday 3:30pm - 7:05pm

This is a dynamic, generative class where you will be able to engage in creative production. We are creating and making. We will reflect on performance art, installation, hybrid media, site-specific, text and experimental practice. Creatives or curators that work in related areas are invited to expand their practice such as film, visual art, photography, creative writing, music, technology or if you just need to explore new ground! The professor is a multi- disciplinary artist who is active in the field. This is a workshop atmosphere and the professor strives to have an educational space for trying things out and discovering together. This class will look deeper into varying aspects of the theory of performance: concept, generating content, research and staging. We will consider the strategies of subversion of form, of interruption from normative expectations.

We will consider everyday experience, randomness, abstraction and performance as a space for social change. We will create rituals, consider sacred space, and healing as possibility. We will observe, review and appreciate lists, timing, gathering and collecting.  Performing, embodiment, communicating the body: gender, race and identity.  Recovery, restoration and healing is made possible. Appreciating in-progress, process, or how do we give and receive feedback. Humor and absurdity is appreciated.

We will have a workshop on how we translate our performance into performance writing. We will look at performance scores such as with Fluxus. The visual and prop aspect of performing:  such as objects, accessories, the archive, design and costume. Listening, finding voice, silence and giving and taking commands, and deviation from dominant forms of entertainment and product.  Hopefully with deeper understanding, we will seek to challenge and stimulate our own creative content to produce innovative, thought-provoking  performance.  Students will present their own work either individually or in groups, write about the theory and content of their production and have assigned readings to supplement the assignments and their areas of concentration. There will be guest artists, and we will attend performances and art events. Finley will update the description closer to the course with field trips. In past classes we have attended Skirball, La Mama, The New Museum, The Grey Gallery, The Guggenheim and The Museum of Modern Art. We will also visit the archives at NYU.

Graduate Colloquium

ASPP – GT 2003 OPEN ONLY TO ARTS POLITICS STUDENTS – NO EXCEPTIONS

Tuesdays, 11am - 1:45pm

2-3.5 points

This class is a core course required for all Arts Politics students. In our class we will engage in conversation while getting to know each other as a cohort. We will have field trips and guest visits with leaders in the field. We will meet with alumni on their research, practice and hear from faculty. There will be generative engagement and space for fielding questions, incubation of process, activating content and meaning, considering arts activism, and community collaboration.  

Since we have had a year of the pandemic, we will engage in-person at site visits in New York City as a classroom. Some events that will be planned are a tour of Stonewall Monument with Stonewall National Parks volunteers, visit the recent Maya Lin outdoor environmental installation “Ghost Trees.”We will engage in participatory walks – such as rethinking memorials – with the Columbus Monument, and retracing the remains, removal and landmarks of Seneca Village with alumni Kimiyo Bremer. Artists in the field will speak about their work such as John Sims with reclaiming and burying the Confederate flag. We will also be in the here and now, with current events and spontaneous responsive activism. And be mindful of the past year – of events, loss, trauma and regeneration, recuperation, restoration and commemoration.

We will work individually but also engage in projects in cooperation and collaboration. We will consider celebration as a space for engagement and activism and we will challenge our comfort zones to consider inspiration, reimagining and possibility. As part of our process, we will delineate the increments of identifying prompts to deepen and awaken our practice. There will be readings and research alongside each unit, a presentation and final reflection essay.

War: Aesthetic Approaches/Theoretical Retreats (Theory)

Professor Luis Rincon Alba

ASPP-UT 1006-001 (Undergraduate section - juniors, seniors with permission)

ASPP-GT 2006-001 Tuesdays, 4:45 - 8:10pm 4 points

In her book “The Unwomanly Face of War,” journalist and Nobel prize winner Svetlana Alexievich questions the grandiose and male-centered manners historians have approached war. Alexievich’s response to the omissions committed by such an attitude considers the senses in conjunction with the memories of women whose stories have been neglected, erased, and suppressed for being a menace to the status of this very grandiosity. In this class, we will follow a similar approach and interrogate the forms in which artists from war-affected regions and populations recuperate and redeem the traces, memories, lessons, and scars left by armed conflicts. In conjunction with this, we will critically read philosophical, historical, and other texts from the humanistic tradition to understand how war overflows, challenges, and redefine the theoretical understanding of violence, brutality, race, gender, sex, and the human. The class will also pay attention to how war and its traces remain in audio-visual archives, theater plays, choreographies, music, literature, and performance art. 

Some of the authors and artists we will pay attention to include Doris Salcedo, Claudia Rankine, Ngugi wa Thiong’o, Teresa Margolles, Svetlana Alexievich, Eiko & Koma, Nidia Góngora, An-My Lê, Joe Arroyo, Walter Benjamin, Francisco Goya, Ariella Azoulay, Robert Mosse, Arthur Jafa, Ariella Azoulay, John Akomfrah, and Raoul Peck.

Issues in Arts Politics

Professor Ella Shohat ASPP-GT 2001 (MA Arts Politics Students Only) Wednesdays, 10:30am - 2:05pm 4 points

This course expands the methodological, theoretical, and discursive possibilities of situating culture and the arts in relation to the political, tracking this relationship in a transnational world. By privileging analytics from anticolonial and critical race theory, transnational feminism, queer studies and disability discourse, we reimagine the issues of arts and politics in relation to questions of power and survival. Rather than perpetuating a dominant discourse of art merely being resistant to the state, we will expand other narratives and analytics that seek to complicate not only the political, but also the aesthetic. Through tracking shifts in visual art in relation to performance, social practice, and the intermedial, we will also find grounding in concepts from political economy. This course intends to introduce key analytics in critical theory to help students theorize and historicize their own practices and approaches.

Postcolonial Displacement: Memoir and Memory

Professor Ella Shohat

ASPP-UT 1049-001 (juniors, seniors only with permission)

ASPP-GT 2049-001 Graduate section

Wednesday 3:30 - 7:05pm

With the growing numbers of immigrants/refugees in cities such as London, Paris, Berlin, Barcelona, New York, Los Angeles, Montreal, belonging no longer corresponds to one geography, simplistically imagined as “over there.” This seminar will study questions of displacement as represented, mediated and narrated in a wide variety of texts. It will focus especially on memoirs, whether in written or audiovisual form, which confront exclusionary and essentialist discourses with a rich cultural production that foregrounds a complex understanding of such issues as “home,” “homeland,” “exile,” “hybridity” and “minorities.” How are identity and history performed in these colonial, post­colonial and diasporic contexts? What is the status and significance of the oral, the visual and the performed within the context of memory? We will examine different narrative forms of memory­making, analyzing how post/colonial authors and media­makers perform “home,” “homeland,” “diaspora,” and “exile.” How does memory become a filter for constructing contemporary discourses of belonging, especially in the context of post­independence and transnational dislocations? We will also address questions of genre, and the socio­political ramifications of certain modes of writing and performances of memory that create new hybrid genres such as the

poetic documentary and experimental autobiography. We will analyze works where a fractured temporality is reassembled to form a usable past where the body serves as an icon of migratory meanings. We will also examine contemporary cyber diasporic practices, problematizing such issues as “nostalgia” and “return” in the context of new communication technologies.

Race and Speculation (Theory)

Professor Shanté Smalls

Thursdays 10:30am - 2:05pm

Graduate Students Only

This course takes seriously the work that science fiction and speculative works do in relation to constructions of gender and sexuality, race, and imaginary worlds and temporalities. This course considers how dystopian science fiction, fantasy, and other speculative categories render race and gender in the afterlife of structured society. Are race and gender metrics that register after civilization has been destroyed or radically altered? We consider such questions as: Who gets to lead in dystopian society? Who gets to have family and kinship and how are those portrayed? How is gender racialized and race gendered in post-apocalyptic worlds? And finally, can dystopic future renderings aid in undoing long-standing structural oppressions?

The class will focus on a series of objects and performances across genre, including, graphic novels, literary novels, and visual culture (film, tv, art)

Possible sites of inquiry: NYC Comic Con Festival, Midtown Comics, Forbidden Planet Comics; authors: NK Jemison, Octavia E. Butler, Marjorie Liu; Samuel Delany; films: Train to Busan (2016), The Girl With All the Gifts (2016), Pumzi (2009)

Music, Race, and Ethnicity

ASPP-UT 1006-002(Undergraduate section - juniors, seniors  with permission)

ASPP-GT 2006-002 Thursdays, 3:15 - 6:50pm 4 points

This class explores the modes through which music has expanded understandings of race and ethnicity and how it has shaped the critical understanding of performance and the performative. It pays close attention to the participation of the colonial in the formation of the contemporary political and aesthetic landscape while also defining the forces that shape culture and art on a global scale. The class maintains the tension among multiple elements such as race and ethnicity but also class, gender, and sexuality to offer an intersectional perspective of the political role that ancestral and contemporary musical performance played in anti-racist activism. 

We will also practice simple but meaningful musical exercises aimed at giving students tools to listen in detail while also understanding how a sense of orientation and alignment resides at the heart of Black and Indigenous musical performance. Students will develop skills to write about musical performance in the broadest sense of the term. However, they will also have chances to seek, explore, and question for ethical and political modes to include music

in their own artistic practice. The class is structured in a way that allows students to gain tools to engage in detailed listening. Subsequently, these tools will foreground their capacity to richly and productively describe musical performance in their writing. No musical practice or previous knowledge is required.

Art and the Public Sphere: Other Architectures

Professor Laura Harris

ASPP-GT 2054-001 (graduate students only)

Thursdays, 3:15 - 6:50pm 4 points

What is a public sphere and how is it activated and delineated? By and for whom? And how is private domestic life structured? And what forms of social life cannot be accommodated in either? We will consider the way such social spaces are articulated by, among other things: physical architecture and infrastructure; media and communication

technologies; the economic instruments of colonial and racial capitalism; state policies and policing; and cis-heteropatriarchal and ableist moralisms. We will look at the ongoing reorganization of these spaces (through, for example, land appropriation, domicide, “slum” clearance, redlining, predatory loans, moral panics, rezoning, sacrifice zones, and the risks and restrictions accompanying the recent pandemic).

At the same time, we will look at alternative formations, some found in different building traditions, some created by artists or imagined by poets, and some defined through irregular forms of movement and/or gathering that the planners did not plan for.

Authors and artists studied may include Jürgen Habermas, Kristin Ross, Leon Battista Alberti, Angela Mitroupolous, Denise Ferreira da Silva and Paula Chakrabarty, Veronica Gago and Luci Cavallero, Jun'ichirō Tanizaki, Kengo Kuma, Trinh T. Minh-ha, Alexis Pauline Gumbs, AbdouMaliq Simone, Michel de Certeau, Maria Lugones, Sara Ahmed, Fernand Deligny, Claudio Medeiros and Victor Galdino, Hélio Oiticica, Gordon Matta-Clark, Lygia Clark, Park MacArthur and Constantina Zavitsanos, Erica Gressman, Italo Calvino, Renee Gladman, Natalie Diaz and Zoe Leonard.

Contact the Department: Emily Bronson Administrative Director, Department of Art and Public Policy Tisch School of the Arts, New York University 715 Broadway, 12th floor New York, NY 10012 Phone: 212-992-8248 Email:  [email protected]

Irregular job schedules may be linked to poor sleep and faltering health by age 50

With the rise of the US service economy and technological progress, researchers are taking a closer look at the impact of erratic work hours on the health of employees—nurses who make rounds into the predawn hours, burger flippers with irregular shifts, and software engineers who stay “in the zone” long past midnight.

There’s new evidence that schedule chaos, an increasing phenomenon, can take a serious toll. Those with nonstandard employment patterns starting at 22 are more likely to report sleep issues, poor health, and depressive symptoms by age 50, according to a new study by Wen-Jui Han, an NYU Silver School of Social Work professor with training in sociology, economics, developmental psychology, and public policy. Her recent research has explored the impact of parents’ work schedules on their own well-being and that of their children.

The new study on erratic schedules, published in the journal PLOS ONE on April 3, looks at how one’s social position “plays a significant role in these adverse health consequences” from working jobs with shifts outside the more traditional 9 a.m. to 5 p.m. The findings show that individuals occupying a lower social position, such as those who did not go to college or whose employment status may be precarious, are more likely than some others to suffer from inadequate or poor sleep.

“In reality, our work patterns are more volatile and diverse than we can imagine.”

Here are some additional takeaways from the study:

●        Han’s research is the first scholarship to use longitudinal studies and a life-course perspective (with sequence analysis) to examine how work schedule patterns, whether consistently or periodically irregular starting in our early 20s, might be associated with our sleep and health as we approach mid-life.

●        Her analysis relies on the National Longitudinal Study of Youth, a nationally representative sample of about 7,000 people in the US conducted over three decades. The data collection began in 1979, asking participants about their sleep and mental and physical health over time along with their evolving work schedules.

●        Nonstandard work schedules, very prevalent across the US since at least the 1980s, are increasingly becoming a global phenomenon.

●        The significantly poorer sleep and health outcomes observed through the longitudinal analysis are concentrated among people with vulnerable social positions, such as women, racial minorities, and those without a college degree.

●        As expected, socioeconomic factors such as wages, marital status, education, and poverty are significantly associated with problematic sleep and health. But there are exceptions. Black workers, both women and men, reported a lower likelihood of having depressive symptoms than their White counterparts, for example. White women, particularly those with less than a high school education, reported the highest likelihood of depressive symptoms.

“In reality, our work patterns are more volatile and diverse than we can imagine,” says Han, whose research revealed that shifting schedules were relatively common among workers between ages 22 and 49, whether they started out working standard hours and transitioned to something more variable, or worked mainly 9-to-5 with some night shifts mixed in. “About three-quarters of the work patterns we observed did not strictly conform to working stably during daytime hours throughout our working years. This has repercussions.”

People with work patterns involving any degree of volatility, she explains, were more likely to have fewer hours of sleep per day, lower sleep quality, lower physical and mental functions, and a higher likelihood of reporting poor health and depressive symptoms at 50 years old than those with stable standard work schedules. Those adverse health consequences from nonstandard work schedule patterns—whether taking care of one’s own children at home or working a job for pay—are “alarming,” the study concludes, especially in light of the scholarship revealing that an adequate amount of quality sleep is important for heading off anxiety and depression, hypertension, obesity, or even stroke.

And “the picture becomes grimmer if we further disentangle these links by social position,” Han writes.

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I commute every week from New York City to Ann Arbor for work. I have to pay my own way and thought it was a crazy idea at first — now I love it.

• Susan Miller, a professor, supercommutes weekly from New York to Michigan.
• Although the school doesn't cover her commute, Miller enjoys the different atmosphere in Michigan.
• Despite potential downsides, Miller encourages others to consider supercommuting if given the chance.

This as-told-to essay is based on a conversation with Susan Miller , a professor at the Ross School of Business, University of Michigan, living in New York. It has been edited for length and clarity. 

In January 2022, I began my weekly commute from New York City to Ann Arbor, Michigan. There, I teach a wide range of college classes as a full-time professor at the University of Michigan Ross School of Business .

As a supercommuter, I think I have the best of both worlds: I teach bright, well-rounded, caring students from around the world, and I get to return home and take advantage of everything that makes New York City exciting and interesting.

I book my airline tickets months in advance and spend between $120 and $250 for a roundtrip flight. My supercommuter schedule both energizes and fuels me, and I don't see myself stopping anytime soon.

I had never supercommuted before this job

I began my career working for large companies, including Xerox, Colgate, American Express, and Warner Bros. My experience ranges from marketing and business development to brand management and licensing. Later, I was an entrepreneur and built a few companies.

While I traveled for all of these work experiences, I never had to commute weekly across state lines like I do now.

I get to enjoy an atmosphere and culture different from NYC. And it usually takes no more than two hours to fly between New York and Michigan . I sometimes joke that it takes me fewer hours to get from my NYC apartment to Ann Arbor, Michigan, than going on the Long Island Railroad into Manhattan for the 23 years I worked there.

Michigan has a different vibe, and I like it

I graduated from NYU with an MBA, so I often get asked why I don't just teach in NYC. There's something about Michigan — the Midwest. I can't explain it. The vibe is just different, and I like it.

When I'm on campus, there's a hyper-focus on being there a few days and then getting to come back home that I wouldn't get to experience if I were not supercommuting back and forth.

When I'm in Ann Arbor, I stay in a hotel attached to the business school and enjoy the faculty rate. I take a 180-step commute from my room to the school. There's an ease of living on campus in a hotel. I don't have a kitchen, so I usually dine at friends' houses or eat out.

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I know the hotel staff, and it feels like my second home, without the upkeep.

I didn't become a supercommuter all at once

Starting in 2007, I became a regular guest speaker at the university. I'd been invited by my son's then-girlfriend to serve as a guest speaker in various student clubs — they were both sophomores at the school. While at one of these events, I met a woman named, Dr. Mary Hinesly, who asked me to guest speak in her class.

When Mary became head of her department in October 2021, she invited me to guest speak again, and then she asked if I'd be interested in teaching there full-time.

My initial reaction was that I was flattered but that it made no sense, as I live and work in New York and the school did not offer to pay for my commute . After sleeping on the offer, I called back and said, "It made no sense, it was crazy, but I was in."

Teaching in Michigan has plenty of perks

I get to teach at one of the best business schools in the country with wonderfully well-rounded students, and I have lots of football players in my classes.

One of the best things this year was seeing our football team win the national championship because I had so many of these athletes in my class. There are many events each week, and I can attend anything, including sporting events like basketball and lacrosse — two of my students are captains.

Being around my students is like breathing oxygen, and spending time with them makes me optimistic about the future.

Other than that, I enjoy the fresh air from the lakes and the nature of the Midwest, as opposed to city life.

Supercommuting has made me a better traveler

I know how to navigate flights and Ubers. Plus, I've learned how to maneuver quickly around crowded, bustling spaces — I'd even say I've gotten physically fitter after dashing through airports so many times. I can pack a small bag fast and cut my airport arrival down to the minute. Knowing how to avoid intense NYC rush hour helps me keep my commute short.

I learned how to increase my perks with Delta, as the Detroit airport is a Delta hub. I got an airline credit card , where I get a 15% discount on Delta flights, and just reached platinum status. I've also mastered the app, where I accrue miles I use for flights.

I'm already booking my fall 2024 flights, so I can fly cheaply, and I've learned to take advantage of the Delta Lounge for breakfast.

Supercommuting could have some downsides for some people

A few of my flights were canceled, but Delta has a flight from New York landing in Detroit almost every hour. If I'm ever running late, there's always a chance I could miss a flight and wait for the next one — but I haven't missed a flight yet.

Supercommuting can feel like you're living in two places, which might wear some people out. It could also be a problem for people without proper childcare. However, having grown-up children has made supercommuting easier for me.

I've met many people who supercommute . If an opportunity to supercommute intrigues you, I'd say go for it. You can be anywhere around the country with flights if you plan accordingly.

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3 Strong NYU Diversity Essay Examples

New York University (NYU) is an extremely selective school, so it’s important to write strong essays that help your application stand out. In this post, we’ll share some essays real students have submitted for NYU’s Diversity prompt and outline their strengths and areas of improvement. 

(Names and identifying information have been changed, but all other details are preserved.)

Note: Looking at examples of real essays students have submitted to colleges can be beneficial to get inspiration for your essays, but you should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarize. 

Read our NYU essay breakdown to get a comprehensive overview of this year’s supplemental prompts.

NYU Diversity Prompt

The following essays respond to this prompt:

NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience. We would like to better understand how your experiences would help us to shape and grow our diverse community. Please respond in 250 words or less.

This is the classic Diversity Essay , which asks students to share what makes them unique. While diversity is most commonly associated with ethnicity, culture, and identity, keep in mind that it also encompasses:

• Interests, hobbies, and talents
• Perspectives, values, and opinions
• Experiences
• Personality traits

With that, let’s dive into the student examples!

Example 1 – Life as an Indian-Muslim

Growing up in America as an Indian-Muslim, I am constantly reminded of my minority status. As a child, the only outlet I had from this feeling was traveling back to India; the secluded family farm welcomed me with the pungent aroma of Indian spices and the constant chatter of relatives always brought me comfort. However, as governments changed and the anti-Muslim sentiment in India grew, an insecurity in my identity began to form. Loud riots exploded and brutal attacks on Muslim families made it clear that I was no longer welcome in a country which once felt like home. Living in a world which never regarded me as part of the majority led me to turn to writing as the cornerstone of my cultural expression. 

Reporting through the general and Islamic publications at NYU, including the Aftab Arts and Literature publication, is how I plan to use my seven years of prior experience in journalism to shape the diverse community at NYU. It is imperative that I not only raise a voice of representation for the miniscule percentage of Indian-Muslim students, but also give the larger NYU community unbiased reporting on Muslim concerns. Being a voice for Muslims in the media is essential to combating Islamophobia, especially since 9/11, as media propaganda has instilled a deadly bias against Muslims.

At NYU, where almost every country in the world is represented, I will be able to learn about other unique cultures and expand the community by educating on my own.

What the Essay Did Well

This student does a great job of answering this NYU-specific Diversity Prompt , specifically through their clear, engaging structure.

The prompt is two-pronged. Students must describe:

1) their diverse background or experience, and 

2) how their diverse background or experience will improve the community at NYU. 

In this essay, the student answers the first question in their first paragraph and the second question in their second paragraph. They connect the paragraphs with a strong transition sentence that takes us from their past experiences to the future experiences they hope to have at NYU: “Living in a world which never regarded me as part of the majority led me to turn to writing as the cornerstone of my cultural expression.”

On a smaller scale, the first paragraph is structured by a beautiful narrative arc. This student struggled with cultural expression growing up, so they enjoyed traveling back to India where they felt comfortable, but then Indian political activity made India less comfortable, and ultimately they turned to writing, rather than a place, as their preferred form of cultural expression. Their story is easy to follow, yet detailed, with compelling lines like “the pungent aroma of Indian spices and the constant chatter of relatives always brought me comfort” ensuring the reader doesn’t lose focus.

In addition to providing an engaging essay scaffolding, this student does a great job of making themself seem engaging by sharing their thoughts on the Indian-Muslim experience. Their reflections on the Indian government’s views on Islam, and the relationship between media, 9/11, and Islamophobia are brief by necessity, but nonetheless show this student has strong critical thinking skills, and would have a lot to teach their peers at NYU. 

Finally, the student explains in concrete terms why they would be a valuable addition to the NYU community. In the sentence “Reporting through the general and Islamic publications at NYU, including the Aftab Arts and Literature publication, is how I plan to use my seven years of prior experience in journalism to shape the diverse community at NYU,” they both subtly reference their past accomplishments and paint a picture of how they’ll use NYU’s resources to continue building on those achievements. 

What Could Be Improved 

While this essay is both personal and compelling, there are two changes the student could make to take their writing to the next level.

Firstly, the student’s topic is emotional, but they don’t express much emotion in their writing. For example, they write “the only outlet I had from this feeling was traveling back to India,” but we are left wondering what “this feeling” was.

Some small adjustments could help readers better understand the student’s emotions. For example, they could change their first sentence to “Growing up in America as an Indian-Muslim has been painful, which has made me feel conflicted about my minority status” or “Growing up in America as an Indian-Muslim has been isolating, which has made me resent my minority status.”

Additionally, as they write about the effect of the anti-Muslim attacks in India on their cultural identity, they could add a sentence describing their emotions. For example:

“Loud riots exploded and brutal attacks on Muslim families made it clear that I was no longer welcome in a country that once felt like home. At the same time, the country that is my home has always been fond of profiling my family as terrorists, when they are the ones who force us to live in constant fear. Living in a world that never regarded me as part of the majority led me to turn to writing as the cornerstone of my cultural expression.”

Secondly, because the student does such a great job of responding to the prompt in their first two paragraphs, the concluding sentence “At NYU, where almost every country in the world is represented, I will be able to learn about other unique cultures and expand the community by educating on my own” is unnecessary. We are already convinced that they will expand the NYU community. Instead, these words can be reallocated to adding sentences with emotional valence.

Example 2 – Santa’s Not Real!

When I was four, my parents told me that Santa wasn’t real. This wasn’t shocking because I was Jewish, and my parents never perpetuated the idea that an old man snuck into our house to deliver presents. But, in December 2009, they gave me paramount instructions. I could not tell any of my friends the truth about Santa. The innocence of my pre-K peers was in my hands, so I promised never to reveal this colossal secret. However, every Christmas, I would feel isolated from my Christian friends. Annually, I was told how terrible it was that I didn’t celebrate.

For a while, I felt terrible too, and the isolation only persisted as I got older. At thirteen, I began fasting for Yom Kippur, so I would miss that day of school. However, my teachers would always manage to schedule a test that I would be forced to miss. This was infuriating. But, in the heat of my anger, I realized something. My Southern community wasn’t targeting Jewish people. They were just ignorant of cultures different from their own.

This realization made me value the importance of celebrating cultural diversity. No one should ever feel isolated because of their differences.

This essay does a great job of drawing us in with its first sentence. To most American readers, the sentence “When I was four, my parents told me that Santa wasn’t real” is intriguing. Finding out that Santa isn’t real is a universal experience that binds most of us, so we want to know why this student was told at such a young age. 

Another strength of this essay is the student’s charming use of language. For example, the student cleverly describes Santa: “my parents never perpetuated the idea that an old man snuck into our house to deliver presents.” Similarly, the sentence “The innocence of my pre-K peers was in my hands” is funny.

Lastly, this student does a good job of pointing out their identity. While admissions officers have access to the name of this student’s high school, without being specifically reminded that the student grew up Jewish in the South, they likely would not have put that together. The sentence “My Southern community wasn’t targeting Jewish people” brings attention to this student’s complex identity.

The main issue with this essay is that it does not flow. This is attributable to a lack of structure.

The student begins with the Santa anecdote, which is explored for four sentences (more than a “hook” normally gets), but oddly, does not turn into the focus of the essay. Instead, the student abruptly moves to discuss other experiences when they felt isolated due to being Jewish. For this anecdote to be effective, the student needs to do one of two things: focus it or connect it. 

With the “focus it” method, the student would finish the Santa anecdote, then use the rest of the essay to reflect on how the anecdote shows their values or approach to diversity. This could look like:

“When I was four, my parents told me that Santa wasn’t real. This wasn’t shocking because I was Jewish, and my parents never perpetuated the idea that an old man snuck into our house to deliver presents. But, in December 2009, they gave me paramount instructions. I could not tell any of my friends the truth about Santa. The innocence of my pre-K peers was in my hands, so I promised never to reveal this colossal secret. Unfortunately, my pre-K self was chatty and didn’t understand that the Santa secret would hurt my friends if I told them, and I ended up telling Natalia Huckabee. Natalia’s mom called my mom and explained the importance of us respecting each other’s differences and my mom was mortified. 

Since then, it has been very important to me that I respect the beliefs of people around me and that they respect my Jewish identity… “

For the “connect it” method, the student would shorten their Santa anecdote, connect it to other anecdotes about feeling isolated, then reflect on how that isolation affects their worldview. This would look like:

“My Jewish parents never perpetuated the idea that an old man snuck into our house to deliver presents. Actually, at the ripe age of four, they sat me down and told me that Santa wasn’t real. In that same sitting, they gave me very specific instructions: I could not tell any of my friends the truth about Santa. I just had to say that Santa didn’t visit Jews. 

Each year, I was told a million times how terrible it was that I didn’t get presents from Santa. Each year, I missed four to seven tests for Jewish holidays. Each year, I… “

Either way, the anecdote should be followed by reflection. Currently, this student’s introspective musings feel surface-level and are not compelling. They include “For a while, I felt terrible too” and “This was infuriating.” 

Similarly, the conclusions they draw about the importance of diversity lack nuance and do not show a capacity for deep thought. These include “I realized something. My Southern community wasn’t targeting Jewish people. They were just ignorant of cultures different from their own” and “No one should ever feel isolated because of their differences.” 

Dedicating a few sentences specifically to deep reflection would allow the student to explore their identity with more authenticity and would help admissions officers get to know them.

Lastly, this student completely fails to answer a core element of this prompt: “ We would like to better understand how your experiences would help us to shape and grow our diverse community.” The student does not say anything about NYU, the NYU community, or how they will contribute to the NYU community.

For any Diversity Essay , it is extremely important to write about how your diversity shapes your outlook and actions. Specifically with this prompt, the student should forecast how their diversity would play out at NYU. They could describe their plans to start a club, participate in a specific research initiative, or get involved with activism. 

Example 3 – Doc McStuffins

“The Doc is in, and she’ll fix you up!”   

Why was it okay for McStuffins to be both black and intelligent in her world, but it was so rare in mine? Based on assumption, I was shoved into intervention groups without proper assessment, causing me to avoid participation in class. At least until I discovered my true passion — Biology.  

While my teachers discouraged me from STEM, my ever-curious mind gravitated towards it, yearning to learn more. I memorized each detail of what I was given, grinning as I recited cell systems and organelles. I now hold an internship investigating DNA editing technology (CRISPR), working to alter DNA of ailments through laboratory work and qualitative analysis. Somehow, seeing a 7-year-old girl wipe jam off a frantic doll, convinced it was bleeding, motivated me to dive head-first into the world of science.

Diversity in science is incredibly significant, but how can there be diversity if non-conventional scientists are discouraged? NYU values the importance of diversity, making it the school for me. At NYU I will join Blackademics and, I will form a podcast for women of color to talk about their experiences with commonly faced educational setbacks. As someone encouraged by seeing representation, I deeply understand the excitement that seeing someone like you doing “atypical” things can bring. Through NYU courses like Intergroup Dialogue, I will hold a similar influence that Doc McStuffins had on me towards others. 

This is an example of a hook-done-right. The essay starts with a quote from the Doc McStuffins theme song, which (whether you’re familiar with Doc McStuffins or not) reads as sweet and endearing. Then, she uses a provocative question to connect the quote to her own experiences, which serves as a transition to the bulk of the essay, which is about her experiences.

This student centers her essay around a specific theme: representation. A common error in college essay writing is the failure to stay focused, but she successfully uses her theme to anchor her essay. Her hook is about representation , her setbacks are about representation , and she wants to get involved in specific NYU activities to improve representation . 

Lastly, and extremely importantly, this student thoroughly answers the prompt. She is asked how her diverse experiences will improve the NYU community, and she explains how her experience growing up as a young, Black woman — interested in STEM but shut out from STEM — will motivate her to work towards equal representation at NYU.

This student’s main area for improvement has to do with her integration of the Doc McStuffins hook. Simply put, Doc McStuffins is referenced too much in her later paragraphs. With a limited word count, every sentence is a resource, and the majority of sentences should go toward a student’s values and personality.

Here, we would suggest that “Somehow, seeing a 7-year-old girl wipe jam off a frantic doll, convinced it was bleeding, motivated me to dive head-first into the world of science” be replaced with a sentence describing the student’s emotions about her success in STEM. Throughlines are great, but connecting every paragraph back to your hook is repetitive.

Additionally, the aforementioned sentence is not easily digestible. Unless your reader is extremely familiar with Doc McStuffins, it will probably take them a minute to figure out who the 7-year-old girl is and what jam blood has to do with anything. This same issue presents itself in the sentence “Based on assumption, I was shoved into intervention groups without proper assessment, causing me to avoid participation in class,” which is hard to understand.

Read through your essay to ensure that all of your sentences make sense, no matter the knowledge level of the person reading. Run your essay by friends and family, and specifically ask them to flag areas that they think might be confusing.

Where to Get Feedback on Your Essay 

Want feedback on your NYU diversity essay before you submit? That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Other NYU Essay Resources

• 4 Great “Why NYU?” Essays
• How to Write the “Why NYU?” Essay
• How to Write the MLK Scholars Program Essay 

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Guest Essay

There Is a Way Out of MAGA Domination

By Jonathan Rauch and Peter Wehner

Mr. Rauch is a senior fellow at the Brookings Institution. Mr. Wehner is a senior fellow at the Trinity Forum.

A few weeks ago, Mike Pence did what no other vice president in the modern era has done: He refused to endorse the re-election of the president under whom he served. When it comes to alumni of Donald Trump’s administration, Mr. Pence is hardly alone; the list of high-ranking officials who worked for Mr. Trump and have implied or outright stated that they can’t support their former boss under any circumstances has grown to an astonishing length .

The list of prominent Republican figures who did not serve under Mr. Trump and who regard him as unacceptable is equally impressive. It includes the 2012 Republican nominee for president, Mitt Romney, and his running mate, the former speaker of the House Paul Ryan, as well as Liz Cheney, who served in the House Republican leadership, and her father, the former vice president Dick Cheney, who summarized the situation bluntly : “There has never been an individual who is a greater threat to our republic than Donald Trump.”

Despite Mr. Trump’s almost effortless sweep of the Republican nomination contest, there remain deep pockets of resistance to him in the ranks. More than a fifth of voters in the Republican primaries supported Nikki Haley, a former governor of South Carolina; among many of them, there is intense opposition to Mr. Trump’s presidential run. And as The Washington Post points out , nearly one in five Republican primary voters across four contests on April 2 voted for an option other than Mr. Trump — even though he was the only Republican still campaigning at that point.

So two things are happening at once: The Republican Party is thoroughly MAGA and will be for the foreseeable future, and there is a small but influential number of Republicans who are deeply opposed to what their party has become but not prepared to shed their political identity and join the Democrats.

For this group, one viable course remains: create a Republican Party in exile, a counterestablishment dedicated to recapturing the party from the outside.

In world history, exiles, expatriates and their movements have played important roles in fighting unjust regimes. They bring detailed knowledge of their country and its politics to bear on efforts to change the government. They assemble agendas and personnel for its eventual replacement. They provide a rallying point and inspiration for regime opponents who otherwise might succumb to fatalism and fatigue. They connect and coordinate disparate exile factions.

Not least important, they show the world that they are committed to the fight and will not accept the legitimacy or inevitability of the current regime. To get a sense of the inspiration they can provide, think of Charles de Gaulle and Free France, the government in exile that was established in London after France fell during World War II.

There are, of course, profound differences between the task faced by de Gaulle in 1940 and the problem of reconquering the Republican Party today. But they share this position: Psychologically, an exile movement must recognize that it does not have a place in the system and must work from outside it.

That is a conceptual bridge that many anti-MAGA Republicans have been unready to cross. Yes, they have acknowledged the dominance of MAGA in the party. Yet they have hoped to act effectively as a faction within it.

Until now, Republicans who opposed Mr. Trump could point to state and local politics, where non-MAGA Republicans — and, much more rarely, anti-MAGA Republicans — have won elections, sustaining a Republican rump faction that holds MAGA at arm’s length. Non-MAGA Republicans believed that the party would feel stung by MAGA’s record of regularly losing elections that Republicans ought to have won, including the loss of the presidency by an incumbent, control of the Senate in the 2020 election cycle and the fizzle in the 2022 midterms, when voters in race after race surgically excised extreme MAGA candidates.

Non-MAGA Republicans expected that the multiple indictments of Mr. Trump would discredit him in the eyes of G.O.P. primary voters or at least lead them to abandon him as a likely loser. They imagined that Mr. Trump’s increasingly unhinged and self-absorbed behavior would alienate his supporters. They supposed that Mr. Trump might lose the nomination if forced into a one-on-one race with a single strong contender. And they thought, if all else failed, that the Republican base might simply grow bored with the stale, repetitive and witless Trump show.

Those suppositions turned out to be wrong, and Ms. Haley’s loss to Mr. Trump in the Republican primaries has extinguished all of them. Mr. Trump will be crowned in July. He commands cultlike loyalty among his MAGA base. He has taken over the machinery of the Republican Party. His election to the White House in November would further consolidate his control of the party, but even if he is defeated, MAGA will not believe it lost fairly and therefore will not willingly relinquish its grip.

Which brings us back to the non-MAGA faction. With its paths blocked inside the party, it can still bring formidable people, resources and ideas to the task of defeating MAGA from the outside, as an exiled party.

What would this mean in practice? A G.O.P. in exile — the Free Republicans, as it were — can be a loose network of organizations, think tanks, politicians, consultants, donors and activists; it can have a more formal structure, with its own national committee, state chairs and staff. It might hold conventions, develop chapters and auxiliaries and approve a platform, or it might rely on a more decentralized strategy that supports and coordinates assorted efforts to build a bench of anti-MAGA talent and ideas. Regardless of how those tactical choices are made, four strategic principles should define the project.

First, the Free G.O.P. should fully accept its exile status. No daydreaming about being welcomed back into the MAGA party any time soon. The project must look beyond the next month, the next year and the next election. It cannot be impatient or easily discouraged.

Second, even as the Free G.O.P. accepts its outsider status — even as it acknowledges MAGA’s control of the Republican Party — it should identify unwaveringly as the true Republican Party and reject the moral legitimacy of the Trump regime. The Free G.O.P. would insist that it, not MAGA, lays claim to the heritage of the party of Lincoln.

Third, the Free G.O.P. should develop an agenda — or, more realistically, a set of agendas — for a post-MAGA future. According to The Hill, Mr. Pence’s political advocacy group, Advancing American Freedom, “plans to invest $20 million this year to shape the conservative agenda, an effort to directly counter what Pence had previously described as populism ‘unmoored to conservative principles.’”

The former vice president is putting his name on the line to oppose the Trumpian populism that controls the Republican Party. He and his partners have the right idea: Free Republicans must develop ideas and conversations about what 21st-century conservatism should look like. Looking backward to a pre-Trump G.O.P. won’t succeed.

Fourth and most essential, Free Republicans must set their sights on overthrowing MAGA, not influencing it, partnering with it, bargaining with it, coexisting with it or waiting it out. They must name and explain what Trumpism represents: lawlessness, moral anarchy, conspiratorial thinking and an assault on the Constitution. They must challenge MAGA Republicans in primaries, focusing in particular on state races for governor, attorneys general, state legislators and others. They must be prepared to withstand the hostile machinations of the MAGA Republican Party and the attacks of the Trump movement, which will be relentless. If they do not consistently oppose MAGA, they will be dragged under it.

A party in exile would establish a gathering point for emerging leaders and fresh thinkers. It would be a clearinghouse for resources and strategies with which to assail the MAGA establishment. It would train candidates, build political networks, gather donors and supporters and show the public a brighter future.

And the Free Republican Party would keep the fires of conservatism burning. In its travels from Lincoln to Reagan and the Bushes, the Republican Party has metamorphosed many times, as adaptable parties must. But it has stayed true to certain conservative fundamentals: the rule of law, the value of institutions, the necessity of virtue and (as George Will has said) the belief that the vision of the founders is what American conservatism conserves. Free Republicans can rightly claim title to the party’s ideological crown jewels, which MAGA’s nihilistic flimflam has tossed in the dumpster.

Recent history is replete with examples of seemingly marginal political movements that moved with surprising speed to overthrow exhausted establishments, including Goldwater-Reagan conservatism in the 1960s, supply-side economics in the 1970s, the New Democrats in the 1980s and the Gingrich revolution in the 1990s. If anti-MAGA Republicans unite, they can experience similar success.

Even if MAGA’s grip on the party were irresistible, organizing in opposition would still be worth it, because some things are worth fighting for. But it is also true that the MAGA movement, built on lies and antagonistic to America’s founding principles, is unsustainable. Its unpopularity and indecency will generate openings for challenge and change. The job of the Republican Party in exile is to identify, create and exploit such openings — and above all, to be ready when they appear.

Jonathan Rauch ( @jon_rauch ) is a senior fellow at the Brookings Institution and the author of “ The Constitution of Knowledge : A Defense of Truth.” Peter Wehner ( @Peter_Wehner ) is a contributing Opinion writer and a senior fellow at the Trinity Forum who served in the administrations of Presidents Ronald Reagan, George H.W. Bush and George W. Bush. He is the author of “ The Death of Politics : How to Heal Our Frayed Republic After Trump.”

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

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A journalist grapples with her new identity as an Army wife

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By Simone Gorrindo Gallery/Scout Press: 416 pages, $30 If you buy books linked on our site, The Times may earn a commission from Bookshop.org , whose fees support independent bookstores.

Simone Gorrindo, whose new memoir, “The Wives,” details her life as a military spouse, had an important motivation for writing her book. “When I got to Georgia,” — Fort Benning, the Army post in Columbus where her husband was stationed — “I was 28, an adult with my own education and career. I was one of only a few spouses who didn’t have children. In New York, everyone asks, ‘What do you do?’ In Georgia, that was not something I was asked. Instead the question was, ‘Where are your children? How many children do you have?’ It was an upending time for my identity. I had to figure out who I was.”

Gorrindo spoke via videoconference from her family’s current home in Washington state. Raised in the Bay Area by parents with distinct countercultural leanings (they both “were born into the golden age of California when rent was low and college was affordable,” she writes), she considered herself a pacifist. “If there was an antiwar march, I was there.” She moved to New York City, put herself through college at NYU and earned a master’s degree in journalism from Columbia University. She got a job as an editor and was happily living in Brooklyn with her boyfriend, Andrew, when he told her he wanted to enlist in the Army. It wasn’t a complete shock. Andrew, who had earned his bachelor’s degree at St. John’s College in Annapolis, Md., read deeply in philosophy and had been thinking about a life in military service.

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Gorrindo found their bond strained by arguments about the Army. “Because it’s a lifestyle,” she says. “Joining the military, especially when you’re not from that background, is breaking with all you knew. You are leaving people, getting on a bus and signing your life away, to some extent. Everyone, from your parents to your siblings to your spouse, feels that on a visceral level. The Army is now going to be the most important thing in one person’s life, and there’s nothing that can supersede it.”

Like many journalists and writers, Gorrindo has read widely, and in some areas, deeply. She discusses literature about the military with ease, perhaps because her husband, Andrew, did a great deal of his own reading before choosing to enlist in the Army at age 29. The author mentions “The Things They Carried” by Tim O’Brien and “We Were Soldiers Once ... and Young” by Hal Moore and Joseph L. Galloway.

One piece she’s never heard, however, is Richard Lovelace’s poem “To Lucasta, On Going to the Wars,” which ends with the lines “I could not love thee, Dear, so much / Loved I not Honour more.” After I read it aloud to her, Gorrindo considers the words for a moment, then says, “Essentially he’s saying my love for you is deeper because I followed my calling.”

For Andrew, that calling intensified when he enlisted, hoping to reach areas of conflict quickly. After a series of training programs, including the elite Ranger School, he joined what Gorrindo refers to in the book as “the Unit.” (Andrew’s surname and his unit’s designation are never given, for security reasons.) “His leaving was scary because he was just the steadiest person in my life,” she says. “He still is somehow the person I can rely on. And yet there have been so many times I cannot rely on him in fundamental ways.”

The Unit, consisting of enlisted soldiers and noncommissioned officers, maintains a tight-knit community, like many units in all branches of service. Gorrindo sounds as philosophical as her spouse when she discusses the modern Army. “The military is a true cross-section of humanity. I know that now. I did not have a nuanced understanding of the military, and I’ve learned that people serve for many reasons.”

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When they left their 500-square-foot Brooklyn apartment and moved into a three-bedroom house outside of Fort Benning, Gorrindo was delighted — and dazed. Two weeks later, Andrew deployed to Afghanistan, and she was alone. “We military spouses are carrying burdens, and community lightens that load. You become more open to people’s backgrounds, who they are, what they believe in. Those things just don’t matter as much as whether that person shows up for you in a time of need, or in a time of celebration.” She pauses. “I do think that highly progressive people can sometimes become almost intolerant, and I don’t think I was a very open person when I got to Georgia. Now, community has become important to me. I don’t want to say we all get along 100%. But our shared humanity outweighs those differences.”

In “The Wives,” Gorrindo dives into her relationships with fellow Unit spouses, including Rachel, who lived across the street from her for several years and became one of her closest friends. Although many of these wives defined themselves through marriage and children, there was something deeper that drew them all together: the Unit’s mission and protocol. “They refer to themselves as quiet professionals. We don’t share things on social media. We don’t tell people where our husbands are. But with each other, we could talk about all the things we weren’t allowed to share with the outside world.”

She also befriended Hillary, a former reporter whose marriage to a first sergeant meant that the couples could not socialize as a group — the Army still maintains many rank-based rules and traditions. The author saw this for herself early on at Fort Benning, when she asked Andrew to take her for a drive to see the “white elephants” — stately white stucco homes with Spanish tile roofs reminiscent of those in Mel Gibson’s 2002 film “We Were Soldiers.”

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“I said to Andrew, ‘Oh, I really like this neighborhood on post [Rainbow Avenue]!’ He said, ‘Do you want to see what we’d be living in if we lived on post?’ And he drove me a mile down the road to some apartment buildings where people were outside, sitting on stoops, smoking cigarettes. I could see inside to the dirty linoleum and yellowed walls. I was shocked by the difference in living situations.” She maintains a keen sense of how rank affects military marriages.

Gorrindo and her husband now have two small children, and the author’s reckoning with her role as mother informs a great deal of “The Wives.” “When you’re married, you sometimes forget you’re both changing, especially when you’re apart more often than you would like to be,” she says. However, other people are changing too, namely those children whose military parents spend so much time away.

She shifts a bit in her chair, softening as she talks about her 7-year-old daughter. “Recently, it was her birthday. On the night of her party, she cried herself to sleep. In the morning she said, ‘Well, at least my daddy will be back by the weekend.’ And I had to say, ‘I don’t know when he’s coming back.’ I think that was the hardest part.”

As for her own choices, the author understands what sustains her, which is applying her journalist’s eye “to know everything about the military world.” “During grad school I did some work on women veterans, from an outsider’s perspective,” she says. “Now I’m writing from an insider’s perspective. I always longed for a sense of home, and I have found it through writing this book. Writing is that safe place I have if everything else is falling apart. My relationships with my husband and children and fellow Army wives matter profoundly, but they become richer and more beautiful if I keep an ironclad relationship with myself.”

Gorrindo’s attention to her own calling has made it possible for her to live with her spouse’s.

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