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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing the Personal Statement

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This handout provides information about writing personal statements for academic and other positions.

The personal statement, your opportunity to sell yourself in the application process, generally falls into one of two categories:

1. The general, comprehensive personal statement:

This allows you maximum freedom in terms of what you write and is the type of statement often prepared for standard medical or law school application forms.

2. The response to very specific questions:

Often, business and graduate school applications ask specific questions, and your statement should respond specifically to the question being asked. Some business school applications favor multiple essays, typically asking for responses to three or more questions.

Questions to ask yourself before you write:

• What's special, unique, distinctive, and/or impressive about you or your life story?
• What details of your life (personal or family problems, history, people or events that have shaped you or influenced your goals) might help the committee better understand you or help set you apart from other applicants?
• When did you become interested in this field and what have you learned about it (and about yourself) that has further stimulated your interest and reinforced your conviction that you are well suited to this field? What insights have you gained?
• How have you learned about this field—through classes, readings, seminars, work or other experiences, or conversations with people already in the field?
• If you have worked a lot during your college years, what have you learned (leadership or managerial skills, for example), and how has that work contributed to your growth?
• What are your career goals?
• Are there any gaps or discrepancies in your academic record that you should explain (great grades but mediocre LSAT or GRE scores, for example, or a distinct upward pattern to your GPA if it was only average in the beginning)?
• Have you had to overcome any unusual obstacles or hardships (for example, economic, familial, or physical) in your life?
• What personal characteristics (for example, integrity, compassion, and/or persistence) do you possess that would improve your prospects for success in the field or profession? Is there a way to demonstrate or document that you have these characteristics?
• What skills (for example, leadership, communicative, analytical) do you possess?
• Why might you be a stronger candidate for graduate school—and more successful and effective in the profession or field than other applicants?
• What are the most compelling reasons you can give for the admissions committee to be interested in you?

General advice

Answer the questions that are asked

• If you are applying to several schools, you may find questions in each application that are somewhat similar.
• Don't be tempted to use the same statement for all applications. It is important to answer each question being asked, and if slightly different answers are needed, you should write separate statements. In every case, be sure your answer fits the question being asked.

Tell a story

• Think in terms of showing or demonstrating through concrete experience. One of the worst things you can do is to bore the admissions committee. If your statement is fresh, lively, and different, you'll be putting yourself ahead of the pack. If you distinguish yourself through your story, you will make yourself memorable.

Be specific

• Don't, for example, state that you would make an excellent doctor unless you can back it up with specific reasons. Your desire to become a lawyer, engineer, or whatever should be logical, the result of specific experience that is described in your statement. Your application should emerge as the logical conclusion to your story.

Find an angle

• If you're like most people, your life story lacks drama, so figuring out a way to make it interesting becomes the big challenge. Finding an angle or a "hook" is vital.

Concentrate on your opening paragraph

• The lead or opening paragraph is generally the most important. It is here that you grab the reader's attention or lose it. This paragraph becomes the framework for the rest of the statement.

Tell what you know

• The middle section of your essay might detail your interest and experience in your particular field, as well as some of your knowledge of the field. Too many people graduate with little or no knowledge of the nuts and bolts of the profession or field they hope to enter. Be as specific as you can in relating what you know about the field and use the language professionals use in conveying this information. Refer to experiences (work, research, etc.), classes, conversations with people in the field, books you've read, seminars you've attended, or any other source of specific information about the career you want and why you're suited to it. Since you will have to select what you include in your statement, the choices you make are often an indication of your judgment.

Don't include some subjects

• There are certain things best left out of personal statements. For example, references to experiences or accomplishments in high school or earlier are generally not a good idea. Don't mention potentially controversial subjects (for example, controversial religious or political issues).

Do some research, if needed

• If a school wants to know why you're applying to it rather than another school, do some research to find out what sets your choice apart from other universities or programs. If the school setting would provide an important geographical or cultural change for you, this might be a factor to mention.

Write well and correctly

• Be meticulous. Type and proofread your essay very carefully. Many admissions officers say that good written skills and command of correct use of language are important to them as they read these statements. Express yourself clearly and concisely. Adhere to stated word limits.

Avoid clichés

• A medical school applicant who writes that he is good at science and wants to help other people is not exactly expressing an original thought. Stay away from often-repeated or tired statements.

For more information on writing a personal statement, see the personal statement vidcast .

Adventures on the Bookshelf

Personal statements i: theory.

posted by  Simon Kemp

It’s UCAS time. Applications to study at Oxford in 2015 need to be submitted through the UCAS service by 15 October this year. Most courses at universities other than Oxford and Cambridge have a January deadline, but our deadline is earlier so we can fit in our lengthy admissions process of schoolwork assessment, language tests, and interviews, which will keep us busy until late December. All the information you need is laid out in great detail on the UCAS website , the Oxford admissions page , and the various pages devoted to our modern languages courses. There’s one for people wanting to study two languages together or one on its own , one for people wanting to study English and Modern Languages , one for History and Modern Languages , one for Classics and Modern Languages , one for Philosophy and Modern Languages , one for European and Middle Eastern Languages , and, finally, one for Modern Languages and Linguistics .

UCAS’s own advice on writing your personal statement is here , and is very helpful. I thought it would be useful to add a little more specifically for those thinking of applying to Oxford for modern languages, so this week and next, we’ll be looking at the topic. This week offers a few pointers about how you might go about writing your personal statement. Next week we’ll look at three sample statements and see what they do well and what they could do better.

We’ve talked about personal statements before on the blog, notably in this post , and the ‘Applying to study modern languages’ category gathers together all the relevant posts on Oxford admissions. I’ll begin by reiterating the key point of that earlier post, which is that our decisions about who to offer places to are based on the published admissions criteria for the subject.

The admissions criteria for  modern languages at Oxford are these:

1. General Admissions Criteria

Successful candidates for admission will possess the following qualities. The admissions process as a whole is designed to identify which candidates possess them in the greatest measure:

• Motivation and commitment along with capacity for sustained study of language and literature.
• Communication: willingness and ability to express ideas clearly and effectively both in writing and orally; ability to listen and to give considered responses.
• Proven competence in the language(s) as established by school work written in the language(s), by the language test and (in some cases) by oral competence at interview. In the case of beginners, clear evidence of aptitude and potential for language study.
• While there is no requirement that candidates will have read any literature in the language(s), successful candidates will demonstrate an aptitude and commitment to the study of literature by evidence of their readiness to discuss their reading in English or in the relevant language(s) or by their response to a reading-passage at interview. Assessors will look for evidence of intellectual curiosity and critical engagement.

Selection is competitive and it may well be that a candidate is able to demonstrate these qualities and nonetheless is edged out of contention by a candidate with stronger all-round claims. In applying these criteria, the main concern is to identify proven competence in the language(s) along with future promise and aptitude in literary and cultural studies. Examination results, predicted examination results, school reports, school written work, performance at interview and in the language test(s) are all taken into account in the assessment of present achievement and of future potential. In the case of candidates whose first language is not English, competence in the English language is also a criterion.

(I’ve copied the list from the modern languages faculty website here .)

We’re simply looking to see how well you fulfill these criteria in each of the areas that form part of our admissions process. These areas are:

your qualifications achieved so far

predicted grades for Year 13

teacher references

submitted schoolwork

results in our language tests

performance during the interviews

and the personal statement itself.

(Plus, we’re also taking into account the UCAS contextual data and any bearing it may have on your achievements in any of the above areas, as I’ve talked about here .) As you can see, the personal statement is one among many factors here, and by no means among the most important of them, but it’s worth taking the time to get it right.

As we’re well aware when we read these things, you only get to write one personal statement for all your UK university applications, and it’s unlikely that modern languages at Oxford is your only choice. Even at Oxford, if you’re applying for one of the ‘joint schools’ with English, Philosophy, Linguistics, Middle-Eastern Languages, History or Classics, you’ll need to look up their selection criteria online and tailor your personal statement to meet those as well. At the other universities you’re applying to, you may well be applying for a different combination of subjects, or for a modern languages course with very different emphasis from the Oxford one, so the Oxford tutor understands that your personal statement needs to be broad enough to encompass all of your choices. Having said that, with around three applicants for every place available in modern languages, and with our most popular joint school, English and Modern Languages, able to take only 16% of applicants last year (these statistics are on the course pages listed above), it’s important that you fulfil the ‘motivation and commitment’ criterion at the very top of the list by showing in your personal statement that the Oxford course is one you really want. A while ago I received an application for French and Spanish with a personal statement almost entirely focused on the candidate’s commitment to studying Management with Business Spanish (a course we don’t offer). It didn’t put the applicant in a strong starting position against the other candidates.

Given the proviso that it has to do other things as well, how might you draft your personal statement to engage with our selection criteria? Take a look at the four bullet-point criteria above (in green) again, and then at the seven kinds of information we have on you as part of your application (in red), and you’ll be able work out which criteria are relevant to the personal statement, and which are to do with other parts of the admissions process.

Your proven competence in the language, for instance, will be shown by actual and predicted grades, teacher reference, language test and schoolwork , not by the personal statement. Your ability to express yourself orally , and to listen and give considered responses, are for the interview to demonstrate. What’s left for the personal statement once you take out these other criteria are the following:

• Motivation and commitment for sustained study of language and literature.
• Communication: willingness and ability to express ideas clearly and effectively in writing.
• An aptitude and commitment to the study of literature by evidence of their readiness to discuss their reading in English or in the relevant language(s). 

All of these will also come through in other parts of the application process, such as your teacher references for the first one, your schoolwork for the second, and the interview for the third. But you can definitely make a good first impression by writing a personal statement that has something to say about each of them:

Motivation and commitment for sustained study of language and literature.  Anyone can  say  they’re motivated and committed. But can you  show  it? We’re not looking for people to lay it on thick with declarations of enthusiasm and passion. We’re looking for something that counts as real evidence. Have you been on an exchange? Do you correspond in the foreign language with someone on social media? Do you try to read foreign newspapers online? Or watch foreign films on DVD? Any of these things would be good support to an assertion that you’re committed to studying the foreign language and its culture.

Willingness and ability to express ideas clearly and effectively in writing.  Clear and effective doesn’t mean wordy and pretentious. There’s no point in using unnecessarily obscure words and phrasing to try to sound more sophisticated. There  is  a point, though, in being accurate. You only have forty-seven lines to write, and it’s reasonable to hope you should be able to manage that without spelling or grammar mistakes. Read it through several times, and give it to other people to read to make sure. Pay particular attention to any names of people, books or films you’ve included, or any quotes in the foreign language. Every year I get at least a couple of applicants telling me how keen they are to discover the works of Jean-Paul Satre (it’s Sartre ), or how interested they are in the adventures of Mersault in Albert Camus’s  L’Étranger  (it’s Meursault ).

A n aptitude and commitment to the study of literature by evidence of their readiness to discuss their reading in English or in the relevant language(s).  Some A-level courses or equivalent in modern languages include a literature component, but most don’t. Some applicants are also studying English literature alongside the modern language in the sixth form, but many aren’t. So what we’re absolutely NOT expecting of a candidate is any experience of studying literature formally at school. What we  are  looking for, though, is that you’re the kind of person who has an interest in literature and culture, and will thrive on a university course that involves quite a lot of it.  We’ll spend a good part of the interview on this subject, but you can make a start in demonstrating it in the personal statement. Have you read any serious English literature? Have you ever read a novel or play from the modern language in English translation? Have you tried, or do you plan to try reading something in the original language? If you’re doing any of these things, are you doing them on your own initiative, above and beyond what your school is requiring you to do? If you’ve read something in translation or the original language, do you have any thoughts on it? Was anything about it particularly striking? What questions did it raise, or what was particular about the characters, the style of the writing or the way the plot was structured? Be as detailed and specific as you can within the limits of the word count. We’re always pleased to see what you’ve read and what you thought of it, and you can be sure that if you do say something along these lines, then you’ll be invited to discuss it further during the interview.

That just leaves the things that aren’t  in the selection criteria. Here in Oxford, we’re entirely focused on your academic potential. While it’s nice to see other details about you on the personal statement to get to know you a little better as a person, they won’t ultimately have a bearing on whether we’re able to offer you a place on our courses. I’m always very pleased to see that you play the oboe to Grade 8 standard, or that you represent your county in ice-hockey junior championships, and you should rightly be proud of achievements like this and include them on the statement. But if you’ve never picked up a musical instrument or ventured onto a sports field without catastrophe immediately following, or if your sole out-of-school activity is curling up in an armchair with a book, then I’m very happy to see that too, and it won’t count against your chances of a place at Oxford in any way.

That’s the theory, then. Next week, we’ll take a look at some statements, and see how all this might work in practice…

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A blog for students and teachers of Years 11 to 13, and anyone else with an interest in Modern Foreign Languages and Cultures, written by the staff and students of Oxford University. Updated every Wednesday!

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Theories of Reading Comprehension

The Current State of Affairs on Reading Comprehension Research

• Open Access
• First Online: 03 May 2022

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• Marian Bruggink 7 ,
• Nicole Swart 7 ,
• Annelies van der Lee 7 &
• Eliane Segers 7  

Part of the book series: IEA Research for Educators ((IEAE,volume 1))

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This chapter aims to provide teachers with a brief overview of the current state of affairs in reading comprehension research, serving as a frame of reference and support for the rest of the book. Comprehending a written text requires the reader to identify the words used in the text, combine single word meanings into propositions, and subsequently create a coherent and adequate model of the text. Together with relevant background knowledge, a shallow textbase can be enhanced into a more in-depth situation model which depicts the situation described in the text. There are a number of factors that have proven to have an impact on how well a reader understands a text, such as word identification abilities, language comprehension abilities, the use of reading comprehension strategies, and reading motivation. Also in this chapter, the various purposes of reading and processes for comprehension as described in the PIRLS assessment framework are explained.

• Reading comprehension
• Reading factors
• Reading purposes
• Comprehension processes
• Progress in International Reading Literacy Study (PIRLS)

You have full access to this open access chapter,  Download chapter PDF

1 Introduction

Reading comprehension is a crucial skill in modern-day society. Readers lacking comprehension skills face challenges in everyday life, from understanding a medicine’s package insert to dealing with online information, and acquiring new knowledge. But what does it mean to comprehend a text? What does it take for the reader to arrive at comprehension? This chapter aims to provide teachers with a brief overview of the current state of affairs in reading comprehension research, serving as a frame of reference and support for the rest of this book. At the end of this chapter, reading tips are provided for those who are interested in learning more about theories of reading comprehension and reading comprehension research.

In accordance with recent comprehension models and the Progress in International Reading Literacy Study (PIRLS) framework, reading literacy can be defined as:

the ability to use and understand those written language formats required by society and/or valued by the individual. Readers can construct meaning from written texts in a variety of forms. They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment (Mullis & Martin, 2019 , p. 6).

This definition of reading comprehension reflects various theories in which reading comprehension is seen as a constructive and interactive process. It is the product of the interaction between factors at both the level of the reader and the text (Kintsch, 1998 ; Perfetti & Stafura, 2014 ; Van den Broek et al., 1999 ). Reading comprehension, therefore, requires a broad set of skills and a certain level of prior knowledge on the part of the reader. In addition, the present definition also reflects three overarching purposes for reading, namely, reading for pleasure and personal interest, learning, and participation in society. Young readers’ reading is mainly centered around the first two reading purposes. Therefore, the PIRLS assessment framework is focused around these two, using narrative texts to assess literary experience (pleasure and personal interest) and informative texts to assess the acquisition and use of information (learning).

Regardless of the purpose of reading, comprehension ideally results in an adequate and representative model of the text. According to the construction-integration model of reading comprehension, texts are represented at three levels: the surface structure, the textbase, and the situation model (Kintsch, 1998 ). The surface structure consists of the words in the text and the ideas that these words represent. The ideas are referred to as propositions and reflect what is explicitly stated in the text (i.e., facts, events, feelings, etc.). The textbase is created by connecting the single propositions and “represents the meaning of the text, as it is actually expressed by the text” (Kintsch & Rawson, 2005 , p. 211). Although the textbase provides the reader with information stated in the text, comprehension will be shallow since the reader understands only what is explicitly stated in the text. For a deeper understanding, the reader has to create a model of the situation. Creating such a situation model requires the integration of both information explicitly stated in the text (i.e., the textbase) and relevant prior/background knowledge.

2 What Does it Take to Comprehend a Text?

Understanding a written text is a complex process and in order to recognize what it takes to comprehend a text, it is important to know how readers construct meaning from a text. According to the Simple View of Reading (SVR) model (Gough & Tunmer, 1986 ), reading comprehension involves two main skills: being able to identify the words in a text by converting letters into sounds and combining these into words (i.e., decoding) and the ability to comprehend orally presented information (i.e., language comprehension). The SVR model states that comprehension is not merely the sum of both decoding and language comprehension skills, but that it can be seen as the product of it: reading comprehension = decoding x language comprehension, with scores for decoding and language comprehension ranging between 0 and 1. This formula indicates that to become a reader with strong comprehension, both skills need to be developed; when one falls behind, the other skill can compensate a little, but the reader will never become a strong reader with strong comprehension (0.1 × 1 = 0.1 and 1 × 0.1 = 0.1). So, in order to become a good reader, both skills need to be addressed in school. However, as both skills can be divided again into many subskills (Scarborough, 2001 ), this is not an easy task.

Although numerous studies support the SVR model, it has been suggested that it is limited in the role it awards to language-specific factors, such as word knowledge (i.e., vocabulary), and that it does not do justice to the complexity of the reading comprehension process. To understand the complex process, a more general framework highlighting various factors is necessary. The Reading Systems Framework (RSF) (Perfetti & Stafura, 2014 ), is such a framework. According to the RSF, comprehension requires two main subprocesses: word identification and word-to-text integration. Word identification refers to the process of converting letters into sounds, combining these sounds into words, and assigning meaning to the words being read. Activated word meanings, which are stored in the mental lexicon (see Textbox 1.2), are not only seen as the output for word identification, they also function as the input for word-to-text integration. Words that are just activated have to be integrated in order to form a representation of the text. This is referred to as word-to-text integration. In other words, from single words, readers create sentences by integrating single word meanings, which in turn can be combined into a text model (i.e., textbase) and finally a situation model can be constructed. Finally, the RSF places a great deal of importance on incorporating relevant background knowledge to go from a more shallow textbase or text model to a more in-depth situation model. Here, background knowledge does not only refer to knowledge about the subject of the text, but also to knowledge about text structures, text genres, purposes for reading, and the use of reading comprehension strategies. One important aspect that is not covered in the RSF is motivation. It has been suggested that motivation plays a crucial role in becoming a good comprehender (Toste et al., 2020 ).

In the remainder of this chapter, the role of word identification, word-to- text integration, use of comprehension strategies, and motivation in supporting comprehension of written texts will be discussed in more detail. We have listed a few reading tips at the end of this chapter for teachers who are interested in reading more on the role of these four factors or who want to learn more about the impact of other factors on reading comprehension.

2.1 Word Identification

In order to become successful in comprehension, the reader has to develop fluent word identification skills. This is necessary, as all cognitive processes needed to comprehend a written text require part of the reader’s limited cognitive resources. To ensure that enough cognitive resources remain available for the comprehension processes, it is important that word identification becomes automatic and does not require too much effort from the reader. Word identification, as the term suggests, is the ability to identify words and consists of two steps: decoding and retrieving semantic information from long-term memory. Word identification starts with decoding, the process of converting strings of letters (orthographic units, known as grapheme) into their corresponding sounds (phonological units, known as phoneme). Becoming a fluent decoder generally is a matter of “practice makes perfect.” When children are still learning to crack the code, decoding is a slow and effortful process. Each grapheme has to be consciously converted into its corresponding phoneme, and these phonemes need to be combined into single words. However, the more children practice, the more automatic these actions become. During the primary school years, children rapidly become faster readers (Verhoeven et al., 2011 ), a process that continues well into adolescence. For most readers, decoding becomes a fast and effortless process, as relating sounds to letters takes less effort as more and more words are (partly) recognized on sight. The ease with which decoding becomes a fast and effortless process partly depends on the language in which students learn to read, and specifically on the transparency of the language (Patel et al., 2004 ). Transparency of a language has to do with the consistency with which letters correspond to sounds. A language is said to be transparent when consistency between written letters and sounds is high and single letters generally correspond to a single sound, making it easy to convert a string of letters into a word. Examples of transparent languages are Italian, Spanish, and Indonesian. A language is said to be opaque when consistency between written letters and sounds is low and single letters can correspond to more than one sound. An example of a very opaque language is English. Languages such as French, Persian, and Dutch are in the middle. Research has shown that it is easier to learn how to decode words in transparent languages compared to more opaque languages (Patel et al., 2004 ).

As noted before, word identification is more than being able to decode words; it also includes retrieving semantic information from long-term memory. In other words, after a word has been decoded, information about the meaning of that word becomes activated and the reader can use it to create an understanding of the text. The difference between word identification and its subprocess of decoding can best be illustrated by the following example. An experienced reader is able to easily decode the pseudoword (i.e., nonword) “stremkra.” They can convert the orthographic representation (i.e., the written form) into a phonological one (i.e., how it is pronounced). However, while decoding it, no semantic information can be retrieved, since it is not a real word. So, although decoding is possible, identification is not. For the word “rabbit” the situation is different. For most readers, it is easy to identify. Not only do they know how to read the word rabbit, they are also able to retrieve its meaning. In other words, most readers know how to decode it and know what a rabbit looks like, where they live, what colors they can have, that they are usually fluffy, etc.

Word identification is influenced by how well a reader knows a word. For each known word, a lexical representation is stored in the readers’ mental lexicon containing information about its written form (orthography), pronunciation (phonology), and meaning (semantics). The quality of these representations depends on how well you know the written form of a word, know how to pronounce it, and know what it means. Researchers refer to this as lexical quality (Perfetti, 2007 ). Lexical quality varies largely between children: some children know more words and know more about these words than others. Lexical quality also varies within children: some words are easier to spell, pronounce, and understand (i.e., table) as compared to others (i.e., bureaucracy). Low lexical quality is a main cause of poor comprehension. Not only is decoding easier when the reader has access to well-specified lexical representations in terms of how words are written, how they are pronounced, and what they mean (Dyson et al., 2017 ), but research has also shown that in order to understand a text, the reader has to know the meaning of at least 90–95% of the words in a text (Nagy & Scott, 2000 ).

2.2 Word-to-Text Integration

To comprehend a text, in addition to the ability to read it, the reader has to integrate the individual word meanings into a sentence representation and combine all sentences into a mental model of the text. In other words, in addition to word identification, the comprehension process entails integrating single word meanings into propositions which in turn can be used in order to create the textbase and situation models. This is referred to as word-to-text integration. Combining single words into accurate propositions is crucial in understanding the text: the man chases the dog is different from the dog chases the man . Although the same five words are used, the meaning of the sentence and, therefore, the meaning of the textbase is completely different. The development of language comprehension skills and integration skills more specifically, starts early on, long before children start to learn to read and identify words. As early as preschool and kindergarten, children develop language skills, such as the ability to generate and memorize sentences and use their vocabulary knowledge, factors that both predict initial reading comprehension ability and its growth (Hjetland et al., 2019 ).

In comprehending a text, it is not only important to create and understand propositions, but the different propositions also have to be brought together. Just as with creating propositions, combining propositions is a delicate process in which the reader needs to understand the interrelations between two or more pieces of information. There are various ways in which propositions can be related, for example, by the repetition of words, through establishing anaphoric relations, and by generating other types of inferences (see Textbox 1.3).

As indicated above, together these propositions form the textbase. With inclusion of the reader’s own relevant prior knowledge but also by using knowledge on text structures, text genres, and the use of comprehension strategies (see Sect.  1.2.3 ), the reader is able to generate a model of the situation described in the text: the situation model. Relevant background knowledge is thus a crucial part of reading comprehension.

The complete process of creating propositions and combining them into an adequate model of the text can be referred to as word-to-text integration, and readers vary in how these integration skills are developed. One major impacting factor is lexical quality (Perfetti, 2007 ). Just as with word identification, the amount and quality of word knowledge (written form, pronunciation, and meaning) stored in the mental lexicon has an impact on the ease with which a reader can create a model of the text and the quality of the model. During the integration process, information about the meaning of the word from the semantic constituent is used to connect a word or sentence to the text model created up to that point. Readers with many high-quality lexical representations are able to activate more semantic knowledge, assigning the correct meaning given the context in which the word is used, making it easier to create propositions and combine these into a model of the text. Semantic information, in particular, can aid this integration process. The more semantic information available, the easier it is to create accurate propositions and integrate these propositions into the model of the text.

In addition to individual variations in word-to-text integration abilities, due to differences in lexical quality, variations in texts may have an impact on how easy it is to create a model of the text. Cohesion and genre are two relevant textual factors (McNamara et al., 2011 ). Text cohesion refers to the degree in which a text provides explicit cues to help the reader relate information from the text. Texts with low cohesion require a lot of inferences from the reader, while highly cohesive texts do not. The latter are thus easier to comprehend. Similarly, readers find it easier to make inferences in narrative texts, as they describe topics that the reader has prior knowledge of (e.g., friendship). Results from a recent meta- analysis confirm that readers generate more inferences during narrative reading as compared to reading expository texts (Clinton et al., 2020 ). When it is easier to generate inferences, it is easier to create a textbase and situation model and consequently demonstrate understanding of the text.

2.3 Comprehension Strategies

A reading strategy can be seen as a “mental tool” that readers can use to support, monitor, and restore their understanding of the text (Afflerbach & Cho, 2009 ). Readers with strong comprehension skills can be characterized as strategic readers, who both consciously and unconsciously use specific strategies to solve comprehension difficulties and regulate their own reading behavior. Strategies can be divided into cognitive comprehension strategies and metacognitive comprehension strategies.

Cognitive comprehension strategies help the reader to create a coherent and adequate situation model of the text and therefore directly enhance comprehension. These mental tools aid the reader in understanding what they have read by either performing activities before, during, or after reading. Examples of effective cognitive comprehension strategies are: making predictions (before reading), asking questions (during reading), and visualizing the content of the text (after reading). Metacognitive comprehension strategies are used to monitor and evaluate whether the constructed mental model (the situation model) is accurate and fits the reading purpose. Examples of effective metacognitive comprehension strategies are: setting reading goals (before reading), monitoring of understanding (during reading), and clarifying of uncertainties (after reading).

Both types of strategies, cognitive and metacognitive, work in conjunction with each other. When a reader, for instance, signals that they do not understand what has just been read (metacognitive comprehension), the reader can ask themselves questions concerning the text (cognitive comprehension) in order to enhance comprehension of that part of the text. Successful readers are able to regulate their use of cognitive and metacognitive reading strategies (Andreassen et al., 2017 ). The most effective comprehension strategies are further discussed in Sect.  2.2.3 .

So far, it has been shown that according to a more interactive model of reading comprehension, RSF, two main subprocesses are in play: (1) word identification where orthographic, phonological, and semantic knowledge is important and activated word meanings are the outcome, and (2) word-to-text integration where these activated word meanings are integrated into sentences, a textbase, and, together with relevant background knowledge, a situation model. A schematic representation of the RSF is presented in Fig.  1.1 .

A schematic overview of the comprehension process described in the Reading Systems Framework (RSF), with word identification and word-to-text integration as the two main subprocesses acting in parallel ( Note This figure is an adapted version of the figure presented in Perfetti & Stafura[, 2014 ])

2.4 Motivation

Grade 4 has been associated with a so-called “fourth-grade slump” (Chall & Jacobs, 2003 ). Around this grade, children gradually progress from learning to read to reading to learn and this is one of the reasons why it is so interesting and important to examine children’s reading comprehension skills in grade 4 as is the case with PIRLS. The slump itself refers to the stagnation in growth in reading comprehension starting in fourth grade as children transition from “learning to read” to “reading to learn”, and is especially prominent in children with a lower social-economic background (Chall & Jacobs, 2003 ). Less extensive vocabulary seems to partially cause these problems. Additionally, children with poorer comprehension also tend to lose their motivation to read, thus entering a negative, downward spiral in reading comprehension. An upward spiral of causality has also been documented: more proficient readers are more motivated to read, read more, and further improve their skills (Mol & Bus, 2011 ).

A meta-study has shown that the nature of the relation between reading skills and motivation is indeed bidirectional (Toste et al., 2020 ), indicating that not only does motivation have an impact on the ability to comprehend a written text, but that comprehension skills also have an impact on motivation to read. In other words, well-developed comprehension skills boost children’s motivation to read and children with more motivation read more frequently, with more pleasure, and develop better reading comprehension skills. The opposite is also true; children with comprehension difficulties are often less motivated to read and therefore read less and have fewer opportunities to develop their comprehension skills, resulting in less-developed skills. However, overall, the conclusion is that success is more important for motivation than motivation is for success.

3 Four Main Processes for Comprehension

In the previous section, it has been shown that, at the surface level, readers use the text to create propositions and combine these propositions into a textbase. The textbase functions as a model of the information stated in the text. By incorporating relevant background knowledge, readers transform the textbase into a situation model. This model is a representation of the situation described in the text. Both well-developed word identification and word-to-text integration skills are crucial. To gain more insight into how readers understand a written text, four processes can be distinguished (as described in the PIRLS assessment framework):

(1) focusing on and retrieving information explicitly stated in the text, (2) making straightforward inferences, (3) interpreting and integrating ideas and information, and (4) evaluating and critiquing content and textual elements.

Although text features such as length, abstractness of ideas, and text structure impact the ease with which the four processes can be carried out, retrieving information and making straightforward inferences generally are less difficult as compared to interpreting and integrating ideas, and evaluating and critiquing context and textual elements. However, text features can have an impact. Generating inferences, for example, in a relatively long text with a less transparent (coherent) structure can be harder than interpreting information in a relatively short text with a clear structure. In addition, reading goals can determine which processes are required in order to reach them. For example, the search for the opening hours of your local library requires you to focus on and retrieve information explicitly stated in a brochure about the library, but it probably needs less evaluating and critiquing of the content. Textbox 1.4 gives a brief overview of what these four processes entail.

In addition to the two purposes of reading described briefly in Sect.  1.1 (reading for literary experience and reading to acquire and use information), these four comprehension processes are also distinguished within the PIRLS assessment framework. PIRLS results therefore provide teachers and policymakers with information on how well students are able to carry out these four processes in order to understand texts written to entertain readers (literary experience) or to teach them new information (acquire and use information). In Chapter 3 , two PIRLS passages (one narrative for literary experience and one expository for acquiring and using information) will be addressed, providing examples of these four processes. Additionally, information will be shared on which skills children need to develop to successfully complete these processes and also offer didactic (see Textbox 1.5) suggestions, in order to help them develop better comprehension skills. In the next chapter, insights on evidence-based didactic principles are presented.

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Bruggink, M., Swart, N., van der Lee, A., Segers, E. (2022). Theories of Reading Comprehension. In: Putting PIRLS to Use in Classrooms Across the Globe. IEA Research for Educators, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-030-95266-2_1

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How to Write a UCAS Personal Instruction [With Examples]

James a senior content marketing manager during BridgeU. They does and directs content fork BridgeU's university partners and our community von internationally schools No an Smal Problem | ReadTheory

• What are one big challenges students should be aware regarding before writing their UCAS Personalities Statement?
• The essential main for writing an great Personal Instruction
• How at write the UCAS Personal Statement [with examples]
• Final hints & tips to how your students

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The UCAS Personality Statement can sometimes shall a student’s merely chance to impress ampere UK university. Read our in-depth leaders to helping your students plan & write a winning application.

There belong hundreds off articles out there on how on write a UCAS Personal Statement that will grab the attention the a GB university admissions officer.  

But if you’re working with collegiate to help them perfect their Personal Statement in time for the  apposite UCAS deadlines , we can sum up of secret to success in three words.

Planning, structure and story. 

The UCAS Personal Statement is a student’s chance to talk about why it want to study fork a particular extent, course or subject discipline at one UK university.  Our Aren’t Here to Learned What Ours Already Know

As group set about type a personal statement, students need to demos aforementioned drive, ambition, relevant knowledge and notable achievements that make them a  suitable applicants for the higher it have chosen to apply to . 

Instead the UCAS Personal Account requires students until write a lot about themselves includes a relatively small space of time. That’s why lots of planungen, a sealed structure and a compelling story are essentials if a student’s Personal Statement belongs to honest excel. 

As important scheduled for UK university applications grow closer, we toward BridgeU have put together a guide, outlining some of the strategies and techniques to help their students to write a personal statement which is two engaging and truly individual. FAQ - ReadTheory

Handpicked Related Content

Discover the simple steps that will boost the confidence of your native English speaking & ESL students alike in  University Application Essays: The 5 Secrets of Thriving Writing .

What are the big challenges students should be aware of before writing their UCAS Particular Statement?

Such they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re concurrent for ampere place on a course the is popular or has demanding entry requirements. In specialized, students will probably aus up against the following challenges. Article Description · 1 path 401 words in total · 6 multiple choice questions · 4 answer choices per request · 3 short answer matter · 1 thin quality ...

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) coming in the busiest year of to student’s academic life so far.

Students, and indeed lecturers and counsellors, must undertake the planning and writing on the mitarbeiter statement whilst prestidigitation other commitments, classes and deadlines, not to mention revision or opened day visits!

Because there is already a lot of academic pressure set scholars in their final year of secondary school, finding the time and headspace for which personal statement can are hard, and can mean it gets pushed to the last minute. The risks off leaving it to the last minute are fairly obvious – the application willingly seem urgent and the necessary thinking and planning won’t go into  making the personal statement the best it can be . 

Sticking closely to the Personal Statement formatize

That character limit this UCAS sets for the personal statement is very strict – up into 4,000 characters of text. Which means is student have to express themselves in a clear and concise way; it’s also important that them don’t feel the need on fill the available space needlessly.  Planning or redrafting of a intimate description is essential .

Making it stand out

This is disputably the largest challenge facing students – making sure that your statement sets them apart from everyone else who your competing for a place turn any given course; in 2022 alone, UCAS received applications free 683,650 applicants (+1.6k on 2021) students. In addition, UCAS uses its own dedicated company and purpose builds software to verify every application forward theft, so it’s crucial that students craft adenine truly  original personal statement which is absolutely the own work .

The essential ingredients for writing a great UCAS Personal Statement 

We’ve already mentioned in three watch talk for writing a high quality Personal Statement.

Planning. Structure. Story. 

Let’s dig deeper into save thrice essential components in more detail.

Observe: How to Write a UCAS Special Make with University the Essex

Planning a ucas personal statement.

It might sound like adenine no-brainer, but it’s vital that students plan their Personalbestand Statement previous they start writing it. Specifically, the planning phase could include:  Posted of u/[Deleted Account] - 212 votes and 34 comments

• College thoroughly researching aforementioned UK university courses they plan on applying to. 
• Deciding on get relevant material to inclusive in their Personal Statement (we’ll cover this in extra detail later on). 
• Writing an unpolished first draft where they just obtain yours opinions and ideas down on paper. 

How a UCAS Special Statement

As we’ve discussed, the UCAS Personen Statement requires college to be extremly disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a harsh first rough, they need go think carefully about like they structural the final statement. 

A stand out Custom Statement will need a miserly structure, with an introduction and an conclusion that make an affect and really help to tell ampere tale about who your graduate shall, and wherefore they are drawn to studying this specially degree.  "The Personal Statement" - 9G / 800L - Read Theory Workbooks

This brings we nicely to our third and final ingredient…

Telling a narrative with one Personal Statement

The UCAS Personal Statement be a student’s opportunity to display a university who they been and wherewith their life experiences may shaped their academic interests furthermore goals. 

So an virtuous Personal Statement needs to offer a compelling narrative, and so means making sure that ampere student’s writing is well-structured, and that every rate and point is serving the statement’s ultimate purpose –  to convince a university that your student deserves adenine place up own subject starting choice. 

How to help your students start their UCAS Personal Statement

In order to ensure the a personelle assertion is delivered on zeitpunkt and to an appropriate standard, it’s essential to plan thoroughly to writing it. Click are some questions you can ask your students before they start writing: r/Socialism_101 on Reddit: Whatever is “reading theory”?

How can you demonstrate a formative interest in your subject?

It may voice obvious but, the order for any UCAS personal statement to has the necessary structure additionally clarity, students need until think hard about mystery they want to study their chosen choose. Ask them to think about their responses to who following issues:

What inspired you to choose your chosen subject?

Example answer:  My my to understand one nature of reality has encouraged me to apply required Physics and Philosophy

Is are a moldable moment as your perspective turn this subject changed, or wenn you decided you wanted to featured this research in more detail?

Example answer:  My interest into philosophy was awakened wenn I questioned my girlhood religionen beliefs; reading Blackburn’s “Think”, convinced me to scrutinise mine assumptions about this globe, and to ensure I could justify my beliefs.

Can you pointing in any role scale, leading thinkers, or notable technical which has in turning affected your thinking and/or inspired you?

Example answer :  The search for a theory about entirety currently being conducted by analysts is of particular interest to me or in “The Splendid Design” Advertise proposes a collection in string theories, nicknamed M-theory, as the about of why the universe is to way it is.

Asking your student to think about the “why” background their chosen research disciplinary is a useful first step in helping them to orchestrate their overall account. Next, person must to will able to demonstrate evidence out their suitability for a course or degree. 

Methods have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where handful are demonstration the necessary skills go really stand unfashionable. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses at the follow-up questions.  personal statement paragraph 4 Flashcards

Can you demonstrate critical and independent thinkin around your chosen subject discipline?

Example answer :  Currently IODIN am learn Maths and Economics in addition to Geography. Economics has been a valuable tool, making the nuts and bolts to economic processes, and my geography has given a spatially and temporal element.

Are to skill to demonstrate skills the competencies which will be necessary for university examine?

These include qualities so as teamwork, time management and the feature to organise workload responsibly.

Example answer:  This year I was selected to be captain for the 1st XV rugby team and Captain of Swimming which wish allow me to further develop my leadership, teamwork and organisational skills.

How have is extracurricular activities helped prepare you for your?

Students may faith that their interests outside the classroom aren’t relevant go their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are find for in an application. Ask students to thin about any of the follow-up activities, and wherewith they might be related reverse to the subject they are applying for. As is a good question? And, how do we teach students to operate at writing good questions? Within may marxist and queer theories class, a core course in the Gender both Women’s Studies curriculum that I’…

• Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage her time proactively.
• Have they been elected/nominated as a crew captain, or the head in a particular nightclub or community, which top leadership skills and an skills until my manage?
• Able they point to any our or prizes they mayor have won, whether it’s taking up a musical instrument, game a sport, or participating in theatre/performing arts? READTHEORY®
• Have they achieved grades or qualifications as part a you extracurricular activities? These can only help to demonstrate aptitude plus hard work.  The Economy | ReadTheory

How to write the UCAS Personal Description [with examples] 

If sufficient preparation shall gone into this personal statement, then their students should be ready to go!

In save next section, we’ll break down the individual modules of the UCAS Personnel Statement and exchange einigen useful examples.

These examples come von a Personal Order in support is an registration to study Environmental Science at adenine UK university. 

Watch: King’s College London comment get they’re looking for with a UCAS Personal Statement

Introduction.

The be the chance for an applying student to truly grab an admission tutor’s attention. Student need to demonstrate both a personalities passion for their subject, both explain why they have an aptitude to is .  This section is where students should start in discuss some major influences or inspirations that have led them to this subject choice. 

Example :  My passion with of environ has possibly come of which fact so I hold lived within five different countries: Finland, England, Spain, Sweeden and Costa Fadn. Moving at the age of 15 from Sweden, a calm and organized country, to Rib Rica, adenine more diverse and slightly chaotic lande, was a shock for me toward first and takes me from of my comfort zone […] Also, living by Rib Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable and worlds is and how we need to take care of it in one sustainable manner. 

All opening vertical immediately grabs which reader’s attention by giving the reader an insight into this student’s background both links their academic interests with something specific since the student’s personal backstory. 

Discussing Academic Achievements 

That next paragraph in the Mitarbeitende Statement discusses the student’s academic achievements. Because is student possessed had an international education, they frame their academic achievements include one setting of their personal background. They also cite useful examples of select curricula they have conscious and the grades they do achieved.  Study with Quizlet and memorize flashcards in terms like Scientific awareness (by extension theories): Scientific evidence can be falsified => achieve you approve? 2-4 points, any potential pitfalls (2-3) of your viewpoint, why didn't you think evolution will falsifiable and more.

Example : 

All my academic life I have shown myself to be a responsible student as well as a hard working one, for to fact so I have had till move around adenine lot. ME have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, plus also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), welche is a system from Costa Rica.   

You’ll notice that this study doesn’t just list their achievements – their strong academic show is always linked back go an wider discussion the their personal experiences.  Privacy Policy - ReadTheory

Presenting Extracurricular Activities

How well because debate academical recent, a sound Personal Testify should also discuss this student’s extracurricular activities, and instructions people correlate back to and student’s overall university aspirations. 

By the third/fourth paragraph of the Mitarbeiterinnen Statement, students should reasoning concerning combining their adulterous experiences, 

Another valuable my was although my class spent a week by a beach mentioned ‘Pacuare’ in order at help prevent the eggs of to vulnerable leathery turtle from being stolen by poachers who go on to sell them like henne eggs. We all gained teamwork get, which was needed in order to blank one eggs silently without scaring the mother turtles, as well as making it additional difficult for of poachers to finds them. 

When the poachers setting fire to one of the sustainable huts where we were staying, not single did I gain self-awareness about the critical status for the world and its ecosystems, I also matured and is even more motivated to research environmental sciences at university.

This is a particularly striking example to using extracurricular action until showcase a student’s wider passion for the degree subject they want to study. 

Not simply does this Personal Statement have a story nearly volunteering for back on endangered species, i also demonstrates this applicants’ wider worldview, and helping up explain its motivation for wanting to study Environ Science. 

Concluding the UCAS Personal Statement

The close to a UCAS Personal Statement will have to remain concise, additionally will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling our will need a outstanding ending. 

Remember the learners need to be mindful of the character boundary regarding a Personal Statement, therefore a conclusion need alone be the length of a small paragraph, conversely even a couple of sentences. 

“ Following got many varied experiences, MYSELF truly think I can contribute till university into a positives route, real would love to study in England where I believes I would gain more special real education doing a first end than included any diverse country.  “

AN good Personal Statement conclusion will end with an affirmation of how the student thinks they can make to university lived, and why they consider the institution in go should accept them. Because the student for this example has a so a rich and varied international context, they also discussing aforementioned appeal of studying by university in England.  1) Which of the tracking statements best summarizes the contents of here passage? A. Demonstrators use questionable tactics to protest continued unemployment.

It’s worth taking a quick look at ampere few other examples of how other students have chosen to conclude her Personal Statement. 

Medicine (Imperial College, London) 

Interest in Medical aside, sundry enchantments of mine include languages, philosophy, and mythology. E lives curiously fitting that in ancient Greek lore, healing was but one of the lot artistic Apollo presided over, alongside archery and music.   I firmly believe that a doctor should explore the world outside the field of  Medicine, and it is with such experiences that I hope to better empathise and connect with who patients ME wills care for in my medical career. 

You’ll notice that this exemplar very specifically links the students’ academical press extracurricular activities together, and ties the Personal Statement back to them values and beliefs. 

Economic History with Economics (London School of Economics)

The climb of my extra-curricular actions has been my visit to Abduct with the Dear Mayor’s trade delegation in South 2012. I was selected to give a talking at this world trade conference due to my interest in economic and social history. […] ME particularly enjoyed the seminar sizing, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history furthermore economics, I believe, would make this course ideal for me.

By difference, this conclusion ties an memorable experience back to who characteristics of how the student will to taught at and London School of Economics – specifically, the petition of learning in seminar format! 

There’s negative magic formula for concluding a Personal Statement. But you’ll see such what whole of diese sample have in common is that they tie a student’s personal and academic experiences together – real tell ampere university something over their goals for the upcoming.

Watch: Bournemouth University explain how to layout a UCAS Personal Statement

Final suggestions & tips to assist your students

Know the audience.

It can be easy for students toward ignore such the person reading ampere personal statement is invariably an expert in their field. This is reason an talent to convey passion and think critically about their chosen subject is essential for a personal declaration to stand out. Admissions tutors wills also look for students who can structure their letter (more at this below). 

Students should become themselves

Remember that loads our are competing on pitch on a univ degree against fierce competition. And don’t forget this UCAS has the means to point plagiarism. So students need to create a truly honest and individual your the what they are, what they having achieved real, perhaps majority importantly, why they are driven to study to particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline thrives more, it’s alive that they are continuous checkout and rechecking their writing and to ensure that shows them include an best possible light. 

Meanwhile, when it comes to giving feedback the students handwriting their Personal Assertions, induce sure you’re as honest and positive as possible included the days plus weeks leading upwards at submission day.  © Copyright Read Theory LLC, 2012. ... the student, who be asleep included class because she ... To ascertain an author's intent in writing the statement in question ...

And build assured they remember the three principal ingredients of writing a successful Personal Statement. 

Planung, structure both story! 

Book a available demo

Learn how BridgeU can help deliver improve earnings on your students and improved results forward your middle

Free lesson plans and resources to help you teach your students to identify and define tone. Students will be able to analyze different types of texts to identify tone, write tone statements, and discuss shifts in tone.

• ReadTheory >
• Lesson Plans >

Whole Week Overview

This week students will learn about how to define and identify tone. They’ll analyze different mediums of texts to identify tone, write tone statements, and discuss shifts in tone.

CCSS.ELA-LITERACY.RL.3.7/4.7/5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

• Teacher Guide
• Daily Powerpoints with Teacher Notes
• Printable Passages, Notes, Activities, Warm Ups, and Exit Tickets
• Short Standards-Focused Assessment

Day 1 - Introduction

Introduce the definition of Tone with our guided notes and lead a whole class discussion on the phrase, “Don’t use that tone with me!”

Core Instruction

Using the guided notes and handouts, you’ll introduce how authors reveal tone and begin identifying tones of texts. We also provide your students with a “Tone List” to reference all week.

Guided Practice

Annotate the provided passage as a class and begin crafting tone statements about a given text, as well as indications of a shift in tone. The handouts include scaffolding to make writing these statements less intimidating at first.

Independent Practice

Students will independently read a new passage, annotate, identify tone, and craft a tone statement. Exit tickets and checks for understanding are built into the Powerpoint as well.

Day 2 - Whole Class Practice

Review the definition of tone and practice saying the word “Yes” using a dozen different tone words provided in the powerpoint.

Partner Practice

Students will work with a partner to read a new passage, annotate, identify tone, and craft a tone statement.

Students will use the scaffolded handout to craft their own “Tone Story.” Students will share these with the class and the class will identify the tone and provide justification for their answers. Exit tickets and checks for understanding are built into the handouts and Powerpoint.

Day 3 - Independent Practice

Day 4 - group practice, day 5 - assessment, the assessment.

Hand out the assessment for students and then go over the directions:

• Read the passage carefully.
• Highlight/circle details that communicate the tone. 
• Write a tone statement about the passage.

Students will also be asked to apply what they’ve learned to a photograph.

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• Knowledge Base
• Applying to graduate school
• How to Write Your Personal Statement | Strategies & Examples

How to Write Your Personal Statement | Strategies & Examples

Published on February 12, 2019 by Shona McCombes . Revised on July 3, 2023.

A personal statement is a short essay of around 500–1,000 words, in which you tell a compelling story about who you are, what drives you, and why you’re applying.

To write a successful personal statement for a graduate school application , don’t just summarize your experience; instead, craft a focused narrative in your own voice. Aim to demonstrate three things:

• Your personality: what are your interests, values, and motivations?
• Your talents: what can you bring to the program?
• Your goals: what do you hope the program will do for you?

This article guides you through some winning strategies to build a strong, well-structured personal statement for a master’s or PhD application. You can download the full examples below.

Urban Planning Psychology History

Table of contents

Getting started with your personal statement, the introduction: start with an attention-grabbing opening, the main body: craft your narrative, the conclusion: look ahead, revising, editing, and proofreading your personal statement, frequently asked questions, other interesting articles.

Before you start writing, the first step is to understand exactly what’s expected of you. If the application gives you a question or prompt for your personal statement, the most important thing is to respond to it directly.

For example, you might be asked to focus on the development of your personal identity; challenges you have faced in your life; or your career motivations. This will shape your focus and emphasis—but you still need to find your own unique approach to answering it.

There’s no universal template for a personal statement; it’s your chance to be creative and let your own voice shine through. But there are strategies you can use to build a compelling, well-structured story.

The first paragraph of your personal statement should set the tone and lead smoothly into the story you want to tell.

Strategy 1: Open with a concrete scene

An effective way to catch the reader’s attention is to set up a scene that illustrates something about your character and interests. If you’re stuck, try thinking about:

• A personal experience that changed your perspective
• A story from your family’s history
• A memorable teacher or learning experience
• An unusual or unexpected encounter

To write an effective scene, try to go beyond straightforward description; start with an intriguing sentence that pulls the reader in, and give concrete details to create a convincing atmosphere.

Strategy 2: Open with your motivations

To emphasize your enthusiasm and commitment, you can start by explaining your interest in the subject you want to study or the career path you want to follow.

Just stating that it interests you isn’t enough: first, you need to figure out why you’re interested in this field:

• Is it a longstanding passion or a recent discovery?
• Does it come naturally or have you had to work hard at it?
• How does it fit into the rest of your life?
• What do you think it contributes to society?

Tips for the introduction

• Don’t start on a cliche: avoid phrases like “Ever since I was a child…” or “For as long as I can remember…”
• Do save the introduction for last. If you’re struggling to come up with a strong opening, leave it aside, and note down any interesting ideas that occur to you as you write the rest of the personal statement.

Once you’ve set up the main themes of your personal statement, you’ll delve into more detail about your experiences and motivations.

To structure the body of your personal statement, there are various strategies you can use.

Strategy 1: Describe your development over time

One of the simplest strategies is to give a chronological overview of key experiences that have led you to apply for graduate school.

• What first sparked your interest in the field?
• Which classes, assignments, classmates, internships, or other activities helped you develop your knowledge and skills?
• Where do you want to go next? How does this program fit into your future plans?

Don’t try to include absolutely everything you’ve done—pick out highlights that are relevant to your application. Aim to craft a compelling narrative that shows how you’ve changed and actively developed yourself.

My interest in psychology was first sparked early in my high school career. Though somewhat scientifically inclined, I found that what interested me most was not the equations we learned about in physics and chemistry, but the motivations and perceptions of my fellow students, and the subtle social dynamics that I observed inside and outside the classroom. I wanted to learn how our identities, beliefs, and behaviours are shaped through our interactions with others, so I decided to major in Social Psychology. My undergraduate studies deepened my understanding of, and fascination with, the interplay between an individual mind and its social context.During my studies, I acquired a solid foundation of knowledge about concepts like social influence and group dynamics, but I also took classes on various topics not strictly related to my major. I was particularly interested in how other fields intersect with psychology—the classes I took on media studies, biology, and literature all enhanced my understanding of psychological concepts by providing different lenses through which to look at the issues involved.

Strategy 2: Own your challenges and obstacles

If your path to graduate school hasn’t been easy or straightforward, you can turn this into a strength, and structure your personal statement as a story of overcoming obstacles.

• Is your social, cultural or economic background underrepresented in the field? Show how your experiences will contribute a unique perspective.
• Do you have gaps in your resume or lower-than-ideal grades? Explain the challenges you faced and how you dealt with them.

Don’t focus too heavily on negatives, but use them to highlight your positive qualities. Resilience, resourcefulness and perseverance make you a promising graduate school candidate.

Growing up working class, urban decay becomes depressingly familiar. The sight of a row of abandoned houses does not surprise me, but it continues to bother me. Since high school, I have been determined to pursue a career in urban planning. While people of my background experience the consequences of urban planning decisions first-hand, we are underrepresented in the field itself. Ironically, given my motivation, my economic background has made my studies challenging. I was fortunate enough to be awarded a scholarship for my undergraduate studies, but after graduation I took jobs in unrelated fields to help support my parents. In the three years since, I have not lost my ambition. Now I am keen to resume my studies, and I believe I can bring an invaluable perspective to the table: that of the people most impacted by the decisions of urban planners.

Strategy 3: Demonstrate your knowledge of the field

Especially if you’re applying for a PhD or another research-focused program, it’s a good idea to show your familiarity with the subject and the department. Your personal statement can focus on the area you want to specialize in and reflect on why it matters to you.

• Reflect on the topics or themes that you’ve focused on in your studies. What draws you to them?
• Discuss any academic achievements, influential teachers, or other highlights of your education.
• Talk about the questions you’d like to explore in your research and why you think they’re important.

The personal statement isn’t a research proposal , so don’t go overboard on detail—but it’s a great opportunity to show your enthusiasm for the field and your capacity for original thinking.

In applying for this research program, my intention is to build on the multidisciplinary approach I have taken in my studies so far, combining knowledge from disparate fields of study to better understand psychological concepts and issues. The Media Psychology program stands out to me as the perfect environment for this kind of research, given its researchers’ openness to collaboration across diverse fields. I am impressed by the department’s innovative interdisciplinary projects that focus on the shifting landscape of media and technology, and I hope that my own work can follow a similarly trailblazing approach. More specifically, I want to develop my understanding of the intersection of psychology and media studies, and explore how media psychology theories and methods might be applied to neurodivergent minds. I am interested not only in media psychology but also in psychological disorders, and how the two interact. This is something I touched on during my undergraduate studies and that I’m excited to delve into further.

Strategy 4: Discuss your professional ambitions

Especially if you’re applying for a more professionally-oriented program (such as an MBA), it’s a good idea to focus on concrete goals and how the program will help you achieve them.

• If your career is just getting started, show how your character is suited to the field, and explain how graduate school will help you develop your talents.
• If you have already worked in the profession, show what you’ve achieved so far, and explain how the program will allow you to take the next step.
• If you are planning a career change, explain what has driven this decision and how your existing experience will help you succeed.

Don’t just state the position you want to achieve. You should demonstrate that you’ve put plenty of thought into your career plans and show why you’re well-suited to this profession.

One thing that fascinated me about the field during my undergraduate studies was the sheer number of different elements whose interactions constitute a person’s experience of an urban environment. Any number of factors could transform the scene I described at the beginning: What if there were no bus route? Better community outreach in the neighborhood? Worse law enforcement? More or fewer jobs available in the area? Some of these factors are out of the hands of an urban planner, but without taking them all into consideration, the planner has an incomplete picture of their task. Through further study I hope to develop my understanding of how these disparate elements combine and interact to create the urban environment. I am interested in the social, psychological and political effects our surroundings have on our lives. My studies will allow me to work on projects directly affecting the kinds of working-class urban communities I know well. I believe I can bring my own experiences, as well as my education, to bear upon the problem of improving infrastructure and quality of life in these communities.

Tips for the main body

• Don’t rehash your resume by trying to summarize everything you’ve done so far; the personal statement isn’t about listing your academic or professional experience, but about reflecting, evaluating, and relating it to broader themes.
• Do make your statements into stories: Instead of saying you’re hard-working and self-motivated, write about your internship where you took the initiative to start a new project. Instead of saying you’ve always loved reading, reflect on a novel or poem that changed your perspective.

Your conclusion should bring the focus back to the program and what you hope to get out of it, whether that’s developing practical skills, exploring intellectual questions, or both.

Emphasize the fit with your specific interests, showing why this program would be the best way to achieve your aims.

Strategy 1: What do you want to know?

If you’re applying for a more academic or research-focused program, end on a note of curiosity: what do you hope to learn, and why do you think this is the best place to learn it?

If there are specific classes or faculty members that you’re excited to learn from, this is the place to express your enthusiasm.

Strategy 2: What do you want to do?

If you’re applying for a program that focuses more on professional training, your conclusion can look to your career aspirations: what role do you want to play in society, and why is this program the best choice to help you get there?

Tips for the conclusion

• Don’t summarize what you’ve already said. You have limited space in a personal statement, so use it wisely!
• Do think bigger than yourself: try to express how your individual aspirations relate to your local community, your academic field, or society more broadly. It’s not just about what you’ll get out of graduate school, but about what you’ll be able to give back.

You’ll be expected to do a lot of writing in graduate school, so make a good first impression: leave yourself plenty of time to revise and polish the text.

Your style doesn’t have to be as formal as other kinds of academic writing, but it should be clear, direct and coherent. Make sure that each paragraph flows smoothly from the last, using topic sentences and transitions to create clear connections between each part.

Don’t be afraid to rewrite and restructure as much as necessary. Since you have a lot of freedom in the structure of a personal statement, you can experiment and move information around to see what works best.

Finally, it’s essential to carefully proofread your personal statement and fix any language errors. Before you submit your application, consider investing in professional personal statement editing . For $150, you have the peace of mind that your personal statement is grammatically correct, strong in term of your arguments, and free of awkward mistakes.

A statement of purpose is usually more formal, focusing on your academic or professional goals. It shouldn’t include anything that isn’t directly relevant to the application.

A personal statement can often be more creative. It might tell a story that isn’t directly related to the application, but that shows something about your personality, values, and motivations.

However, both types of document have the same overall goal: to demonstrate your potential as a graduate student and s how why you’re a great match for the program.

The typical length of a personal statement for graduate school applications is between 500 and 1,000 words.

Different programs have different requirements, so always check if there’s a minimum or maximum length and stick to the guidelines. If there is no recommended word count, aim for no more than 1-2 pages.

If you’re applying to multiple graduate school programs, you should tailor your personal statement to each application.

Some applications provide a prompt or question. In this case, you might have to write a new personal statement from scratch: the most important task is to respond to what you have been asked.

If there’s no prompt or guidelines, you can re-use the same idea for your personal statement – but change the details wherever relevant, making sure to emphasize why you’re applying to this specific program.

If the application also includes other essays, such as a statement of purpose , you might have to revise your personal statement to avoid repeating the same information.

If you want to know more about college essays , academic writing , and AI tools , make sure to check out some of our other language articles with explanations, examples, and quizzes.

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Blog > Common App , Essay Examples , Personal Statement > 15 Amazing Personal Statement Examples (2024 Update)

15 Amazing Personal Statement Examples (2024 Update)

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Kylie Kistner, MA Former Willamette University Admissions

Key Takeaway

What’s that old saying? “The best way to learn is by doing.” Well, we believe that, in personal statements and in life, cliches like this should be avoided. For some people, the best way to start writing a personal statement is indeed just to start.

But for most writers, jumping right into the writing process is a daunting task. If you’ve never written a personal statement before, then how do you know where to begin?

That’s where example essays come in. There are millions of opinions in the college admissions world about whether or not students should read example essays. But here’s ours:

You absolutely should be reading example personal statements.

Let’s get into it.

Why you should read example personal statements

Reading example personal statements helps you understand why they work (or don’t work) in the admissions process.

Now, the point of reading them isn’t to copy them. It’s not even necessarily to be inspired by them.

Instead, the point of reading examples is to know what personal statements look like. Think about it: if you’d never seen a children’s book before, would you know how to write one? Probably not! Same goes for personal statements.

In this post, we show you some exceptional, solid, and need-to-be-improved personal statements.

And to help you understand how these essays function as personal statements, we’ve also gotten our team of former admissions officers to grade and provide feedback on each.

What does an admissions officer look for in a personal statement?

Before we get to the essays, let’s briefly walk through what goes through an admissions officer’s head when they open an application.

Admissions officers (AOs) read hundreds to thousands of applications in a single year. Different institutions require admissions officers to use different criteria when evaluating applications, so the specifics will vary by school. Your entire application should cohere to form a seamless narrative . You'll be crafting that narrative across the following categories:

• Transcripts and course rigor : AOs look at the classes you’ve taken to assess how much you’ve challenged yourself based on the classes your school offers. They’re also looking at how well you've done in these classes each term.
• Extracurricular activities : When reading through your activities list, AOs look at the activities you’ve done, how many years you’ve participated in them, and how many hours a week you devote to them. They’re assessing your activities for the levels of magnitude, impact, and reach that they demonstrate. (Want to know more about these terms? Check out our extracurricular impact post .)
• Background information : This background information briefly tells admissions officers about demographic and family information, your school context, and any honors or awards you’ve received.
• Letters of recommendation : Letters of recommendation give AOs insight into who you are in the classroom.
• Essays : And, finally, the essays. Whether you’re writing a personal statement or a supplemental essay , essays are the main place AOs get to hear your voice and learn more about you. Your personal statement in particular is the place where you get to lay out your overall application narrative and say something meaningful about your personal strengths.

So, with all that in mind, what does an admissions officer actually look for when reading your personal statement?

A few traits tend to surface across the best personal statements, no matter the topic or format. There are four primary areas you should focus on as you craft your personal statement.

• Strengths : AOs want to know about your strengths. That doesn’t mean bragging about your accomplishments, but it does mean writing about a topic that lets you showcase something positive about yourself.
• Personal meaning : Personal statements shouldn’t be fluff. They shouldn’t be history essays. They should be personal essays that ooze meaning. The topic you choose should show something significant about yourself that the admissions officers won’t get from any other part of your application.
• Authenticity and vulnerability : These characteristics can be the most difficult to achieve. Being “vulnerable” doesn’t mean airing all your dirty laundry. It means revealing something authentic and meaningful about who you are. To be vulnerable means to go beyond the surface level to put yourself out there, even to admissions officers who you’ve never met.
• Clear organization and writing : And lastly, admissions officers also want your essay to be organized clearly so it’s easy to follow along. Remember that admissions officers are reading lots of applications, even in one sitting. So you want to make your reader’s job as easy as possible. Thoughtful and skillful writing can also help take your personal statement to the next level.

If you want to know more about how to incorporate these traits into your own essay, we have a whole guide about how to write the perfect personal statement .

But for now, let’s get into the examples.

We’ve broken up the example personal statements into three categories: best personal statement examples, good personal statement examples, and “bad” personal statement examples. These categories show you that there is a spectrum of what personal statements can look like. The best examples are the gold standard. They meet or exceed all four of the main criteria admissions officers are looking for. The good examples are just that: good. They’re solid examples that may be lacking in a specific area but are still effective personal statements. The “bad” examples are those that don’t yet stack up to the expectations of a personal statement. They’re not objectively bad, but they need some specific improvements to align with what admissions officers are looking for.

Here we go!

The Best Personal Statement Examples

Writing an exceptional personal statement takes a lot of time and effort. Even the best writers can find the genre challenging. But when you strike the perfect chord and get it right, it’s almost like magic. Your essay jumps off the page and captures an admissions officer’s attention. They feel like you’re right there with them, telling them everything they need to know to vote “yes” on your admission.

The following essays are some of our favorites. They cover a range of topics, styles, and student backgrounds. But they all tell meaningful stories about the writers’ lives. They are well-organized, use vivid language, and speak to the writers’ strengths.

For each essay, our team of former admissions officers have offered comments about what makes the essay exceptional. Take a look through the annotations and feedback to see what lessons you can apply to your own personal statement.

Personal Statement Example #1: Thankful

My family has always been broke. Saturday mornings and Thursday evenings, always the same drill: the kids (my brothers and me) would be loaded in the car with my parents and off we’d all go to the food pantry. New clothes were few and far between, and going on vacation was something that we could only dream of. Despite our financial struggles, one year, my parents decided to surprise us with a trip to Disney Land. It was a complete shock to me and my siblings. We were over the moon. In fact, the screams of excitement that emanated from my younger brother’s mouth still ring in my ears.

But as the trip drew close, my excitement tempered and I began to worry. Being poor when you’re young doesn’t just affect you materially. It also affects how you see the world and loads you up with a whole range of anxieties that, in an ideal world, no child should have to face. How were my parents going to afford this, I wondered? Would an expense like this push us over the brink?(( The beginning of this essay, and especially this sentence, show the writer’s empathy. They are not selfish; they understand their broader family context and take that into consideration.)) I didn't want to ruin the surprise by asking, but I couldn't shake the feeling of dread building inside of me.

The day of our trip arrived and we set off for the airport. In the car, my dad made an off-the-cuff comment about a new video game that he’d wanted to play but didn’t buy, and everything clicked—my parents had made the trip possible by saving for months, cutting back on expenses and sacrificing their own comforts to make the trip happen.

As we boarded the plane, I was filled with a mix of emotions. I was grateful beyond words for my parents' sacrifice, but I was also overwhelmed by the guilt of knowing that they had given up so much for us. I didn't know how to express my gratitude; when we deplaned in LAX, I gave my mom and dad a rib-crushing hug.

The trip itself was everything that I had dreamed of and more. We spent four magical days at Disney Land(( Nice use of vivid details here. The reader can picture the sights and smells of Disney—and the ensuing hunger when passing a churro stand.)) , speed running the roller coasters and campy boat rides from the 70s. Sure, we packed our own food and walked right by the churro stands with a hungry look in our eyes. But I will never forget the feeling of unmitigated joy that my family shared on that trip, the smiles that painted my parents’ faces.

But the trip itself was nothing compared to the gratitude I felt for my parents(( Here, the writer transitions to reintroducing the theme of gratitude.)) . They had given us the gift of a lifetime, and I knew that I would never be able to repay them for their sacrifice.

In the years since that trip, I have carried that feeling of gratitude with me. It has motivated me to work hard and to always strive to be the best person that I can be. I want to make my parents proud and to show them that their sacrifice was worth it(( Finally, the writer sums things up with an eye to the future. It’s helpful for an admission officer to picture what the essay’s lessons might mean for the student as a future community member.)) .

I will never be able to fully express my gratitude for what my parents did for us, but I will always remember their selflessness and their willingness to put their own needs aside for the sake of our happiness. It was a truly surprising and incredible act of love, and one that I will always be thankful for.

AO Notes on Thankful

This essay accomplishes a few things even though it essentially tells one story and offers a quick reflection. It gives some important context regarding the challenges of being from a lower-income family. It does that in a way that is authentic, rather than problem-focused. It also shows that the writer is empathetic, family-oriented, and reflective.

Why this essay stands out:

• Vulnerability : This essay is upfront about a challenging topic: financial insecurity. While you don’t have to tell your most difficult challenge in an essay, this writer chose to write about a circumstance that gives additional context that may be helpful as admissions considers their application.
• Personal : The writer gets into some family dynamics and paints a picture of how their family treats and takes care of each other.
• Values: We clearly see some values the writer has and that they don’t take their parents’ sacrifices for granted. As an admission officer, I can picture this student using their education to give back—to their family or to others.

Personal Statement Example #2: Pickleball

I’ve always been one to have a good attitude no matter the circumstances. Except when it comes to exercise. From dodgeball in PE class to family Turkey Trots, I’m always the first one out and the last one across the finish line. These realities aren’t from a lack of skill—I’m actually quite coordinated and fast. They are from a lack of effort(( This is a quick hit of… either humor or vulnerability. I chuckled at the blunt honesty, and am intrigued to learn more.)) . Despite my best intentions, I can never get myself to care about sports or competitions. So when my dad first asked me to be his pickleball partner last summer, I did nothing but laugh.

But soon, I realized that he was serious. My dad started playing pickleball two years ago as a fun way to exercise. He’d become a star in our city’s recreation league, and I always enjoyed cheering him on from the sidelines. When his doubles partner got relocated for work, my dad decided that the disruption was a good opportunity for us bond through pickleball. Even though I was mortified by the thought of running back and forth to hit a bouncing ball, I reluctantly agreed.

The next Saturday morning, we went to the court for our first practice. I was wearing sweatpants, an old sweatshirt, and a grimace. My dad showed me how to hold the paddle, serve, and return the ball to our opponents. He told me about staying out of the kitchen—an endearing pickleball term that references the “kitchen,” or the middle part of the court—trying to make me laugh. Instead, I sighed impatiently and walked to my end of the court, ready to get it over with.

My dad remained patient in spite of my bad attitude. He gently served me the ball, and I gave a lackluster attempt to return it. The ball bounced into the net. I hadn’t even made it to his side of the court. Trying his best to encourage me, my dad gave me the ball so I could serve it to him instead. I tossed the ball up and hit it underhand toward my dad. It hit the net again. I tried again and again, each attempt with less care than the last. I grew frustrated and threw my paddle down in anger(( Okay, this paragraph gives a good dose of openness to the emotions of the writer. They’ve served up an opportunity to learn a lesson soon…)) .

After seeing my mini-meltdown, my dad crossed the kitchen to talk to me. During our conversation, I began to ask myself why I got so frustrated when I wasn’t trying very hard in the first place. I thought pickleball was a miserable sport, but I realized that it wasn’t pickleball that I cared about. I cared about my dad. I wanted to make him proud(( Ah, and there it is! A realization. As the admission officer I’m thinking, “Go on…”)) . Playing pickleball with him was the least I could do to thank him for everything he’d done for me. I dusted off my bad attitude alongside my paddle, and I got up to try another serve.

That serve hit the net again. But more determined now, I kept trying until my serves went over the net and through my dad’s weak side. I couldn’t believe it. My attitude adjustment helped me see the game for what it was: a game. It wasn’t supposed to be agonizing or cruel. It was supposed to be fun.

I learned that my attitude towards sports was unacceptable. This experience taught me that it’s okay to have preferences about what you enjoy, but it’s important to always maintain a positive attitude(( And the lesson learned! )) . You may just enjoy it after all.

Now my dad and I are both stars in our recreation league. Soon, we will make our way to our league’s semi-finals. We’ve worked our way through the bracket and are close to the championship. What I appreciate more about this experience, however, is how close it’s brought my dad and I together. His patience, positivity, and persistence have and will always inspire me. I want to be more like him every day, especially on the pickleball court.

AO Notes on Pickleball

This is a strong “attitude adjustment” essay, a bit of a remix of a challenge essay. The challenge, in this case, was a fixed mindset about sports that needed to be adjusted. The writer takes us on a witty journey through their own attitude towards organized athletic activities and their father.

• Self-aware : Similar to the vulnerability of other essays, this writer is willing to criticize themselves by recognizing that they need an attitude adjustment. Even before they changed their attitude, we get the sense that they are at least aware of their own lack of effort.
• Strong conclusion : We see a nice lesson at the end that relates both to having an open mind and caring for others. They even make a point about simply enjoying things because they are fun.
• Life lesson : Beyond the stated lesson, as an admission officer with a few more years on this Earth than the writer, I can tell this lesson will apply beyond sports. In fact, I can easily picture this student trying a new class, club, or group of friends in college because they are now more open to novel experiences.

Personal Statement Example #3: The Bird Watcher

I’m an avid walker and bird watcher(( Okay, the writer gets right into it! I think this simple introduction of the topic works well because they are writing about a less common hobby among teenagers. If they had said “I am an avid baseball player”, I would have been less eager to learn more.)) . Growing up, I’d clear my head by walking along the trail in the woods behind my house. By the time I was immersed in the chaos of high school, these walks became an afternoon routine. Now, every day at three o’clock, I don my jacket and hiking shoes and set off. As I walk, I note the flora and fauna around me. The wind whispering through the trees, the quiet rustling of a chipmunk underfoot, and the high-pitched call of robins perched atop branches, all of it brings me back to life after a difficult day.

And recently, the days have been more difficult than not. My grandparents passing, parents divorcing, and doctor diagnosing me with ADHD have presented me with more challenges than I’ve ever experienced before. But no matter what’s going on in my life, the wildlife on my walks brings me peace. As an aspiring ornithologist, the birds are my favorite(( This paragraph accomplishes a lot: a montage of difficult circumstances, context for their application, and declares their future career.)) .

I became interested in ornithology during long childhood afternoons spent at my grandparents’ house. They would watch me while my parents finished up work. I’d listen to the old bird clock that hung on the wall in the kitchen. Each number on the clock corresponded with a different bird. Every hour, the clock would chirp rather than chime. When the cardinal sang, I knew my parents would be arriving soon. Those chirps are all seared into my memory.

Twelve o’clock: robin. The short, fast, almost laugh-like sound of the robin always makes me hungry. All those Saturday afternoons filled with laughter and good food have resulted in a Pavlovian response. I’d cook meatballs with my grandma, splashing sauce on her floral wall paper. We’d laugh and laugh and enjoy the meal together at her plastic-covered kitchen table. This wasn’t my home, but I felt at home just the same.

Three o’clock: blue jay. It’d chime as soon as we walked in the door after school. The blue jay was my grandpa’s favorite. It was also mine. Why he loved it, I’m not completely sure. But it was my favorite because it marked the beginning of the best parts of my day. Symbolizing strength and confidence, blue jays always remind me of my grandpa.

Six o’clock: cardinal. The sharp whistle and staccato of the cardinal indicated that it was almost time for me to leave. Like the whistle of a closing shift, I’d hear it and start to pack my things. The cardinal has always been my least favorite.

Nine o’clock: house finch. The high, sweet, almost inquisitive call of the house finch was the one my grandma loved most. It was also the one I rarely heard. Either too early or too late in the day, the house finch was reserved for the occasional weekends when I’d spend the night at their house. My grandma would explain that finches symbolize harmony and peace. They are petite but mighty, just like she was(( This is a clever and sweet way of describing summer days with grandparents, while sprinkling in some vivid details to bring the story to life.)) .

This past weekend was the anniversary of my grandpa’s passing. Longing for my grandparents, I went for a walk. Winter is approaching, so the sky was darkening quickly. I walked slowly. As the sun set, I heard the tell-tale squawk of a blue jay, loud and piercing through the chill of the wind. I looked around and saw it sitting on an old stump, a small house finch behind it. I extracted my binoculars from my backpack, hoping to get a better glimpse through the dark. I turned the dial to focus the lenses, just as the birds flew away together. I took a deep breath, binoculars in hand, and continued on, spotting a robin in the distance(( The ending stylistically wraps the essay up without tying a bow on it. It’s a more artful way of concluding, and it works well here.)) .

AO Notes on Birdwatcher

This first two paragraphs are well-written and fairly to-the-point in their language. They do a nice job of setting the scene, but the third paragraph transitions into the writer’s distinctive voice. They detail the birds on the clock to chronicle the hours of their summer days and end, not without concluding, but leaving the reader wanting to read more of their stories.

• Voice: The writer transitions to writing in their own distinct voice, which comes to a crescendo in the final paragraph.
• Interesting approach: Sometimes students use an approach to tell a story that feels overly forced or cliche. This one feels organic and relates nicely to the writer, their family, and the story as a whole.
• Career path : This is far from a “What I want to be when I grow up” essay, but it clearly shows an academic interest grounded in family and childhood memories. This is an artistic and beautiful approach to showing admissions how the writer may use their college education.

Personal Statement Example #4: Chekov’s Wig

At the age of six, I starred in an at-home, one-woman production of Annie. My family watched as I switched between a wig I’d fashioned from maroon yarn, a dog’s tail leftover from Halloween, and a tie I’d stolen from my dad.

When the reveal came that Annie’s parents had actually passed away, I took a creative liberty: they had left Annie a small unicorn farm. The rest of the play proceeded as normal. When the curtain closed, I bowed to the sound of my family’s applause. But one set of hands was missing: my grandmother’s. Instead she sat, arms raised, and jokingly exclaimed, “But what about the unicorns?”(( Wow, an interesting intro! We see creativity and a silly side to the writer. As the admission officer, I’m eager to see where this leads.))

My grandma, an avid thespian, taught me a lot about life. But one of the most important lessons followed this production of Annie . After we laughed about her remark, she introduced me to the concept of Chekov’s gun. For Anton Chekov, brilliant playwright, the theory goes something like this: a writer shouldn’t write about a loaded gun if it’s not going to be fired. In other words, writers shouldn’t include details about something if it won’t serve a purpose in the story later. My unicorn farm had committed this writing faux pas egregiously.

I’m not a natural writer, and I have no goal to become one, but I’ve taken this concept of Chekov’s gun to heart—it forms the foundation of my life philosophy. I don’t believe that everything was meant to be(( This philosophical reflection is a nice introduction to the paragraphs that follow. )) . In fact, I think that sometimes bad things just happen. But I believe that these details will always play a part in our larger story.

The first test of my Chekov’s gun philosophy occurred shortly after Annie when my grandma, my biggest supporter, passed away. My family tried to console me saying that “it was her time to go,” but I disagreed. I couldn’t see how a death could be destined. Instead, I found comfort knowing that her presence, her support, and her death wasn’t for nothing. Like Chekov’s gun, I wasn’t quite sure how or why, but I knew that she would return for me.

As I grew older, my philosophy was tested time and again. Most recently, I fell back on Chekov’s gun as I coped with my parents’ divorce and my subsequent move to a new town. Both events shattered my world. My happy family theatre productions turned into custody hearings and overnight bags. The community I’d found at my old school became a sea of unfamiliar faces at my new one. None of this was meant to be. But as the writer of my own life, I won’t let the details become inconsequential.

I’ve used these events as plot points in my high school experience. Dealing with my parents’ divorce has taught me how to make the best of what’s given to me. I got the chance to decorate two bedrooms, live in both the suburbs and the city, and even have twice the amount of pets. And without the inciting incident of the divorce and move(( We see that the writer is able to make lemonade out of lemons here.)) , I never would have joined a new drama club or landed leading roles in Mama Mia and Twelfth Night. The divorce and move, like Chekov’s gun, have been crucial details in getting me where I’m at today.

I know that Chekov’s gun is more about the details in a story, but this philosophy empowers me to take what happens, the good and the bad, as part of my personal character development. Nothing would be happening if it weren’t important.

This summer, as we cleaned our garage in preparation for yet another move, I found my old Annie wig, yarn tangled from the box. Next to the wig was a note, handwritten in a script I’d recognize anywhere. My darling star, it read. You are going to go on to do great things. Love, Grandma ((And a sweet, or bittersweet, conclusion.)) .

AO Notes on Chekov’s Wig

This essay tells a beautiful story about a foundational philosophy in this young writer’s life. As their admission officer, I can see how grounded and positive they are. I can also imagine them taking this lesson to college: really paying attention to life, reflecting on the past, and understanding the value of even the smallest instances. There is an inherent maturity in this essay.

• Creativity: From the first few sentences, we can see that this student is now, and was as a child, creative. An original thinker.
• Reflective: When challenged by their grandmother, the writer didn’t insist that their way was correct. They took the criticism in stride and absorbed it as a salient life lesson. This shows open-mindedness and an uncommon level of maturity.
• Silver linings: It’s clear that this young writer has had some familial challenges that are likely familiar to some of you. They don’t gloss over them, but instead they learn from them. From having more pets to starring in the school musicals, there are lessons to glean from even life’s more difficult challenges.

Personal Statement Example #5: An Afternoon with Grandmother

The Buddhist temple on the hillside above my home has always possessed a deep power for me. With its towering spires and intricate carvings thousands of years old, it is a place of peace and serenity(( This writer opens with some wonderful imagery. I like how the imagery mirrors the meaning.)) —somewhere I can go to escape the chaos of the world and connect with myself and with my sense of spirituality. When my grandmother called me one January to let me know that she would be coming to visit, I smiled, my mind darting immediately to the temple and to the visit of it we would take together.

My relationship with my grandmother is a special one. After my parents passed away, she and my grandfather raised me for three years before I moved in with my father’s sister. In that time, she was my sole companion; she shared her recipes with me, told me stories, and most importantly, she taught me everything I know about spirituality. We spent countless nights staying up past bed-time, talking about the teachings of the Buddha, and she encouraged me gently to explore my own path to enlightenment(( This topic is accomplishing a lot: we see the writer’s relationship with their grandmother, their personal values, and their ideas about who they want to be in the future.)) .

When my grandmother finally arrived, I felt bathed in a warm glow. After catching up and preparing her favorite meal—red rice with miso soup and hot green tea—I told her about the plans I had for us to visit my special place.

Later that afternoon, as we entered the temple, I felt the calmness and tranquility wash over me. I took my grandmother's hand and led her to the main hall, where we knelt before the altar and began to recite the prayers and mantras that I had learned from her years before.

As we prayed, our voices joined together, echoing throughout the temple. A gentle rain began to fall outside and, as the cold crept around where we knelt, I was engulfed by a deep sense of connection with my grandmother and with the universe. It was as if the barriers between us were falling away, and we were becoming one—with each other, and with our shared connection to the divine.

We finished our prayers and sat in silence, lingering in the serenity of the temple. I could feel my grandmother's hand in mine, and I was filled with a sense of gratitude and love(( A great example of weaving vivid language with explicit reflection!)) .

Spirituality has been essential in my life. It gives me a sense of grounding and purpose, and it teaches me the value of compassion. My spirituality has also given me a way to connect with my grandmother on a deeper level—like a private language that only we speak together. In a world that can often feel chaotic and disconnected, faith and spirituality provide a sense of stability and connection.

As we left the temple, I held my grandmother's hand and felt suffused by a sense of peace and contentment. Too often people who are disconnected from spirituality misunderstand the role it plays in billions of people’s lives. They see it as a way to “check out” from the issues the world faces, ignoring their responsibilities to others. This may be true for others, but not me. Quite the opposite. My spirituality helps me empathize with others(( Wonderful reflection.)) ; it helps me focus on the obligations we each have to every other person and creature on this planet. For me, it is the ultimate way to “check in” to the needs of the world and my community in a way that grounds me emotionally.

Spirituality offers a way to find meaning and purpose in life, and to connect with something greater than ourselves. For that, and for my grandmother, I am truly grateful.

AO Notes on An Afternoon with Grandmother

In this deeply reflective essay, the writer uses spirituality and their relationship with their grandmother to reveal a very personal part of themselves. The writer isn’t afraid to be vulnerable, and they clearly showcase strengths of wisdom and compassion.

• Vivid language: This author is a talented writer who has included a bunch of vivid language. But it’s not over the top. They include just enough to hold a reader’s attention and add some interest.
• Reflection: The reflection throughout this essay is excellent. Notice how it’s not just at the beginning or the end. It’s woven throughout. The writer follows up each major detail with an explanation of why it’s personally meaningful.
• Conclusion: The conclusion combines vivid language and reflection perfectly. By the end of the essay, we know exactly what the writer wants us to take away: spirituality is personally meaningful to them because it helps them connect with the people around them. And I especially like how the writer chose to end on a note of gratitude—always a good value to have in a personal statement.

Personal Statement Example #6: Rosie’s

While most people find their lowest point at rock bottom, I found mine in an Amerikooler DW081677F-8(( We’re definitely off to an odd start. I’m curious where this is headed!)) . With drops rolling down my back and my cheeks, I snuck into the walk-in freezer for a moment of chill.

At that point, I had worked at Rosie's for nearly a year. The job was a good one: it fit with my school schedule, paid well, and introduced me to close friends. But as a workplace, Rosie’s was pure chaos. The original owners passed on a host of problems the new owners were working hard to fix. But the problems ran deep. From an inefficient kitchen organization to a malfunctioning scheduling software, we never knew what to do or when.

The day I found myself in the Amerikooler was the day everything caught up with us(( This is a good transitional phrase that helps readers navigate this fairly complex narrative.)) . An error in our scheduling software led to us operating with only 30% of our typical team. As the only waitress on duty, I ran between the kitchen and the guests, stopping mid-delivery to put new vegetables in the steamers. The kitchen staff were barely getting through each dish before customers lost patience.

Then, in all the commotion, I dropped a plate of macaroni and cheese all over a customer. I apologized over and over again. I was embarrassed and ashamed. I couldn’t believe what I had done. I always tried to be one step ahead to give my customers the best service, so my mistake felt like an utter failure. After helping them clean up, I ran immediately to the freezer. I realized that something had to change.

In the Amerikooler, a pea and corn mix cool on my back, I considered my options. The easiest option was to quit. I could find another job, one that didn’t cause me so much stress. But quitting wouldn’t just mean giving up. It would mean accepting my failure. It would also mean abandoning the coworkers I had grown close to. Leaving them would only burden them more. While I knew it wasn’t my job to fix the restaurant, I knew that leaving wasn’t the answer either. Instead, I decided to focus on solutions(( I like the focus on solutions and action steps here!)) . I stood up from the cold, dirty freezer floor, dusted off my work pants, washed my hands, and got back to work.

Despite being the newest and youngest member of the Rosie’s staff, I recognized that I brought a new perspective to the workplace. Having spent the previous three summers scheduling volunteers for my local food drive, I used my organizing experience to devise a new scheduling system, one that didn’t rely on our outdated technology. I brought up the system at our weekly meeting, and after initial pushback, everyone agreed to give it a try. Three months later, my system keeps everyone happy and our kitchen and floor staffed.

But it wasn’t just the staffing problem that was the issue. Our workflows were inefficient, and we didn’t know how to communicate or collaborate effectively. I know that identifying an issue is always the first step to a solution, so I raised the question at our most recent staff meeting. Having earned my coworkers’ and bosses’ trust(( And here we see some good growth and leadership.)) , I led us in outlining a few new processes to streamline our productivity. In stark contrast to the failure I felt after spilling the macaroni and cheese, developing a new workflow with my coworkers made me proud. I hadn’t given in to the chaos, but I had worked thoughtfully and collaboratively to create new solutions.

I’m sure that won’t be my last time working in a disorganized environment or spilling macaroni and cheese. But I know that I’ll be ready to address whatever comes my way.

AO Notes on Rosie’s

If you’ve ever worked in a food establishment, then something in this essay will probably resonate with you. But I appreciate how the writer doesn’t get pulled into the negativity they experience. Instead, they focused their efforts (and their essay) on how they could make things better for everyone. That’s the kind of student admissions officers want to see on their campuses.

• Organization: The writer has to narrate and backtrack a bit at the beginning of the essay to make the introduction work. But it’s not confusing for a reader because they have very solid transitions. I also like how the action steps and reflection are organized in the narrative.
• Positive outlook: As an admissions officer, I would admire this student for their problem-solving skills. Working in that environment was surely tough, but they didn’t give up. They got to work and helped everyone out in the process.
• Humor: From the introduction to the conclusion, the writer incorporates subtle humor throughout. Because of it, we actually feel like we know the writer by the conclusion. Too much humor can overwhelm a personal essay, but just enough can help readers see who the writer really is.

Personal Statement Example #7: Gone Fishing

I pulled the line with my left hand and snapped the rod back with my right. The line split through the air above me like a knife through cake. I rigidly waved my right arm up and down to dry off my fly, which had started sinking from the weight of the water. Ready to cast, I loosened the grip on my left hand to release a few more feet of line, pulled my right arm back in a grandiose motion, and hammered it back down. I expected my line to fly out in front of me, gracefully floating back onto the surface of the water. Instead, I was met with a startling resistance. My fly had lodged itself into the bush behind me(( This opening paragraph has great vivid description. Here, we end on a moment of suspense that has left me intrigued about what will happen next.)) .

Annoyed, I waded through the tall, thick grass, rod under my arm and mosquitoes buzzing in my ears. This was the reality of fly fishing. In my short time as a fisherman, I’d caught far more trees, bushes, and riverweed than I had fish. What seems so elegant in movies like A River Runs Through It is actually a grueling process of trial and error. I took up flyfishing a year ago to conquer my fear of the outdoors(( Ah ha—we learn that this essay isn’t really about fly fishing. It’s about conquering a fear. And with that, we see that the stakes are high.)) . I could have (and probably should have) chosen a more mild activity like hiking or kayaking, but I’ve always been one to take on a challenge.

I had been afraid of the outdoors since childhood. Coming from a family that prefers libraries to parks and bed and breakfasts to tents, I never learned how to appreciate nature. I limited my time outside as much as I could. I feared the bugs, the sun, and the unknown.

I decided to try flyfishing when I realized I didn’t want to be controlled by my fear any longer(( As an AO, I would applaud this student’s bravery.)) . All the birthday parties I’d turned down, the memories that were made without me, I had missed out on so much. Being outside was an integral part of the human experience—or, at least, that’s what I’d been told. Without being willing to enjoy nature, I was missing out on what it meant to be myself.

Soon after this realization, I found an old rod in my grandpa’s garage and took it as a sign from the universe. On my first time out, my Honda Civic lurched over a ditch on the gravel road Google Maps had directed me to. I’d spent hours watching YouTube videos of proper technique. Stepping out of my car, I felt my skin crack under the dry heat, and I wanted to leave. But I continued on, walking through branches and over logs to the riverbank. I was doing it( More vivid detail that really gives us a sense of the writer’s discomfort—yet they’re persisting.)) .

I pushed myself to continue, no matter how uncomfortable I got. I went back, Saturday after Saturday, each time noticing improvements in my abilities. Along the way, I learned to push myself to do things that make me uncomfortable. I saw myself in a new light. I wasn’t Charlie, afraid of the outdoors. I was Charlie, fisherman.

The first time I caught a fish, I could hardly believe it. Thinking I had caught another piece of riverweed, I tugged on my line and rolled my eyes. But suddenly, it started tugging back. It was a sensation I’d never experienced before, one of haste, pride, and panic. I instantly collected myself, bracing against the bank as I secured the line with my finger and slowly pulled the fish ashore. Delicately removing my hook from its mouth, I admired its beauty. Whereas I had once feared creatures like this trout, I now respected it. Its holographic scales glistened in the sunlight. I thanked it for helping me grow, and I placed it back in the water. It swam away. I wiped the slime off my hands and picked up my rod, left hand tugging at the line, right hand snapping back again((This conclusion is quite long, but I really like this poetic ending. It shows so much growth, and there’s a subtle nod to the fact that the writer is continuing to fish.)) .

AO Notes on Gone Fishing

From all this imagery, I really felt like I was fishing alongside them. What’s better, I feel like I really get where this student is coming from because of their vulnerability. They show immense growth and open-mindedness, which is exactly what admissions officers are looking for.

• Imagery: This writer definitely likes creative writing. From the introduction, we can envision ourselves going on this journey with the writer. There is some excellent “show, don’t tell” here.
• Deep personal meaning: Biggest fears are hard to overcome, especially with such a good attitude. It’s clear that this topic is a meaningful one to the writer. Even the act of fly fishing, which they didn’t seem to like much at first, becomes a meaningful act.
• Narrative arc: We have a classic “going on a journey” essay, where the writer transforms on a journey from point A (being afraid of the outdoors) to point B (catching a fish). The writer’s implementation of this structure is excellent, which makes the essay easy to follow.

Good Personal Statement Examples

Even if your essay isn’t worthy of The New Yorker , you can still make your mark on admissions officers. Writing an essay that fulfills all the goals of a personal statement, whether or not it meets every single criterion an admissions officer is looking for, can still get you into a great college.

Most personal statements are good personal statements, so don’t worry if you’re feeling overwhelmed by the amazing essay examples you see online. The key to writing a good personal statement is writing your personal statement. Focus on finding a topic that lets you communicate your own meaning and voice, and you’ll be set.

The following examples are awesome personal statements. There may be a little room for improvement in places, but the essays do exactly what they need to do. And they say a lot about their writers. Let’s see what the writers and admissions officers have to say.

Personal Statement Example #8: Beekeeper’s Club

As I lift the heavy lid of the hive, the hum of thousands of bees fills my ears. I carefully smoke the entrance to calm the bees, and I begin to inspect the frames. The bees are busy at work, collecting nectar and pollen, and tending to their young. I am in awe of their organization.

I never would have thought that I, a high school student, would become a beekeeper(( An interesting hobby for a high school student! I’m intrigued to see where this is going.)) . But now it’s something I can’t imagine my life without.

It all started when I found a beekeeping suit at a garage sale two summers ago. At a mere five dollars, it was yellowing and musty, but it appeared to be fully intact and without any holes. I’ve lived many lives as a hobbyist, always willing to try new things. I’ve been a sailor, a gardener, a basketball player, a harpist, a rock climber, and more. The problem is that I can never manage to see these hobbies through(( I see. Here we get a sense of what’s at stake in this new venture. The problem is that writer can’t seem to hold down a hobby. Will beekeeping solve that problem? Let’s find out .)) . As a perpetual novice, I always lose interest or become overwhelmed by all the information. But that’s never stopped me from taking up a new hobby, so I brought the beekeeping suit to the make-shift register and handed the seller a five-dollar bill.

To embark on my new hobby, I first went to the library and read everything I could find about beekeeping. Research is always my first step when starting something new. I like to know what I’m in for. As I read, I became fascinated by the fact that such small creatures can serve such a critical role on our planet. I learned about the importance of bees for pollinating crops, and I read that their populations have been declining in recent years. I was determined to do my part to help. This wasn’t just a hobby anymore— it was a mission(( And the stakes just got higher.)) .

But like the bees I’d been reading about, I knew I couldn't do it alone. My years of abandoning hobbies had taught me that this time, I needed guidance from someone with experience. I knew the first place to look. At the farmer’s market that Saturday, I went straight to the honey stand and introduced myself. The vendor’s name was Jeremy, and he was excited to see someone so young taking up beekeeping. I asked if I could come see his hives sometime, and he agreed.

I showed up the next weekend with my used beekeeping suit in hand. Jeremy gave me a tour. I was astounded by the simultaneous simplicity and complexity. As the months went by, Jeremy became my mentor. He taught me the importance of monitoring the health of the hive, how to properly harvest honey, and even the ins and outs of the farmer’s market business.

I was grateful for his guidance and friendship. I found myself becoming more and more passionate about bees and the art of beekeeping.

After months of tending to my hive, I finally had it up and running. These bees were in my care(( The writer has shown us that they’ve learned a big lesson from their past failures: they need support and guidance. I’m impressed that this time they are making an intentional change.)) —this was one hobby I couldn’t abandon. With that knowledge and Jeremy’s support, one hive grew to five. I’m not in it for the money or even the honey. I’m in it for the bees, for the millimeter of difference I’m making in their lives and in the life of the earth.

Through beekeeping, I have found a community of people who share my love for bees. Jeremy, the bees, and the entire beekeeping community have taught me not to quit. We support each other, share tips and advice, and work together to help protect these important insects. And in the process, I have learned that I can take up any new hobby I want and stick with it if I just put in enough effort(( Yep—the writer has come out of this journey on the other side, having learned that their effort does pay off.)) .

AO Notes on Beekeeper’s Club

As an admissions officer, it’s always fun to read about students’ eccentric hobbies. I’d count this as one of them. But what’s better than learning about the hobby is seeing a student’s personal growth.

What makes this essay good:

• Personal journey: Most good personal statements show some kind of personal growth. In this case, we see that the writer has grown mature and aware enough to hold down a hobby. We see that it wasn’t an easy road, but they got there.
• Strengths: There are lots of strengths in this personal statement. We see self-awareness, initiative, teamwork, and care for the bees and the planet.
• Reflection: Part of what makes this personal journey so good is that the writer takes us on the journey with them through reflection. At each stage of the journey, we know exactly what the writer is thinking and feeling. By the end, we’re celebrating their success with them.

What the writer could do to level up:

• Personal meaning: Yep, “personal journey” and “personal meaning” can be two separate things. Although the writer goes on a great personal journey, the personal meaning seems to be lacking a bit. It’s clear that this is an important topic to the writer, but it doesn’t exactly come across as an especially vulnerable one. The writer could make it more vulnerable by incorporating more personal meaning into their reflection: what would it have meant if they had quit beekeeping too? What’s the problem with dropping hobbies in the first place? Why is it personally important to learn to stick with things?

Personal Statement Example #9: Ann

Pushing her blonde curls from her forehead, she pursed her lips in focus(( This vivid, detailed description really draws me in.)) . She sat with legs crossed across the kitchen chair. This was it: the moment she’d been preparing for. Her tiny hand gripped the pencil as if it were a stick of dynamite and twitched her fingers up, down, and back again. She looked up at me and smiled, teeth too big for her growing mouth. “Ann,” the paper read. As I glowed back at my mini-me, I saw in her my whole heart(( And here the focus switches from Ann to the writer—an important transition.)) .

My sister was technically an accident, born when I was eleven years old. But I know that, in the grand scheme of things, Ann’s existence was destined by the cosmos. Watching her write was like looking in a mirror. My hair has long since turned brown, but she and I deal with the same unmanageable curls. Her toothy grin developed over five years of mutual laughter. And she got that unwavering focus from watching me do my own homework each night. At the same time I’ve taught her the ways of the world, she’s taught me joy, patience, and persistence(( Lessons learned! This sentence really draws attention to the main theme. It could be a little more specific because “joy, patience, and persistence” are almost cliche.)) .

I had been an only child for my first decade of life. I remember being lonely and without purpose. With Ann came the opportunity to make a real impact on someone, even as a child myself. The night she was born, I vowed to protect her. I had never seen anyone so small and fragile, and I begged my parents to let me hold her. Next to mine, her hand looked like a doll’s. It was purple and pink from the ordeal of birth. Her eyes barely opened, but I couldn’t keep mine off her.

Many older siblings find their younger siblings to be nuisances. But Ann has always been my best friend. Her first two years of life, she struggled with health issues that scared us all. I felt helpless and afraid, but I knew I had to fight alongside her. I did everything I could: I grabbed diapers and bottles for my parents, I talked to her for hours on end, and, when she was old enough, I spoon fed her and encouraged her to eat. As Ann grew bigger and stronger, I grew stronger, too(( It sounds like this was a really difficult challenge for the writer and their family. I appreciate this picture we get of the writer in relation to Ann.)) .

Each year has gotten better than the previous. I was there to catch Ann when she took her first steps, teach her her first words, and get her dressed every day. She tagged behind me as I took photos before my first dance, got my learner’s permit, and went on my college tours. While being a teen with a toddler sibling wasn’t always perfect, Ann’s mere presence makes those around her feel loved and appreciated. She’s exactly who I aspire to be.

Watching her write her name at the kitchen table, I became overwhelmed with the thought of leaving her to head off to college. She still has so much to learn, so many ways to grow. But just as the thought entered my mind, she spoke in her high-pitched and innocent voice. “When you go to college,” she asked, “will you tell me about your classes?” I blinked away the tears gathering in my eyes, smoothed her curls with my hand, and pulled her in close.

Going to college won’t mean leaving Ann. It will mean opening her world—and mine—to endless new knowledge and possibilities. She’ll grow and change, and so will I. When we reunite, we’ll smile our toothy smiles and embrace each other, our curly hair intertwining. We’ll sit at the kitchen table, focused and laughing, like nothing has changed(( I like how the siblings are continuing to grow together, but at the end of the day, they still have their amazing relationship.)) .

AO Notes on Ann

I always find sibling essays like this one so sweet. It’s amazing how clearly we can understand someone solely through their interactions with a loved one. As an admissions officer, I would see that this student would be a great community member (and roommate!).

• Deeply meaningful: Especially with the family context, it’s apparent that this topic is deeply meaningful to the writer. Because it’s so meaningful a topic, the writer is able to show an immense amount of care for Ann without even trying. AOs love seeing traits like care, maturity, and the ability to grow.
• Clear message: Personal statements should have themes that encompass the main message the writer wants to convey. This essay’s message is clear as day: the writer is a better, happier, more generous person because of Ann. They are an awesome sibling.
• More about the self: This one’s tricky because we get an implicit sense of who the writer is now through the overall tone and meaning. But a lot of the personal examples the writer chose are old examples from childhood and early adolescence. Some of those are important to provide family context, but I still would have liked to get a more recent picture of the writer.

Personal Statement Example #10: Running through My Neighborhood

My mind and eyes began to wander as I turned the corner on my fourth mile. I’ve always been a runner. It's a way for me to relax and challenge myself. Running makes me feel like I’m one with the world around me. As I run, I can't help but be struck by the beauty of the buildings and people that make up my city. Each is a work of art—a carefully-crafted expression of my community. With every step, I feel a deep connection to the life around me(( This introduction covers a lot, so this last sentence could be a bit more specific.)) .

On my run, I find myself drawn to the intricate details of the buildings. I admire the way the light catches on centuries-old bricks, casting shadows that dance across the pavement below. I look up at the skyscraper windows that nearly touch the sky, frightened at the sight of window washers. Old and new, the buildings all carry stories.

In the same way, I admire the neighbors around me. I see them feeding pigeons, smiling at me as I pass by. They’re walking dogs and babies, talking on a park bench, and playing hopscotch. I run by them, fast but steady, and breathe it all in. I’m on this beautiful city block, surrounded by people whose whole lives are familiar yet mysterious, and I’m running.

But it's not just the aesthetic beauty of the buildings that grabs my attention. As I run, I find myself thinking about the stories and histories behind each one. I wonder about the people who built them, the families they had at home, the lives they led. I think about the people who have lived and worked in these buildings and the memories that have been made within their walls.

Take the local bakery, for instance. I’ve run by there a thousand times in my life, each time soaking up the smell of freshly-baked bread and pastries. The building seems unassuming at first, with a simple glass door and brick façade. But once you step foot inside, you’re immediately hit with the warmth of the staff and patrons. The old photos on the wall and cozy furniture that has been there since the bakery’s opening back in the 1950s—it feels like home(( These are great vivid details.)) . The bakery is everything I value about my neighborhood. It completely represents what kind of neighbor I want to be. Plus, it’s not a bad place for a post-run snack.

Through my runs, I’ve also made connections with those who frequent the sidewalks alongside me. One of the people I see regularly on my runs is Mrs. Carter, an elderly woman who always has a kind word and a smile for everyone she meets. Her white hair is carefully curled, and her face is dimpled with laugh lines from thousands of conversations like ours. She often stops to chat with me, asking how my day is going and sharing stories from her own life. I always look forward to seeing her. She’s like the grandmother I never had. Mrs. Carter inspires me to be a better community member every day(( This kind of reflection brings the focus back to the writer’s personal journey.)) .

Running through my neighborhood is about more than just staying fit. It’s also about being in community with those around me. As I weave through the people on the sidewalk, I feel as though I am weaving myself through their stories, picking up tidbits and adding them to my own narrative. I wouldn’t be who I am today without these runs that have taught me so much. I can’t wait to run across my college campus, admiring my new surroundings and meeting my new neighbors(( I like this gesture to the future—as an AO, I would start to picture this student running through my campus, too!)) .

AO Notes on Running through My Neighborhood

Running essays can get a bad rap in college admissions. But this one overcomes that stereotype. At its core, this essay is about the runner’s relationship to their community. I really appreciate how much care and enthusiasm this writer shows for those around them.

• Writing: The writer’s voice shines through. They have great vivid descriptions, and we’re really able to envision ourselves in the neighborhood alongside them.
• Personal meaning: The way the writer describes those they encounter in their neighborhood shows that this isn’t a minor part of their life. Their runs are a big deal. The people they see along the way have greatly shaped who they are.
• Greater focus on self: Now, there are much worse culprits when it comes to personal essays that focus on people other than the writer. But the writer does toe the line. Their descriptions mostly focus on those around them, and while there is some reflection that connects their own experience to other people, it doesn’t actually take up much space in the essay. To level up, the writer could make this essay more about themself.

Personal Statement Example #11: Musical Installation Art

As a child, I was always drawn to stringed instruments(( The hook could have more punch, but this gets the job done.)) . I would pluck at my dad's old guitars, create makeshift harps with dental floss, and even play around with the banjo and harp in music class. As I got older, I realized that I wanted to focus on making my own instruments. And where better to start than in my dad's scrapyard? The yard sprawled out for almost five acres behind our house. It was a marvel of junk and oddities, with the accumulated garbage from hundreds of junker cars built up in our backyard. I grew up playing there, leading a childhood that most parents would probably see as reckless—rolling tires through narrow alleyways between crushed cars stacked high. But for me, the backyard was an endless playground for my imagination.

It was there that I discovered the joys of welding and soldering. I would rummage through piles of metal and find pieces that I could fashion into something new. My first sculptures were simple, resembling birds or dogs and pieced together from strips of metal. I’d look for similar art everywhere I went, grasping for inspiration. At a fair one weekend, I saw a booth run by an artist who built guitars. After speaking with him about his art, he asked to see a picture of my sculptures. I showed him and explained that I hoped to make my own instruments one day, too. He scuttled to the back of his tent and returned with a gift: a set of thick copper strings. “Try using those,”(( What an endearing story.)) he told me.

My first sculpture instrument was a crude thing—little more than a board of metal with pegs that I used to pull the copper strings tight. But I tightened them, I was in love—spending all night plucking away. At first, the instrument wailed and screeched. String by string, I delicately tuned the wires into sirens. I had created something that played music, and I was so proud.

My experience building the instrument motivated me to enroll in a sculpture class at the local community college. It was there that I learned how to properly solder metal and create more complex structures. For my final project, I made a three-foot-tall, four-stringed metal instrument in the shape of a dragon.

But as I worked, I started to realize that my dragon wasn't going to be beautiful in the traditional sense. Its metal body was jagged and uneven, and the strings were stretched tight across its back in a way that produced discordant, almost abrasive music. I tried to adjust the tuning, but no matter what I did, the music remained harsh and unpleasant.

At first, I was disappointed. I wanted my dragon to be a work of art, something that people would marvel at and love listening to. But as I continued to play with it, I started to see the beauty in the chaos(( This paragraph shows wonderful growth. And as a reader, I’m drawn in trying to imagine what the sculpture actually looks like.)) . The music it produced was like a musical language that I had invented, one that was wild and untamed. It was a reflection of my own creativity and individuality. A discordant collection of notes that sounded like they’d been tuned so as to be atonal. But I didn't care. I was a scrapyard kid, and this dragon played the song of my people: strong, innovative, and beautiful.

The combination of sculpture and music fascinates me. How does the shape of a fabrication affect the kind of sound that the object produces? What sounds do different materials produce? As I’ve learned more about sculpture, I’ve also become interested in installation art that has sound dimensions. I want to capture people’s visual and aural attention to inspire questions about how we navigate the aesthetic world(( It sounds like this topic potentially relates to the student’s future goals. If that’s true, there could be a clearer academic connection here.)) . And I’ll use whatever scraps I can find to make my creations.

AO Notes on Musical Installation Art

I don’t think I’ve ever seen a piece of musical installation art myself, so this topic really held my attention. I appreciate the journey the writer went on to learn that their art may not look like everyone else’s, but it can be just as impactful.

• Topic: I like this topic not only because it’s not one you see every day but also because it lets the writer reveal a lot about themself and their background. We see where they grew up and who they grew up with, and we also learn about this deeply meaningful personal interest.
• Writing style: This author has a very distinct writing style. In some ways, the writing style mirrors their art style—abrupt at times, melodic at others.
• Organization: The first half of this essay doesn’t always match up with the second half. Even though we’re still able to see the writer’s journey as a metal artist and musician, there’s still a bit of streamlining that needs to happen.

Personal Statement Example #12: Ski Patrol

I can never get enough of being in the mountains(( This hook isn’t very compelling, so it could use some more attention.)) . I am a skier through and through. Growing up, I spent countless family vacations on the slopes with my dad and siblings. I love the rush I get speeding down the mountain—I’ve improved so much over my life that I can now handle most runs I come across. But last year, I took my love for skiing to a whole other level by joining ski patrol.

It was mid-December, and my family had decided to take a weekend away to go skiing. Everything was going normally at first. We had a good day on the slopes and wanted to go one more run before calling it a night. We took a moment to rest and watched the person in front of us go. Only seconds after she headed down the mountain, something happened with her ski. She catapulted into a nearby tree. People raced to check on her, while we stayed back and alerted ski patrol.

When ski patrol arrived, I watched in amazement. They moved in such a precise way. They were like a machine—everyone knew exactly what to do when. Thankfully, it was a false alarm and the skier only had a few scratches. But my own life was changed forever. I knew then that I wanted to be a part of this team, to help others in a tangible way and to make a difference on the mountain that had always been my home.

As soon as I could, I applied for the Junior Ski Patrol team. I had to go through a tryout process on the hill, which made me nervous. But it felt good to be surrounded by people who loved skiing as much as I do. Thankfully, I was accepted shortly after; it was one of the best days of my life. Now on Junior Ski Patrol, I have the opportunity to do what I love – skiing – while also making a positive impact on others(( And here we get to the heart of the essay. The writer wants to help others while doing something they love. It’s a noble pursuit!)) . My team shadows the adult Ski Patrol, and we learn a lot of lessons along the way.

On the mountain (and in life), you never know what challenges might arise. One of the most important things I’ve learned from Junior Ski Patrol is to be prepared for anything. I’ve gotten my CPR and first aid certifications so I’m always prepared to administer life-saving care to anyone who might need it. I know how to pack a bag full of enough essentials to survive harsh weather or injuries.

But ski patrol has also taught me so much more than just how to help others. It has shown me how I work best on a team. I’m not naturally a leader, which is something I’ve always felt ashamed about. After learning from our mentors who all fulfill different roles on their adult Ski Patrol team, I realized that I don’t have to be a leader to be a good team member. The quiet collaborators who can follow the lead, take initiative when needed, and do their jobs really well are just as important as the people who are front-and-center(( An important personal insight.)) .

Being on ski patrol as a high school student has been an incredible journey, and I am grateful for the opportunity to be a part of such a dedicated team. More importantly, I’m proud of the growth I’ve experienced. I went from a person who just loves skiing to a person who is more confident in herself. I no longer feel unprepared or timid. I know exactly how to keep myself safe and work alongside others. While I don’t want to be a professional Ski Patroller or even go into medicine, I know these lessons will serve me well wherever life takes me(( As an AO, I would have been wondering if being on JSP made them want to study medicine, so I appreciate that they answered it for me!)) . But no matter where I end up, when the mountain calls, you know I’ll answer.

AO Notes on Ski Patrol

In this fun hobby-meets-accomplishment essay, the writer shows us their strengths of care and teamwork. I like the crossover between something that they really enjoy and this impressive accomplishment they have of being on Junior Ski Patrol.

• Lessons learned: The writer makes it very clear what lessons they learned from Junior Ski Patrol. Lessons don’t always have to be this explicit, but I appreciate how the writer really takes the time to reflect on what they’ve learned.
• Personal insight: Okay, this point is related to the lessons learned. But it’s important to draw out on its own because personal essays are, of course, personal. This topic easily could have been just about skiing down a mountain or administering first aid on patrol. Instead, the writer kept the focus inward to meet the expectations of a personal essay.
• What’s at stake?: We do get a good sense of personal meaning. But the writer could do a better job of speaking to the significance of this activity to their life. A good question to ask is, “What’s at stake?” What would I have lost or gained if this story had turned out differently? Asking these questions can also help you figure out what it is that you want an admissions officer to learn from your personal statement.

Personal Statement Example #13: The Regulars

One pump of vanilla syrup. Frothed milk. One espresso shot. Caramel drizzle(( Starting with some version of the following sentence would have been a stronger hook.)) . Like a scientist at her bench, I have methodically repeated these steps four days a week for the past two years. During my time as a Starbucks barista, I’ve learned hundreds of recipes and customizations. I know all the secret menu hacks, and I’ve developed several recipes for friends and family too. I pride myself on speed, quality, and memory. My favorite part of the job is the customer service. As one of the busiest locations in the region, I’ve caffeinated thousands. But it’s my regular customers, those whose orders I know like the back of my hand, who have truly impacted me.

Venti Vanilla Sweet Cream Cold Brew, hold the vanilla syrup. A busy mom of four, Chelsea is always in a hurry. I try to catch her the moment she enters the store so I can get started right away. Her Venti drink fuels her through school dropoffs and pickups, gymnastics lessons, and evening math homework. Throughout my conversations with her, I’ve learned that Chelsea is a scheduling virtuoso. As someone with ADHD(( This paragraph is almost too much about Chelsea, so this sentence is crucial to bring the focus back to the writer.)) , I became so inspired by her ability to juggle so many people and schedules simultaneously. After asking her for advice, she helped me find a time management system that I can keep up with. I have Chelsea to thank for my improved grades.

Grande dark roast, no room for cream. Mr. Williams is a retired businessman who always tips 100%. Mr. Williams is a quiet man, so it took me months to draw any information from him. Instead of using my over-the-top customer service voice, I eventually learned to be myself. When I got him to open up, I discovered that he was a service worker himself before he made it big in business in his sixties. The truth is, Mr. Williams has tipped me hundreds of dollars throughout my time here, which is extra money that will help me pay for college. He’s taught me the value of quiet generosity(( Let’s be honest. Mr. Williams sounds like a cool guy. But Mr. Williams isn’t applying to college—the writer is! I like that we get small glimpses into who the writer is through this paragraph, but there’s still room for more.)) .

Tall soy London Fog. Sweet Darla gave up coffee twenty-five years ago, but she still loves an occasional treat. When Darla enters, I clear my schedule. She always has stories to tell about the eighty years of life she’s lived. Darla is everything I want to be at that age: she’s spunky, opinionated, and hilarious(( Here we learn a lot about the writer through Darla.)) . Sometimes I tell Darla stories of my own. When I explained the dramatic series of events that led to me landing first chair in my symphony, she said she was going to retell it her bridge club. Making Darla laugh so hard will always be one of my proudest moments.

Grande iced matcha. Taylor is my age and goes to my school. When I took her order for the first time, I felt embarrassed that I needed to work to support myself while she could enjoy expensive drinks. But her kindness softened me. As time went on, I learned that she visited Starbucks so much because she wanted to get out of her house, which wasn’t a very happy place. While I have to take on as many shifts as possible, I still have a happy home to return to afterward. Now Taylor comes in near the end of my shift so we can take our drinks and have dinner at my house.

When you work in customer service, customers enter and exit your life like a revolving door. But the regulars, those special people who draw connections from daily but brief interactions, stick with you for life. I wouldn’t be who I am today if it weren’t for these people, and I would never have met them if it weren’t for my job as a barista. I haven’t just been making drinks these past two years. I’ve been making friends(( The conclusion does a good job tying all these different stories back together. )) .

AO Notes on The Regulars

No one appreciates a good barista story more than a tired admissions officer on their 30th application of the day! I like the personality that comes through in this essay especially. But this is one of those cases where it’s almost too much about other people.

• Creative take: Not every college essay needs a creative flair. In fact, sometimes going for “unique” structures can detract from an essay. But I like how the writer uses this format to structure the essay.
• Organization: This essay isn’t one a reader is bound to get lost in. The introduction sets up the essay well, it’s easy to see the connections between the points the writer is conveying, and the conclusion brings the focus back to the writer.
• More focus on self: While we do learn about the writer in this essay, we also learn a lot about Chelsea, Mr. Williams, Darla, and Taylor. The writer could have pared down the descriptions of other people—or cut one of the examples altogether—to save more room for personal reflection.

“Bad” Personal Statement Examples

These “bad” essays aren’t necessarily bad. They just aren’t very effective personal statements. Specifically, these two essays make some of the biggest college essay mistakes.

Making mistakes, especially when you’ve never written a personal statement before, is to be expected. We’ve included these examples so you can see what those mistakes look like in real-time. Learning from ineffective examples can be just as helpful as learning from the exceptional ones, so grab your pencil and start taking notes.

Our admissions officers have highlighted what’s working and what’s not. They offer helpful commentary and advice for revisions that you can use to assess your own personal statement.

Personal Statement Example #14: The Worst Year

My sophomore year of high school presented me with so many challenges(( This hook definitely gets straight to the point, but it doesn’t draw me in as a reader.)) . I struggled with a lot that year and barely managed to get by. It was the greatest challenge I ever faced.

The year started out like any other but soon went into chaos. My brother suddenly started struggling with drugs and alcohol. Before that, we didn’t know how bad he was hurting. But one night he finally came to us for help because apparently he had been using substances to cope with his emotions. He was scared because he felt like he had reached a breaking point and needed support. My parents didn’t want to help because they thought that he didn’t have a problem but I know my brother and I knew that he didn’t seem like himself. It was so sad to watch him go through that. I tried my best to help him but I was only a kid. I couldn’t really do anything besides tell him I loved him. Eventually my parents decided to get him some help, so he went away for a while and I wrote him letters every week and visited him as much as I could. The treatment he got helped thankfully. He’s doing better now and I am grateful that he is my brother.

But then Covid hit and I couldn’t even leave my house. We thought it would just be a two week vacation to school but it turned into two whole years of my life gone just like that. At the beginning I was stuck in my bedroom while my parents were working their jobs from the living room. Everyone was constantly getting annoyed with each other and driving each other wild. I would be doing a class Zoom in my room and I could hear my parents in a meeting in the living room. I had a hard time not being able to see my friends. I couldn't focus and my grades dropped. Even my teachers didn’t really seem to care. I was sick of staring at black Zoom screens all the time that I even stopped logging on. All of that combined led to me becoming very depressed and anxious. My grades dropped even more because I just couldn’t pay attention or focus enough to do my homework. I ended up getting grades way lower than I ever thought I would that year and I’m so frustrated about it because it felt like I was trying my best but it just wasn’t enough(( Here we see the writer opening up a bit and reflecting on what it was like to go through that experience.)) .

Even once we finally got back in school things didn’t get much better. The pandemic was just too much for my family so my parents ended up getting divorced at the beginning of my junior year. After all we had been through together seeing them separate made me devastated. My dad got an apartment and I had to go back and forth between their houses and pack up all my stuff every time. It was like moving my entire life every weekend. My brother was out of the house by this point so it was just me all by myself. My school was far from my dad’s new place so I’d have a long commute on the weeks I was with him. He was stressed at work and about the divorce and I just ended up feeling so lonely and spending most of my time in my room. My grades got better once online school stopped(( This moment of hope does a lot for moving the essay forward.)) but I had a hard time keeping close relationships with my friends because they didn’t like that I was living far away now and that we couldn’t really hang out anymore.

I couldn’t believe that two years would change so much. Getting through everything really challenged me. But I’m glad to be moving forward with my life.

AO Notes on The Worst Year

This student definitely had a challenging year. It’s clear that they’ve overcome a lot, and I appreciate their willingness to share their struggles. I like that the very last sentence

What this essay does well:

• Vulnerability: Writing about challenges is never easy, especially when you’re writing to people you don’t know. This writer is bold and unafraid in doing so.

What could be improved on:

• Not enough positivity: Here’s the thing. You definitely don’t need to be able to spin all of your challenging experiences into positive ones. But the topics you choose to write your college essay about should ultimately conclude on a positive note. You want your college essay to show you in a positive light, so you should choose a topic that lets you find a light, positive, or hopeful resolution.

Personal Statement Example #15: The Strikeout that Changed My Life

The stadium lights shone brightly in my eyes. I stepped up to the plate and drew back my bat. I wiggled my fingers, waiting. The pitcher wound up his arm and threw the ball towards me. My eyes worked overtime to track the ball. I watched as it flew directly towards the center of the plate and made a last-minute curve(( I like this vivid description.)) . It went straight into the catcher’s mitt. “Strike three!” the umpire yelled. That was the time I struck out at the quarter-finals. My team was so close to making it to the championship that we could taste it. It was the bottom of the sixth, and I gave up a valuable chance to score game-winning runs. We ended up losing. I learned a valuable lesson that fateful day. I never wanted to let my team down like that again(( And the writer jumps quickly into the main theme of the essay. Still, the message here could be more specific.)) .

We had advanced through our bracket without much trouble. The other teams were no match for our work ethic and teamwork. We were in perfect sync. As the first baseman, I was ready for any throw that came my way. We were also hitting well. I scored three home runs throughout the course of the tournament. We were a high-functioning machine. But for a machine to work, each cog has to function correctly. When I stepped up to the plate in the sixth inning, I was a broken cog.

After our quarter–final loss, I grieved with my teammates. Then I went off on my own to think. How had I let my team down so badly? How did I not even try to swing at that pitch? It was all my fault. I had to figure out what I had done wrong so I would never make the mistake again. I realized that I had been thinking selfishly. I was concerned about my own performance, my own at-bat averages(( This is a good reflection.)) . I was scared of failing because I didn’t want to be embarrassed. And worrying about all of those things caused me to lose focus and miss my chance to make a difference. Instead, I should have been thinking about how my at-bat would contribute to my team’s overall goal of winning the game.

I returned to where my teammates were congregating, and several of them patted me on the back. The next day, we went over how the game went as a team and talked about how we could improve at our tournament the following weekend. I admitted that I felt like I let the team down. My teammates said that they understood and reassured me that mistakes happen. It wasn’t my failed at-bat alone that lost us the game. Like winning, losing is a team effort. It was a culmination of lots of little issues. At the end of the day, the other team just out-performed us. But we could try hard, practice a lot, and return triumphant next weekend.

Letting my team down was a crushing blow to my self-esteem. I never want to feel like that again, but I know that the experience caused me to grow. Through all of this, I learned that I have to trust myself and my team(( Here we get to the lesson learned.)) . Focusing on myself alone can only get me so far. But focusing on my team can get me to where I want to go. I’m actually thankful that I struck out in that sixth inning because it caused me to learn an important life lesson.

AO Notes on The Strikeout that Changed My Life

This essay on its own definitely isn’t “bad.” As far as essays go, it’s clear, well-written, and organized nicely. But as a college essay, it could be doing more work on the writer’s behalf. See, as an admissions officer, I don’t actually learn that much about the writer from this essay alone. I see that they like baseball, are a good teammate, and can overcome failure. Those are wonderful traits, but they don’t exactly help set this student apart on the admissions committee floor. Instead, the student could make this essay more vulnerable and personal.

• Writing: The writer uses some great creative writing skills to really set the scene for the readers. In that first paragraph, I really feel like I’m there watching the game.
• Reflection: Even though the topic could be more significant, the writer does a great job reflecting on the meaning they drew from the experience.
• Significance: It’s very clear that this topic holds a lot of meaning to the writer. But as a college essay topic, it lacks vulnerability and stakes.

Key Takeaways

Writing a personal statement is a difficult ask, especially when you’ve never even read one before. But now, with these fifteen examples in your back pocket, you’re ready to write your own.

If you’re not sure what steps to take next, hop on over to our guide to writing personal statements for advice. You can also find more extensive guidance on the Essay Academy , a comprehensive college essay writing video course and community.

Happy writing! 🥳

Liked that? Try this next.

How to Write a Personal Statement for Colleges

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AT&T notifies users of data breach and resets millions of passcodes

FILE - An AT&T sign is seen at a store in Pittsburgh, Monday, Jan. 30, 2023. AT&T said, Saturday, March 30, 2024, it has begun notifying millions of customers about the theft of personal data recently discovered online. (AP Photo/Gene J. Puskar, File)

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AT&T said it has begun notifying millions of customers about the theft of personal data recently discovered online.

The telecommunications giant said Saturday that a dataset found on the “dark web” contains information such as Social Security numbers for about 7.6 million current AT&T account holders and 65.4 million former account holders.

The company said it has already reset the passcodes of current users and will be communicating with account holders whose sensitive personal information was compromised.

It is not known if the data “originated from AT&T or one of its vendors,” the company said in a statement. The compromised data is from 2019 or earlier and does not appear to include financial information or call history, it said. In addition to passcodes and Social Security numbers, it may include email and mailing addresses, phone numbers and birth dates.

While the data surfaced on a hacking forum nearly two weeks ago, it closely resembles a similar data breach that surfaced in 2021 but which AT&T never acknowledged, said cybersecurity researcher Troy Hunt .

“If they assess this and they made the wrong call on it, and we’ve had a course of years pass without them being able to notify impacted customers,” then it’s likely the company will soon face class action lawsuits, said Hunt, founder of an Australia-based website for warning people when their personal information has been exposed.

An AT&T spokesperson didn’t immediately return a request for comment Saturday.

It is not the first crisis this year for the Dallas-based company. An outage in February temporarily knocked out cellphone service for thousands of U.S. users. AT&T at the time blamed the incident on a technical coding error, not a malicious attack.

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Rashee Rice car accident: Chiefs WR takes 'full responsibility' for Dallas crash; NFL monitoring situation

Rice released a statement regarding his involvement in saturday's accident.

A six-vehicle car crash this past weekend in Dallas led to a police search for Kansas City Chiefs wide receiver Rashee Rice ,  according to the Dallas Morning News . 

Rice released a statement  on social media Wednesday, via ESPN, apologizing for the situation and saying he takes "full responsibility for my part in this matter:"

"Today I met with Dallas PD investigators regarding Saturday's accident. I take full responsibility for my part in this matter and will continue to cooperate with the necessary authorities. I sincerely apologize to everyone impacted in Saturday's accident."

According to  CBS Sports HQ senior NFL insider Josina Anderson , Rice has retained counsel, and his attorney released a statement on Monday.

"On behalf of Rashee Rice, his thoughts are with everyone impacted by the automobile accident on Saturday," lawyer Royce West said, via The Dallas Morning News . "Rashee is cooperating with local authorities and will take all necessary steps to address this situation responsibly." 

NFL spokesperson Brian McCarthy said the league is currently monitoring the situation.

Dallas police spokeswoman Kristin Lowman explained that the preliminary investigation shows someone in a Chevrolet Corvette and someone in a Lamborghini were speeding in the far left lane, when both drivers lost control. The Lamborghini went onto the shoulder and "hit the center median wall, causing a chain reaction collision involving four other vehicles," Lowman said.

It was not initially known if Rice was present at the scene, though the police call sheet from the Dallas Morning News lists Rice as the suspected driver of the Corvette involved. Police are now searching for the 23-year-old in connection with the accident, but it is unknown if he is facing charges over the crash. Rice was not mentioned in Dallas County jail records as of Sunday morning.

On Thursday, West revealed Rice was driving one of the cars in the accident at press conference in Dallas. 

"Mr. Rice wants to make it certain that it is understood and appreciated that he is going to do everything in his power to bring that life back to as normal as possible in terms of injuries and in terms of property damage," West said, via The Dallas Morning News . "He'll make certain that he is responsible for helping them get through that particular part of this. Don't get us wrong, we understand no one can ever bring back to a person who has been in an accident ... help them get over the memories of being in that accident."

Two drivers were given medical attention for minor injuries at crash site and two others went to the hospital for minor injuries.

Rice grew up in Texas, in the Fort Worth area, and went to college in Dallas at SMU. He was drafted by the Chiefs in the second round of the 2023 NFL Draft . Rice led the Super Bowl champion Kansas City Chiefs in receiving touchdowns last season (seven) while ranking second in both catches (79) and receiving yards (938) behind Pro Bowl tight end Travis Kelce . 

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Yachting and Boating Glossary of Terms

Which side is "Starboard"? Important yachting and boating terms, all in one place!

The yachting world is full of nicknames and jargon - it can be hard to understand some of the technical language used. Scroll down to read through some of the most popular sailing terms and what they mean! 

Aft deck . On motoryachts, the guest area closest to the back of the boat on the main level. Often the location of the main outdoor dining area. Aft cabin . Sleeping quarters beneath the aft or rear section of the boat (sometimes called a mid cabin when located beneath the helm) Alee . The side of a boat or object away from the direction of the wind. Aloft . Above deck in the rigging or mast. Amidships . In the center of the yacht Anti-fouling paint . A special paint applied to a boat's hull to prevent marine growth. APA . Advance Provisioning Allowance. The APA is monies paid to a bank account for the Captain of the yacht to provision on the charterer’s behalf. Key provisioning is fuel, food, drinks, and port fees.  The Captain is obligated to keep all receipts and balance the account for the charterer. At the end of the charter, the Captain provides a full account of expenditures, and any amounts not used will be refunded. Apparent wind . The direction and speed of the wind as felt in a moving boat - the way it 'appears”. Astern . The direction toward or beyond the back of the boat (stern). Athwartships . Perpendicular to the yacht’s centerline. An 'athwartships berth,” means the bed is parallel to the yacht’s sides instead of to its bow and stern. This can create uncomfortable motion while you sleep. Aweigh . An anchor that is off the bottom. Antigua. North of Guadeloupe , a popular bareboating destination. Anguilla.   An exclusive destination in the Caribbean. 

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Backstay . Support for the mast to keep it from falling forward. Banyan.  A short period of rest, often a day or so, while on a charter Bareboat . A yacht that you charter and run yourself, without a crew. See our Bareboat Page . Base charter rate . The rate the charterer pays on a charter for the yacht and crew. The base rate does not typically include provisioning or other expenses such as food, fuel, dockage and tip. Beam . Measurement of a boat at its widest point. Also, a transmitted radio, sonar or radar signal. Bearing . Direction to an object from your current position. Bear off . To turn away from the wind. Beating . Sailing upwind. Berth .  1 - A cabin or other place to sleep aboard a boat. 2 - A  boat slip at a dock where the boat can be moored. Bermuda Triangle . A section of the North Atlantic Ocean off North America in which more than 50 ships and 20 airplanes are said to have mysteriously disappeared. Bermuda . A British island territory in the North Atlantic Ocean known for its pink-sand beaches such as Elbow Beach and Horseshoe Bay. Bimini . A sun shade or rain cover that covers a portion of a yacht or boat. Blue Peter.   A blue/white flag that indicates the yacht is ready to sail Bow . Forward portion/front of a boat. Bowline. The most popular, and essential knot. It has many uses, and is easily 'broken' even when pulled tight.  Buoy (normally pronounced "boowie”, but sometimes "boy”). An anchored floating object that serves as a navigation aid or hazard warning.  BVI . The British Virgin Islands .  A major sailing and yachting area in the Caribbean, near the US Virgin Islands and Puerto Rico .

Bareboats!  

Captain-only charter . A yacht that comes with a captain but no additional crew. The captain drives the yacht, and you take care of everything else, including cooking and housekeeping.  Often called Bareboat with Skipper Charter yacht broker . A person who specializes in booking personalized yacht vacations on behalf of clients. Also, the firm that person works for, as in Charter Yacht Broker Agency . See our article on why you should use a Charter broker . Charter terms . The contract under which you charter a yacht. There are different terms used in different parts of the world. Some give you everything on an all-inclusive basis, some give you all meals aboard, some give you no meals aboard, and so forth. Charter yacht . A yacht that is available for charter/rental. Cockpit . The outdoor area of a sailing yacht (typically in the stern) where guests sit and eat, and from where the captain may steer and control the boat. Commission . The fee a yacht’s owner pays to a charter broker for booking a charter. Note - the charterer does not pay the charter broker’s commission directly. Crew . The team that operates your charter yacht. The crew can include a captain plus any combination of: mate, deckhand, stewardess, engineer and chef. Some crew has additional skills such as wellness/massage therapy and scuba instruction . Crewed charter . The charter of a yacht that has a permanent crew aboard who run and manage all aspects of the yacht and charter. See more about Crewed Charter . CYBA . Charter Yacht Broker Association, one of the primary professional organizations for reputable charter brokers. Corsica.   A French island north of  Sardinia. Cuba . Cuba, officially the Republic of Cuba , is a country comprising the island of Cuba as well as Isla de la Juventud and several minor archipelagos located in the Caribbean sea .

Crewed Motor Yachts!  

Dead Ahead.   Right in front, just ahead. The direction you are sailing/cruising. Dinghy . A small boat that a yacht carries or tows. Used for transfers to and from shore, and short day cruises and, if powerful enough, water sports. Also typically called a tender on larger yachts. Displacement . The weight of water displaced by a hull. Also, a type of hull that smoothly displaces (pushes aside) water as opposed to tipping up and riding on top of it. Dodecanese .  The Dodecanese islands located in the southeastern Aegean Sea, are a group of Greek islands known for their medieval castles, beaches and ancient archaeological sites. Double cabin . A charter yacht cabin that includes a double bed to sleep two guests. Not to be confused with "twin cabin," which means a cabin with two twin-size beds. Draft . The depth of a yacht below the waterline, as measured vertically. It is important when navigating shallow water to assure the boat can pass.

Destinations!  

e-boat . A boat or yacht powered entirely by electricity (no diesel motor or generator). See more on our electric boat revolution page. Ease . To slacken (loosen) a rope/line. Eco . 1) the spoken term for the letter "E" 2) short for Ecological, eg. good for the environment. Eddy water . Area of calm sea. Electric generator. Equipment that burns fuel to provide electricity aboard when there are no electrical connections or sources.

Fathom . Depth measurement equaling six feet. Fethiye . Fethiye is a port on Turkey's southwestern Turquoise Coast First Mate . The second in command on the yacht Fleet . A group of yachts that are under management by the same company, called a fleet manager or  CA. Flank . The maximum speed of a ship Flotilla . A group of yachts cruising together. Flying bridge  (or Flybridge). A raised, second-story helm station (steering area) that often also has room for passengers, providing views and a sun deck. Furling . Rolling or folding a sail on its boom. Many charter yachts today are 'self furling” which take much of the work out of dropping the sails. French Riviera.  A stretch of coastline on the southern part of France. The 'Riviera' doesn't have an official boundary, however, most locals say that from Toulon to the Italian border is considered the  'French Riviera'.  

Galley . The kitchen/cooking area on a yacht. Gulet . A type of motorsailer typically found in Turkey. Gulets originated from sponge boats, but now offer luxury crewed charters, normally with en-suite bathrooms, large deck space and full service. See more about  Gulet Charters . Gunwale  (Gun-ul). The upper edge of the side of a boat. Gybe . Also spelled jibe. To change the course of a boat by swinging a fore-and-aft sail across a following wind (eg the wind is blowing from behind the boat). Gocek.  A popular bareboating sailing destination in Turkey.  Gulf.  Is a sizable amount of the ocean that penetrates the land. See 'Mexican Gulf'. 

Halyard . Line (rope) used to hoist a sail. Harbour. An area designated for yachts to moor. Harbor fees . Charges paid by the yacht, and normally passed on to the charterer, for docking in certain harbors around the world. The rate depends very much on the season and attractiveness of the port. Harbormaster . The person at a harbor in charge of anchorages, berths and harbor traffic. Head . Toilet room. Heel . To temporarily tip or lean to one side. Monohulls heel more than catamarans. Helm . The steering wheel of the boat or yacht Hull . The structural body of the boat that rests in the water and is built to float.

'Inclusive” charter rate . The cost of a charter that includes nearly all expenses, including the yacht and crew, food, alcohol (within reason), fuel and dockage. Itinerary . The course a yacht intends to travel while on charter. The itinerary is normally planned in advance but should remain flexible depending on weather conditions and guest preferences. Idle. When the engines run on 'idle' this means the yacht is just ticking over. Often referred to in fuel rates "Rates include fuel with engines at idel" In Irons. A sailing word to describe a yacht losing her forward momentum when heading into wind. The yacht becomes untearable as she loses her way.  Ischia.   Ischia is a volcanic island in the Gulf of Naples , Italy, known for its mineral-rich thermal waters.  Inboard. When the engine is IN the yacht, as opposed to being attached to the stern - this would be called an OUTboard.  Inshore. Close or near the shoreline so line of sight sailing is possible.  Iron wind. Sailors nickname to the engine.  

Jib . Triangular sail projecting ahead of the mast. Jibe . See gybe Jackeline's.  Lines that run from Aft > forward that your harness can be attached to in bad weather.  Jury rig (jerry-rig). A tempory fix to something which has broken on the yacht. 

Knot . Boat speed measured in nautical miles per hour. Kedge. A small anchor that can be thrown overboard to either change the direction of the yacht (pivot point) or to help anchor the yacht further in bad weather. Often used then yachts "raft up".  Ketch. A two-masted yacht.  Kicking strap. A name to the line that pulls the boom down to flatten the sail. 

Lee . The side furthest away from the wind.   Leeward . The side of an object that is sheltered from the wind. Often pronounced "loo ərd". Lee helm. In strong winds, the yacht can have a tendency to move to the lee without the rudder moving position.  LOA - Length Over All. The length of a charter yacht as measured from 'stem to stern”. This is important because yachts are usually charged a price by the foot for dockage at marinas. Luxury Yacht - a crewed charter yacht the strives to provide 5-star service to its charterers including cuisine, water sports, housekeeping, and navigation. See our  Luxury Yacht Charter Page. Lazy jack. A sail bag attached to the boom where the mainsail can fall into. Leech. The aft part of the sail.  Luff. The forward part of the sail.  Luffing up. Bringing the yacht into wind - moving the luff of the sail (the forward part of the sail called 'the luff' moves into the wind). 

Mainsail . The largest regular sail on a sailboat. Main salon . the primary indoor guest area on a yacht’s main deck. Make fast . To secure a line. Marina . A place where yachts dock and receive services such as provisioning, water and fuel.  Typically marinas offer protection from bad weather, and have hundreds of slips for yachts of various sizes.  Slips are rented long term or by the day. Mast . Vertical spar that supports sails. Master cabin . Typically the best/largest cabin onboard any charter yacht. Megayacht . A large, luxury motoryacht. No hard and fast definition, but normally crewed luxury yachts 100 feet or longer. Similar to Superyacht. Midships . Location near the center of a boat. Monohull . A yacht with one hull, as opposed to a multihull or catamaran that has pontoons.  While most motor yachts are monohulls, the term typically refers to sailing yachts. Motorsailor . A yacht built to sail and cruise under power with equal efficiencies, such as a Gulet.  They typically look like sailing yachts, but have strong engines and are often skippered like they are motor yachts. Motoryacht . A yacht whose primary form of propulsion is engines. Multihull . A yacht with more than one hull - typically a catamaran (two) or trimaran (three). They can be either powerboats or sailboats. MYBA - The Worldwide Yachting Association - originally the Mediterranean Yacht Brokers Association (pronounced 'Mee ba”). An international yacht brokers' association based in the Mediterranean, one of the primary professional organizations for reputable charter brokers.   MYBA Contract . A contract used for luxury yachts, that has become the standard in the Mediterranean and many other parts of the world.  Offers protections for charterers in case of cancellation and clearly states the legal rights of all parties to the charter.

Nautical mile . A distance of 6,076.12 feet or 1,852 meters, which is about 15 percent longer than a statute mile. Equivalent to one minute of latitude on a navigation chart. See our Charter Distance and Cost Calculator here . Navigation. All activities that produce a path Nautical. Anything relating to the sea or yachts.  Narrows. A narrow part of a navigable waterway.  Nautical chart. 'Maps' designed specifically for sea navigation.  Nun. Navigational, cone-shaped buoy (in IALA A = port in IALA B = starboard)

Outboard . An engine that is outside the boat (normally attached to the stern), as is commonly seen on tenders, dinghies, and smaller speed boats. Owner-operator . A person who owns and skippers a charter yacht, instead of hiring a captain to perform charters for guests.

Painter. The rope that is used to tie the dinghy or tender up to the boat. Passarelle . The passageway you walk on from the dock to the yacht. Often incorrectly called a gangplank. Personal flotation device (PFD). A safety vest or jacket capable of keeping an individual afloat. Pitch . The theoretical distance a propeller would travel in one revolution. Also, the rising and falling motion of a boat's bow and stern. Planing hull . A boat hull designed to ride on top of the water rather than plowing through it. Port (direction). The left side of a boat when facing the bow. Signified by Red. The opposite side from Starboard.  Trick to remember - 'After a party, there’s no red port left'. Port (place). A marina harbor or commercial dock for boats. Port (drink). A strong, sweet, typically dark red fortified wine, originally from Portugal. (Well not exactly a nautical term, but lots of yachties like a good port after dinner!) Power catamaran . A multihulled powerboat with two identical side-by-side hulls. Characterized by excellent fuel mileage and less rolling in the water than a monohull powerboat. Power cruiser . A motor yacht with overnight accommodations, typically up to 40 feet long. Preference sheet . A questionnaire that guests fill out before a crewed charter. It alerts the crew to allergies and medical conditions, as well as to preferences for types of food, wine and service. As such, it is an invaluable document for the crew to plan the charter and assists greatly in customer satisfaction. Private yacht . A yacht that is not available for charter. Provisioning sheet . A questionnaire that guests fill out before a bareboat charter. It tells the management company what foods and other supplies you want to have to wait for you when you arrive for your vacation.  It’s not mandatory, as many bareboaters prefer to provision themselves when they arrive. Pullman berth . A twin-size bed that is atop another bed, in bunk-bed fashion that adds additional sleeping accommodation to the yacht.  It often 'pulls” out of the wall when needed. Pump toilet . A marine toilet that requires the user to pump a handle in order to flush.

Reach . To sail across the wind. Regatta . A boat race, often with classic yachts. See more on our regatta charter guide . RIB (acronym for Rigid Inflatable Boat). An inflatable boat fitted with a rigid bottom often used as a dinghy or tender. They are great for shallow water and landing on sandy beaches. Rope . A cord used to moor or control a yacht. Note: experienced sailors always refer to ropes as lines. Runabout . A kind of small, lightweight, freshwater pleasurecraft intended for day use.

Sailing yacht . A yacht whose primary method of propulsion is sailing. Nearly all sailing yachts have engines in addition to their sails. Sedan cruiser . A type of large boat equipped with a salon and a raised helm or bridge. Semi-displacement hull . A hull shape with soft chines or a rounded bottom that enables the boat to achieve minimal planing characteristics (see Planing hull).  This increases the top potential speed of the yacht. Schooner . A large sailboat with two or more masts where the foremast is shorter than aft mainmast. Skippered bareboat . A bareboat that has been chartered with a skipper, but no other crew. The skipper’s responsibility is navigating the boat and assuring the safety and wellbeing of the charterer.  The skipper may cook and provision, but this is not a requirement. Also known as a captain-only charter or skipper-only charter. Sky lounge . The indoor guest area on the bridge deck of a luxury motor yacht. Often less formal than the main saloon, and sometimes ideal for cocktail parties, happy hour or children’s activities, especially if the weather is not perfect. Starboard . The right side of a boat when facing the bow. Opposite of Port. Stabilizers . A feature that helps to prevent a Motoryacht from rolling too drastically, especially in bad weather, greatly improving the comfort of the guests. The most advanced form is a zero-speed stabilizer, which works both underway and at anchor. Stem . The most forward section of the hull. Stern . Aft (back) portion of a boat. Swim platform . The space at the back of the yacht from which you typically can go swimming or board a dinghy. Lately, these have become entire pool/beach areas on some of the larger luxury yachts.

Tack (sail). The lower corner of a sail. Tack (sailing). Each leg of a zigzag course typically used to sail upwind. Tandem charter . A charter that includes more than one yacht. Tender . A boat that a yacht carries or tows used for transfers to and from shore, and short day cruises and watersports. Also sometimes called a dinghy. Transom . The rear section of the hull connecting the two sides. True wind . The direction and velocity of wind as measured on land, distinct from apparent wind which is how it appears on a moving yacht. Twin cabin . A yacht cabin that features two twin beds, often best-suited for children or friends.

V-berth . A bed or berth located in the bow that has a V-shape. VAT . Value-added tax (TVA in France). An tax sometimes charged to charter guests who book boats in certain nations, most often in Europe. VAT can add 20 percent or more to your bill. Very happy . The state that most charterers are in the majority of the time they are aboard their yacht! VHF . Very high frequency; a bandwidth designation commonly used by marine radios. VICL . Virgin Islands Charter League, an organized group of charter yacht owners in the U.S. Virgin Islands. Membership in this group indicates a yacht owner’s willingness to be part of the larger charter community and to follow its standards. VIP cabin . Typically the second-best cabin onboard any charter yacht.

Waterline . The intersection of the hull and the surface of the water. Waypoint . The coordinates of a specific location. Weigh . To raise the anchor. Windlass . Rotating drum device used for hauling line or chain to raise and lower an anchor. Windward . The side of a boat or object that is facing or being hit by the wind - the windy side. Windward Islands .  The Windward Islands are the southern, generally larger islands of the Lesser Antilles, within the West Indies Wet head . A bathroom that serves as both the toilet/sink area and the shower compartment, meaning the sink and toilet get wet when you use the showerhead.

Yacht . A sailing or motor yacht designed for pleasure boating that typically ranges from 40 to 100+ feet long. Yachting . The experience of being on a yacht. Yaw . To veer off course.

Zero-speed stabilizers . The most sophisticated type of motor yacht stabilizers that keep the yacht from rolling both underway and at anchor, significantly improving their comfort.

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The Only 50 Sailing Terms You'll Need To Know (With Pictures)

Ever get confused by all those odd sailing terms? Starboard, tack, jib… Well, no worries. In this article, I'll go over the most important sailing terms for beginners.

This is a great resource for beginning sailors that need an overview of the most important sailing terms without drowning in it . For a comprehensive list, check out this Wikipedia glossary of nautical terms . There are A LOT of nautical terms there. But no one in his or her right mind will read through that entire page (it has 48.434 words!). There are a lot of obscure words listed that no one really uses anyways. So in this article, I've filtered out the most important ones to get you up to speed quickly. I've also added pictures so you'll know what we're talking about.

Let's jump straight in. For the sake of good manners, I have categorized them by topic. If you are looking for a specific term, just ctrl+f your way directly to it.

Here are the only 50 sailing terms you'll need to know:

Orientation

Parts of the boat, parts related to sails, other terms.

...because it isn't as easy as 'left', 'right', 'front' and 'back'. No, no.

Port is the left side of the boat. It's as simple as that. I'm not entirely sure why don't they just call it 'left' these days. The name came to existence because centuries ago, you always docked your big boat with the harbor (port) being on the left side. And the word stuck with us till today.

Starboard is the right side of the boat. If in a car, you say 'look to your right', on a boat, you say 'look to the starboard'. Again, you might as well just call it 'right'. Oh, wait… you wouldn't seem as cool if you did. Alright, let's keep calling it starboard.

The bow is the front of the boat. The word likely comes from the Middle Dutch 'boech' (nowadays spelled 'boeg'). If you call it 'front' instead, you will get your message across just as well. But it won't get you the admiring looks from those around you.

Stern is the back of the boat. That is where you, as a captain, will spend most of your time. Whether you will force your crew to call it 'stern' or let them use the word 'back', like the dry land creatures they are, is up to you. After all, you are the captain.

The windward side of the boat is the side facing into the wind. So if the wind is coming from the right side, the windward side is on the right. Unlike some of the previous ones, this term actually makes sense - at times you need to talk about a direction not fixed in relation to the boat, but rather relative to the direction of the wind.

Leeward side of the boat is the lee side. If the wind is coming from the right side, the leeward side is on the left. Note that neither windward nor leeward specify the angle of the wind. Thus even if the wind was coming 20 degrees right off of the direction of the boat, so almost from the front, left would still be considered the leeward side.

Since there are gadgets and parts on the boat that you won't see anywhere else, it only makes sense they all have their own special name. You want to know these because unlike the direction terms where you can do with 'left' and 'right', you don't want to call a tiller 'that stick thing back there'.

Helm is the boat's steering wheel. In this case, I forgive those who came up with this name, since it is shorter than 'steering wheel' and thus saves valuable time that we can spend on sailing. Though I doubt linguistic economy was the reason.

Tiller is the long stick that operates your boat's rudder. A steering stick, if you will. It has the same function as a helm does, but it is usually used on smaller boats, where a helm would take up too much space. Or by people who prefer it to a helm, since a tiller offers a bit more in terms of response.

The rudder is the long, flat piece of metal or wood that sits underwater below the back of your boat. Connected to a tiller or a helm, it is used to control the direction of your exciting voyage. By the way, since aerodynamics and hydrodynamics work in similar ways, a plane is also operated by a rudder. Though that one isn't underwater. Hopefully.

Hull is the boat's body. Whatever the shape or size, whether opened on top (like a dinghy) or closed by a deck, (like a traditional sailboat) it's all called a hull. Structures sitting on top of the deck, like a deck salon or cabins, aren't considered a part of the hull anymore.

The keel is an underwater fin below the boat's belly. The sizes and shapes vary, sometimes it is relatively short and goes deep, (fin keel) sometimes it runs from the front all the way to the back (full keel or ballast keel). It is there mainly for stability and to help maintain forward direction when sailing.

The cockpit is the area where a boat is operated from. On sailboats, it is usually in the back and it is an open area without a roof, though this varies. You will find the rudder control and winches there. In 'smaller' (below 70 ft or so) sailboats this area oftentimes doubles as a deck dining place with a table and seating.

The bimini is a sun roof or shade that is covers the cockpit, and is generally attached to a steel frame which runs over the cockpit.

This is where things tend to get confusing. There are a whole lot of parts and a whole lot of names for them. It pays off for you and your crew to know them though, as during the stormier moments, you all want to be on the same boat (ha, ha) linguistically, as every second counts.

Lines are ropes. Not much more to add here. I suppose a 'line' sounds a bit fancier than a 'rope'. One thing this article will teach you is that if there is the slightest crack in the wall of your boat, linguistic elitism will leak its way in.

This one is quite self-explanatory. The mainsail is the main, largest sail of the boat, attached to the mast on the side and the boom at the bottom. It has a triangular shape and serves as the most important sail, the first one you should get acquainted with if you are just starting out.

The jib is the front sail of your boat, sometimes also called the genoa. That is as long as you are sailing on the traditional sloop - the classical two sail setup you see the most often. The jib is wrapped around the line that goes from the top of your mast to the boat's bow.

Spinnaker is the third type of sail you are the most likely to encounter on your travels. It goes in front of your boat and has a half balloon or kite-like shape. This is because it is constructed specifically for sailing downwind. Its purpose is to grab as much backwind as it can and drag your boat forward. It is not attached to the boat most of the time like the mainsail or the jib, instead, it is stored separately and used only when needed.

The mast is the tall, vertical pole that goes from the floor of your salon, through the deck, meters above your boat. All the sails are attached to it, also radars and lights, giving sailboats radio and visual visibility far greater than that of equally sized motorboats. Take that, ya noisy stinkies!

The boom is the horizontal pole right above the deck, attached to the mast at the right angle. The bottom of the mainsail is attached to it, it is used to determine its shape and direction. It is also where the mainsail is often stored, folded and covered with a protective sheet. The boom is also among the top causes of injuries on a sailboat, as in certain winds it tends to swing with force powerful enough to knock a few grown men overboard. Stay away from its reach at all times when under sail.

The forestay is the cable going from the top of the mast to the very front of the bow. It is there to hold the mast in place. Sometimes you will find people refer to it as the 'headstay'. It is often made of steel, so it is safe to hold on to it when you are pretending to be Jack on the bow of the Titanic's, the boat hits a wave and you lose your balance.

This diagram is from our guide on sailboat parts , which I really recommend for beginners. It walks you through all the most important sailboat parts in normal words.

The backstay is the cable going from the top of the mast to the very back of the boat. In many cases it is doubled at the bottom, each end attached to one corner of the back of the boat so that they don't interfere with space and provide more stability for the mast. Just as with forestay, these are made of steel.

Shrouds are the cables going from the top of the mast to the left and right side of the boat. Sometimes there are four, two on each side. Together with forestay and backstay, they make sure your mast withstands all the forces exerted on it when the wind pushes the sails.

The foot of a sail is its bottom edge. If you imagine a sail as a triangle, the base is called the foot. You probably won't use this term while sailing, but when researching proper sail trim, it is likely you will stumble upon it.

This diagram is again from our guide on sailboat parts , which I really recommend for beginners. If you're looking for a good starting point to learn your sailboat ins and outs, this article is perfect for you.

Leech of a sail is its back side edge. Thus it is the part closest to you when you are standing at the helm. Just as with the foot, this is a term quite often used when describing sail trimming techniques, since the shape of the leech determines the shape of the whole sail.

Luff of a sail is its front side edge. Thus the part the furthest from you when you are standing at the helm. For mainsail, it is the edge that is right next to the mast, for the foresail it is the edge right next to the forestay. Just as with foot and leech, the shape of these edges determines the overall shape of the sail so you will most likely encounter these terms in trimming lessons and tutorials.

The head of a sail is its top corner. On a traditional sloop, you will have the 'main head' and the 'jib head'. There is usually a reinforcing patch of some kind on these corners, as you will find a hole in them to which a line is attached.

It's also something else entirely, but more on that later ...

Halyard is the line attached to the sail head. On your boat, you will most likely have two. The 'main halyard' which is what you use to hoist your mainsail if it is folded on the boom, and the 'jib halyard' which holds the jib head up.

Clew of a sail is its back corner. The line attached to the 'main clew' will be used to hoist your mainsail if it is wrapped inside of the mast. The line attached to the 'jib clew' will be used to open the jib on most sailboats since jibs are most often wrapped around the luff.

Telltales are light, usually cotton or wool pieces of ropes attached to a sail, showing you the airflow around it. These are important because they help you determine if your trim is effective or not. Because of the material they are made of, you might sometimes encounter them being called 'woolies'.

Vang, or a 'boom vang' is a device pulling the boom down. This is important because it controls the tension of the mainsail, influencing its shape greatly. You won't find it on every boat though. Holiday cruisers often don't have it, as it is a piece of equipment focused on performance and thus not necessary for your average trip.

Topping Lift

The topping lift is a line that is attached to the aft (back) end of the boom and runs to the top of the mast. It supports the boom whenever you take down the mainsail.

Also referred to as a 'horse', the traveler is a side to side track to which the boom is attached, allowing the control of the extent to which the boom goes off the centerline. This is important especially if the wind is blowing from behind and you need to control the angle of the mainsheet.

Outhaul is the line attached to the mainsail or the jib clew, allowing the control of the foot tension. This is important for determining the sail shape - for instance in stronger winds, you want the foot to be more tense to achieve a more effective airflow as opposed to slower winds where you can allow the foot to arch more.

Reefing is reducing the sail area to lessen the power exerted on it by the wind. You may want to reef if the wind is getting too strong for your boat, or if it is changing too rapidly, as an overpowered boat is difficult to control. Fun fact: they say that when you feel you need to reef because the wind got too strong, it is already too late to reef.

A batten is a slat placed horizontally in the body of the sail to support its shape. You will not find them on all sailboats, it is a performance-enhancing element that many cruisers lack. It helps tremendously as without it, sails tend to belly out and lose their shape under certain conditions.

The cleat is a piece of fitting where a line can be secured and immobilized, even if under great tension. It usually consists of two cogwheel-like pieces fastened close to each other, in the middle of which the rope is placed, unable to move thanks to friction. This type is great as it allows for a quick release. Sometimes though, it is a simple piece of metal or plastic where the rope is tied.

...and then there are all those things that just float around you when sailing, those little things that are the reason for you having to carry a dictionary in your pocket.

Fenders are bumpers allowing some contact with other boats or piers while docked, without scraping the paint. They are often balloon-shaped, made of rubber or some relatively soft material. They are usually attached to the boat's railing and you move them around as you need.

The beam is the width of the boat. Could be just called width, I know. The word comes from the fact that there are transverse reinforcing beams in the boat hull and deck. Next time you are choosing your charter boat for holidays, you will know what this attribute means.

True wind is the actual direction and speed of the wind. This is different than the apparent wind, which is wind direction and speed relative to the boat. Apparent wind is a combination of the true wind and the headwind, which is the wind the boat experiences solely by being in motion.

The berth is a sleeping space on a boat. Thus if a boat has eight berths, it means eight people can comfortably sleep on it. Note that this often includes the salon couches, so a berth is not necessarily a space in an actual bed for one person.

Boat's draft is the distance from the water surface to the deepest point of the boat. In other words, the draft is the minimum water depth you can go to and not scrape your hull or keel. Better double this number when sailing, just to be safe, as hitting the seabed can have disastrous consequences.

Tacking is zig-zagging towards your destination. It is necessary in case your destination is in the direction of the wind since sailboats can not go directly into it. Since the closest to the wind direction you can sail is around 45 degrees, you have to change direction left and right from your desired course.

This diagram is from our guide on sailing into the wind for beginners , which explains in 7 simple steps how to get good upwind sailing performance.

Bareboat is a boat without a skipper. You will encounter this term in boat charters and it means you rent the boat without any crew, thus you need to operate it yourself. It is the best way to sail unless you enjoy living in close proximity to a sea wolf who you also have to feed.

The chart is a nautical map. It differs from classical maps as it depicts information relevant for a sailor - water depth, navigational hazards, seabed material, anchorages and so on. Formerly made of paper, these days made of ones and zeros. As is everything in this digital world.

We have a guide that explains all the different chart types clearly for beginners - read it here .

Galley on a boat is its kitchen. Also a medieval warship, but if you find this term in a boat's description, war is not likely what they have in mind.

Heads on a boat is the bathroom. Though in all my years of sailing I have never ever heard anybody use this term instead of a 'bathroom'. I suppose saying that you are going to use the heads just sounds odd.

A knot is the unit of speed of boats. It is equal to one nautical mile per hour. That is 1.852 kilometers per hour or 1.5078 miles per hour. Though a bit confusing and annoying at times, you will have to get used to this, since most of your boat's instruments will use this unit. It dates all the way back to the seventeenth century when boat's speed was measured with a rope with knots tied on it.

Mooring is attaching the boat to a buoy that is anchored to the seabed. This is usually a cheaper option to docking in a marina. It also means larger space between the boats anchored in the same area, thus more privacy. Though you will have to use your dinghy to get to shore instead of just stepping on the pier directly from your deck.

A salon on a boat is its living room. On smaller boats, it is usually in the same room as the boat's kitchen and the captain's corner with navigation instruments.

A skipper is the captain of a sailboat. If you ask me, the word 'captain' is much better than a skipper, which to me sounds like a small boy who sits on the shore the whole day, skipping stones. But hey, who am I to talk.

A monohull is a classical boat with a single hull. A boat with two hulls is called a catamaran, or a 'cat'. Although rare, there are also trimarans, boats with three hulls. Multihulls with four or more hulls do happen but they are an unnecessary freak of nature.

So there you have it. Fifty sailing terms you will encounter the most when traveling or learning. I know you might think some of them are a bit unnecessary since they have a perfectly fine 'real world' equivalent. I agree. But until the tradition changes, you might want to get some of these under your skin.

A boat's freeboard is the distance from the upper deck to the waterline. Classic yachts have low freeboards, so they appear to lay deeper in the water, as opposed to more modern yachts, which have a higher freeboard. It literally means 'free-board' : the amount of visible board.

The lunch hook is a light anchor setup that is used to moor small yachts temporarily. It typically uses a lightweight anchor on a short scope that takes little effort to set. The lunch hook is only used when the crew is on board and will be monitoring the anchor.

In naval architecture and ship design: “Head” = WC = Bathroom. A toilet is still a toilet. The toilet is in the head. In olden day, the toilet was a hole in the head.

Hi Rich, you’re absolutely right. I’ve corrected the error. Thanks for pointing it out.

A nautical mile is one minute of a degree, so if you travel 60 nautical miles that means you have gone 1 degree around the “globe”. (Note: arc length not actual length.) This is the original definition. As such the average was agreed upon and the lengths given a standardization. Which you mentioned.

As such 1 knot is to travel one nautical mile in an hour.

Also 1.5078. I think you made a mistake as it should be 1.1508 miles to a nautical mile.

Thanks for the information. Sorry about being a pedantic mathematics teacher.

So, where is the “nautical mile” calculated from, the equator or one of the tropic lines?

Just to clarify a nautical mile. If you draw an imaginary line from the North Pole or South Pole to the center of the Earth and draw another line from the center of the Earth to any point on the equator, it forms a right angle, which is 90 degrees. This equates to latitude. The equator is 0 degrees and the poles are 90 degrees. Your latitude is the angle that you are north or south of the equator. Each degree of latitude is divided into 60 minutes. A minute of latitude is the same distance matter where you are on Earth. It is 6,076 feet. This is the length of a nautical mile. A statute mile is 5,280 feet, so a nautical mile is 1.1508 statute miles.

Thank you very clear and well explained. Hopefully I’ll remember The Fifty

KöhnSharkösz

Really? No gunwale? No transom? Those or basic terms to the Washington State Boater Education Card required to operate watercraft here. Definitely more of a “need to know” than bimini.

Thank you, those definitions and explanations were clear, thorough, and helpful. I’m really glad I found my way (somehow) to your webpage.

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100 Basic Yachting & Sailing Terms You Need To Know

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Yachting is an increasingly popular activity that involves exploring and enjoying bodies of water aboard sailboats or motorboats. It doesn’t matter if you’re a seasoned sailor or brand-new to the sport; knowing the language used in yachting is crucial for efficient communication and secure navigation. We’ll look at some of the most often used terminology and expressions in the world of yachting in this list of 100 fundamental yachting terms, from boat parts to navigation and safety gear, and more. This list is an excellent place to start whether you’re seeking to brush up on your yachting terminology or are just beginning into the sport.

Aft – Toward the back of the boat

Anchor – A heavy object used to keep a boat in place

Ballast – Weight added to the bottom of a boat to improve stability

Beam – The width of a boat at its widest point

Bilge – The lowest point inside the boat where water collects

Bimini – A type of sunshade or canopy used on boats

Bow – The front of a boat

Buoy – A floating marker used to mark channels, hazards or anchorages

Cabin – An enclosed space on a boat used for sleeping and living quarters

Capsize – To tip over or turn upside down

Cleat – A metal or plastic fitting used to secure ropes or lines to the boat

Cockpit – The open area in the back of the boat where the steering and controls are located

Compass – A navigational tool used to determine the direction

Crew – The people who work on a boat, assisting with sailing or other duties

Deck – The top surface of a boat where people can stand or walk

Dock – A platform or structure where boats can be tied up or moored

Draft – The depth of a boat below the waterline

Fender – A cushion or bumper used to protect the boat from damage when docking

Flag – A piece of fabric used to signal or communicate on a boat

Galley – The kitchen area on a boat

Genoa – A type of sail that is used for cruising and racing

GPS – Global Positioning System, a navigational system that uses satellites to determine the location

Halyard – A rope or line used to hoist or lower a sail

Hatch – An opening in the deck or cabin of a boat

Head – The bathroom on a boat

Hull – The main body of the boat, typically made of fiberglass or wood

Jib – A small triangular sail located forward of the mast

Keel – A fin-shaped object located under the boat that provides stability and helps prevent drifting

Knot – A measure of speed equal to one nautical mile per hour

Lanyard – A short cord or rope used to secure equipment or gear on a boat

Latitude – A measure of distance north or south of the equator

Leeward – The side of the boat sheltered from the wind

Lifeline – A line or rope used to provide safety and support on the deck of a boat

Log – A device used to measure speed and distance traveled

Mast – A vertical pole or spar that supports the sails

Mooring – The process of securing a boat to a dock or anchor

Nautical – Relating to or involving ships, sailors, or navigation on water

Navigation – The process of planning and controlling the course of a boat

Oar – A long pole with a flat blade used for rowing a boat

Outboard – A motor located on the outside of the boat

Port – The left side of a boat when facing forward

Propeller – A device that uses rotating blades to provide forward motion to a boat

Pulpit – A railing or fence located on the bow of the boat

Rudder – A flat object located at the back of the boat used to steer

Sail – A piece of fabric used to catch the wind and propel the boat

Sailing is the practice of using the wind to power a vessel through the water

Sheet – A line or rope used to control the angle of the sails

Skipper – The person in charge of operating a boat

Stern – The back of the boat

Tack – The direction of a boat when it is sailing upwind

Throttle – The control used to increase or decrease engine speed

Tiller – A handle or lever used to steer a boat

Transom – The flat, vertical surface at the back of the boat where the outboard motor is mounted

Trim – The adjustment of the sails and other equipment to optimize performance

Wake – The waves created by a boat as it moves through the water

Windward – The side of the boat facing into the wind

Winch – A device used to pull or hoist heavy objects on a boat

Yacht – A larger, more luxurious type of boat typically used for pleasure cruising

Bilge pump – A device used to pump water out of the bilge

Boom – The horizontal pole or spar that extends from the mast to support the bottom of the sail

Bowline – A knot used to secure a line to a fixed object

Cam cleat – A device used to secure a line under tension

Catamaran – A type of boat with two parallel hulls

Centerboard – A movable fin located underneath the boat that helps improve stability and maneuverability

Chafe – The wearing away or damage to a rope or line caused by friction against another surface

Clew – The lower corner of a sail

Current – The flow of water in a particular direction

Dinghy – A small boat used to transport people or supplies to and from shore

Fairlead – A device used to guide a line or rope in a particular direction

Flotation device – A piece of equipment used to keep a person afloat in the water

Forestay – The wire or rope that supports the mast at the front of the boat

Gaff – A spar used to support the upper edge of a sail

Headway – The forward motion of a boat

Inboard – A motor located inside the boat

Jibsheet – The line or rope used to control the jib sail

Keelboat – A type of sailboat with a fixed keel for stability and maneuverability

Luff – The forward edge of a sail

Masthead – The top of the mast where the highest sails are attached

Navigation lights – Lights used to signal other boats of the position and direction of a boat at night

Outhaul – The line or rope used to control the tension of the bottom of the sail

Planing – The state of a boat when it is moving quickly across the water and partially out of the water

Powerboat – A type of boat that is powered by an engine rather than sails

Ratchet block – A device used to reduce the effort required to pull a line under tension

Reefing – The process of reducing the size of the sails in high wind conditions

Rigging – The system of ropes and wires used to support and control the sails and mast

Rudderpost – The vertical post or shaft that the rudder is attached to

Scow – A type of sailboat with a flat bottom and squared-off ends

Shackle – A metal fitting used to connect two pieces of rope or chain

Spinnaker – A large, lightweight sail used to catch the wind when sailing down

wind 90. Spreaders – The horizontal struts on a mast that help to support and spread the shrouds

Standing rigging – The fixed parts of a boat’s rigging system, such as the mast and shrouds

Stern light – A white light on the back of a boat used to signal other boats at night

Stowaway – A person who hides on a boat in order to travel without permission

Tiller extension – A device used to extend the length of the tiller to make steering easier

Topside – The upper part of a boat, above the waterline

Transom door – A door in the back of a boat that provides access to the water

Traveler – A device used to move the mainsail along the boom

Waterline – The level at which a boat floats in the water

Winch handle – A handle used to turn winches to control the sails and lines

Yawl – A type of sailboat with two masts, the smaller of which is located aft of the rudder post.

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Sailing Terms: A Complete Guide

Last Updated by

June 15, 2022

Learning sailing terms when you first get into boating can be a daunting task.

Some sailing terms are logical, like 'fore' means forward or front of the boat, while others might as well be in a different language. Athwartship, for example. Nothing in our daily lexicon gives any clues as to what that might mean. Like it or not, it's time to dust off the old noodle and get to memorizing some new vocab words!

Knowing the difference between a clew and a tack, a luff and a leech, will help you communicate with your sail maker regarding which part of your sail needs resewn. If you need to have your rigging adjusted, you must know the difference between your shrouds and your stays, your standing rigging vs. your running rigging.

By educating yourself in the correct names of all parts of your sailboat, you can avoid situations in which you may need to use terms such as ‘thingy’ or ‘that round part at the end of that thing’. While even the most seasoned sailor occasionally troops over the vernacular, it is always beneficial to have as wide a nautical vocabulary as possible. Many in the sailing community get by without knowing the entire sailing dictionary, but if you’re interested in avoiding vocabulary embarrassment, check out the list I’ve compiled of sailing terms that every sailor ought to know.

I’ve been sailing on and off throughout my life and I know from experience that it is incredibly helpful to know the correct terms for each part of your sails, rigging, and boat.

Sailors are among the kindest, most helpful people you’ll ever meet. But, if you’re looking for help on why you’re not getting the most speed out of your mainsail and you know don’t know the correct terms for each part of the sail, it may be hard to get advice from you fellow sailor on why ‘the back of the mainsail is flappy’. They would be more likely to give useful advice if you’re able to tell them that you’re struggling to keep wind in the roach of your mainsail. Check out my list of sailing terms and see if a few don’t stick. I’ve done my best to include pictures when possible.

Table of contents

Sailing Terms

Abeam : When an object, craft or island is abeam your vessel, that means that it is off the side of your boat. It is 90 degrees from the centerline of your boat.

Abaft : Toward the stern. “Honey, have you seen my boat shoes?” “They’re abaft the navigation table!” This is the opposite of forward.

Aft : In the stern of the boat. For example, the back cabin is referred to as the aft cabin.

Apparent wind : The wind direction and speed which the crew observes to be blowing in combination with the true wind. This is often different from the true wind direction and speed due to the boat's motion.

Astern : The area behind the boat. If you go astern, you are going in reverse.

Athwartship : Directionally perpendicular to the centerline of the boat.

Backing (a sail) : Forcing the sail to take wind into its opposite side by pulling the sail to the opposite side of the boat.

Backstay : The wire that runs from the back of the boat to the mast head. This prevents the mast from falling forward.

Bailer : Any scoop-like container that is used to remove water from within a vessel’s hull.

Ballast : Weight which adds stability to the vessel. The weight usually is composed of lead or iron and placed low in the boat's hull, such as within the keel.

Batten : a thin, flexible strip (often fiberglass) that is inserted into the main sail to help it stay open to the wind. The batten runs from the back edge of the sail (leech) toward the front edge (luff).

Beam : The width of the vessel at its widest point.

Beam reach : Sailing with the wind blowing perpendicular to the direction the boat is traveling.

Bearing off or Bearing away : Steering the boat away from the direction in which the wind is blowing.

Bend : a knot which connects two ropes.

Berth : A slip, a mooring, or a bed within the boat.

Bight : A bend or loop in a rope. When a rope forms a bight, it has changed direction 180 degrees.

Bilge : The lowest area within a boats hull. This area collects water which is then pumped overboard by a bilge pump.

Bimini : The covering over the cockpit. Usually constructed from a stainless steel frame covered with canvas or fiberglass. It provides protection from sun and rain, but not wind.

Binnacle : The pedestal centrally located in the cockpit that generally holds the steering wheel and navigational instruments.

Block : A pulley.

Boom : This pole runs perpendicular to the mast and holds the bottom of the mainsail in place. Its position is adjustable side to side as needed for the wind direction.

Boom vang : A tackle which ensures that the boom does not lift upward from wind pressure in the mainsail.

Boot Top or Boot Stripe : The stripe of tape or paint between the boat's underwater (bottom) paint and it’s above water (topside) paint.

Bow : Front end of the boat

Bowsprit : The forward most protruding pole or platform which some boats possess. This spar allows for the sails and rigging to be attached further forward.

Broach : When a boat sailing downwind accidentally ends up sideways to the waves and heels over dangerously. This can be caused by large seas or poor steering.

Broad reach : Sailing with the wind coming off your stern quarter. If you’re standing at the helm facing the bow, the wind is blowing halfway between the side and the back of the boat.

Bulkhead : The walls in a boat which run athwartship, or perpendicular to the centerline of the vessel.

Capsize : When a vessel tips over past 90 degrees.

Catamaran : A vessel with two hulls.

Centerboard : A retractable keel which helps the sailboat maintain course and stability underway. When raised, the vessel is able to enter shallow waters.

Centerline : An imaginary line that runs from the center of the bow to the center of the stern.

Chainplate : A metal plate that is secured to the boat's hull to which wires supporting the mast are attached. The chainplates may be exterior or interior, visible or hidden.

Chandlery : A store that sells boat supplies and parts.

Cleats : The wooden or metal piece to which ropes are secured.

Chock : A fitting that a line passes through to change direction without chafing.

Clew : The lower back corner of a sail. This is where the foot and leech of the sail meet.

Close-hauled : Sailing as close to the direction the wind is coming from as possible with the sails pulled in tight. (See Points of Sail for infographic.)

Close Reach : Sailing between close hauled and beam reach. (See Points of Sail for infographic.)

Coamings : The lip around a hatch or window which stops water from entering. Also the raised area around the cockpit to keep out water.

Cockpit : The area from which steering occurs. This can be in the center of the boat or in the back of the boat.

Companionway : The doorway into the cabin.

Cotter pin : a bendable metal pin which is inserted into a metal rod then bent to lock it in place.

Daybeacons : Markers for navigation which are on posts. These are red or green.

Dead run : Sailing with the wind coming from directly behind the boat. Sails are fully out to catch the wind.

Dead reckoning : Determining a vessel's position by knowing the direction and speed traveled.

Dinghy : A small boat which is used to travel to shore from the main vessel. This can be propelled oars or a motor.

Dodger : The structure at the front of the cockpit which protects the cockpit and companionway from wind and spray. This is generally made of stainless steel frame covered with canvas and plastic windows. It can also be a solid structure with solid windows.

Dismasting : When the mast breaks off the boat. This can occur due to rigging failure or structural failure of the mast.

Displacement : The weight of the water that would otherwise be in the place of the boats hull.

Drogue : A sea anchor which is deployed to help control the drift of a vessel. It can be constructed like a parachute, bucket, or even a rope dragging behind the boat.

Ebb tide : After high tide when the water is receding towards low tide.

EPIRB : Stands for Emergency Position Indicating Radio Beacon. This device transmits a distress signal to emergency services and notifies them of a vessel's location.

Fairlead: A fitting which encloses a line within a smooth ring and helps guide its direction.

Fathom : A measurement of water depth equal to 6 feet.

Fid : A pointed tool used when splicing a line.

Fiddle : The raised edge around a table which prevents objects from falling off as the boat rocks or heels.

Fix : Determining a vessel's location by using the compass bearing of two or more fixed points of reference such as landmarks or buoys.

Fin keel : A fixed, ballasted keel which is centrally located beneath the hull. It does not run the full length of the hull.

Flogging : When a sail flaps noisily because it is not being filled by the wind.

Flood tide : Time period between low tide and high tide when the water is rising.

Foot : The bottom edge of a sail.

Fore : At or near the bow of a vessel.

Forestay : The wire which leads from the bow to the top of the mast. The forward most sail attaches to the forestay either directly or by use of a roller furling system.

Full keel : A fixed, ballasted keel which runs the full length of the hull.

Furling system : A system around which the sail wraps when not in use and is unwrapped for sailing. This may be around the forestay or within the mast.

Freeboard : The distance on a vessel from the waterline to the deck.

Galley : The kitchen on a boat.

Gelcoat : A colored resin which is painted onto the outside surface of a boat and forms a protective glossy layer.

Genoa : A large forward sail which, when fully extended, comes back past the mast. Larger than a jib sail.

Gimbals : Often attached to a boat's stove, it is the fitting which allows an object to maintain an upright position when a vessel heels.

Gooseneck : The point at which the boom attaches to the mast. It allows the boom to move in all directions.

Ground tackle : The anchor, chain, and line used to fix a boat to the bottom when anchoring.

Gunwale : Pronounced “gunnel”. This is the top edge of a boat's hull.

Halyard : The line which attaches to a sail to raise it.

Hanks : The clips that attach the front edge (luff) of a sail to the forestay.

Hatch : An opening window in the cabin roof much like a skylight.

Head : Bathroom on a boat. Also, the uppermost corner on a sail.

Headway : The forward motion of a vessel through the water.

Heave to : A method of controlling a boat’s position to the waves and limiting headway by backwinding the forward sail and keeping the rudder hard over into the wind.

Heel : The tilt that occurs to a boat's hull when the sails are filled with wind.

In-Irons : When a sailboat is bow into the wind with sails flapping. No steerage is possible as the vessel has no forward motion. (See Points of Sail for infographic.)

Jackline or Jackstay : Lines that are run from the bow to the stern. To these safety lines, sailors attach a lanyard connected to their harness so that they may work on deck without fear of being swept overboard in rough seas.

Jib : A triangular forward sail.

Jib sheets : Lines used to control the jib.

Jibing : Pronounced with a long i sound. Steering the boat from one downwind direction to another downwind direction by turning the stern of the boat through the wind. This will cause the sails to move across the boat to the other side, i.e. from port to starboard.

Kedge anchor : A small, lighter second anchor.

Keel : The bottom most part of a boat's structure. This part provides ballast and stability.

Ketch : A sailboat with two masts. The forward mast is the taller mast.

Knot : Regarding speed, one knot is equal to one nautical mile per hour.

Lazyjacks : Light lines that run from the boom to the mast and help contain the mainsail while it’s being lowered to the boom.

Leech : The back edge of a sail. If the sail is square, then this term refers to the outside edges of the sail.

Lee shore : The shore onto which the wind is blowing. On an island, the side of the island facing into the wind is the lee shore.

Leeward : The direction to which the wind is blowing. If the wind is coming from the north, then south is leeward.

Luff : The forward edge of the sail.

Lying a-hull : When a vessel is drifting with all of it’s sails down.

Mainsail : Pronounce main’sil. The primary sail of a boat that is hoisted up or unfurled from the mast.

Mayday : An emergency call put out over a marine radio when there is clear and present danger to the crew of the vessel.

Mizzen : The shorter mast behind the main mast on a ketch.

Monohull : A vessel with a single hull.

Mooring field : An anchorage in which permanently anchored buoys are present to which vessels may be secured.

Multihull : A vessel with more than one hull such as a catamaran or trimaran.

No-sail zone : This is an area 45 degrees to either side of directly into the wind. It is not possible for a boat to sail in this zone as the sails cannot fill with wind. Tacking is necessary. (See Points of Sail for infographic.)

On the hard : When a vessel is out of the water and being stored on land.

Painter : The line which secures the bow of a dinghy to the main boat.

Pan Pan : Pronounced pon-pon. This is an urgent distress radio call which is used when a vessel needs assistance. It is one step below Mayday.

Points of sail : The vessels course in relation to the direction of the wind.

Port : The left side of the boat when facing forward.

Port tack : Sailing with the wind hitting the port side of the vessel and the sails are out on the starboard side.

Pulpit : The metal rails at the bow of the boat which protect the crew from going overboard.

Pushpit : The metal rails at the back of the boat to protect the crew from going overboard.

Quarter : The back corner area of the boat. This area is 45 degrees behind, or abaft, the beam of the vessel.

Reef : reducing the size of the sail in high winds for the safety of the crew and equipment. This is done by either tying or rolling the sail to the boom or forestay.

Rigging : All the wires and ropes used to hold the mast in place and adjust the sails.

Roach : The outer back edge area of the mainsail. If you were to draw a diagonal line from the head of the sail to the clew (back corner), the roach would be outside this diagonal line.

Roller furling : A system which rolls the sail up when not in use. The sail is stored on the roller either at the mast or boom for the mainsail, and at the forestay for the jib or genoa.

Rudder : Steering fin at the back of the boat. Controlled by a steering wheel or tiller from the cockpit.

Running : Sailing in a downwind direction.

Running rigging : The lines, such as sheets and halyards, which control the sails.

Schooner : A sailing vessel with two or more masts. The mainmast is at the back.

Seacock : a valve which can be open or closed to allow water to flow in or out of a through hull fitting.

Scope : The length of chain and line that is between the anchor and the boat.

Scuppers : Deck drains which allow water to flow overboard.

Securite : Pronounced securi-tay. This is a radio call to provide mariners with local marine safety information.

Shackle : A metal U or D shaped link which has a removable pin through the ends.

Sheet : A line or rope which connects to the clew (back corner) of a sail. It is used to control or trim the sail.

Shrouds : Wires or ropes which run from the deck chainplates to the mast. The shrouds prevent the mast from moving side to side.

Skeg : A section of the hull from which the rudder hangs. It provides a variable amount of protection to the rudder depending on its size.

Sloop : A single masted sailboat with a mainsail and a foresail.

Slugs : Fittings on the front edge (luff) of the mainsail that slide into the mast track for hoisting the sail.

Spinnaker : A large, light, often colorful sail that is used off the bow of the boat for sailing downwind (running).

Splice : Connecting two lines together by weaving their strands together.

Spreaders : The horizontal arms extending out from the sides of the mast.

Spring line : Dock lines positioned from the bow to a midship point on the dock or from the stern to a midship point on the dock. This line configuration helps decrease forward and backward motion of the boat while docked.

Stanchions : The metal posts along the outside edge of the deck through which the lifelines run.

Standing rigging : The wires and ropes, such as the shrouds and stays, that are permanently in place and hold up the mast.

Starboard : The right side of the boat when facing forward.

Starboard tack : Sailing with the wind hitting the starboard side of the boat and the sails out on the port side.

Stays : The wires or ropes which run from the bow and stern to the mast top to keep the mast from moving forward or backward.

Steerage way : When a vessel is moving through the water with enough speed to allow the rudder to steer the boat.

Stern : The back end of a boat.

Storm jib : A small, strong forward sail used in heavy winds.

Swing : The circular motion of an anchored boat around it’s anchor due to wind and water movement.

Tack : The forward lower corner of a sail.

Tacking : Turning the boat across the direction the wind is coming from to change course direction. This causes the sails to travel to the other side of the boat.

Tender : Small boat used to transport from shore to the main boat.

Tiller : A bar which controls the rudder and is used to steer the boat from the cockpit. It is used in place of a steering wheel.

Toe rail : The raised lip around the edge of the deck. This can be constructed of wood, fiberglass, or aluminum. It helps prevent items from rolling overboard.

Topping lift : A wire or rope which runs from the back end of the boom to the mast top. This line controls the height of the boom.

Trysail : A small, strong storm sail that is used in place of the mainsail in high winds.

Trim : To adjust the sails.

Winch : A round, drum-like mechanical device used to pull on a line to raise or adjust sails.

Windlass : A winch used to raise and lower the anchor.

Windward : The direction from which the wind is blowing.

Wing on wing : Sailing downwind with the mainsail out on one side and the foresail on the opposite side.

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Beth lives on board her 1983 30ft S2 sailboat with her husband, 6 year-old son, and her two fur babies. She has been sailing and boating for most of her life. Beth has been blessed to experience cruising in the Great Lakes, the Bahamas, and in Alaska. She loves to travel and adores living on her tiny boat with her family.

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Sailing Terms Everyone Should Know

By: American Sailing Sailboats

Knowing the right sailing terms to use on board a boat is not JUST a way of sounding super cool and impressing your friends. (Though it works for that, too.) It’s actually very useful, and sometimes crucial in communicating while you’re sailing. Some of the vocabulary used on board boats can sound arcane, which it is! That’s part of what’s fun about it; we’re still using terms that have been used by sailors for hundreds of years. So when you know your terminology, you’re participating in the grand sailing tradition, and you don’t have to say, “Can you hand me that…thing?”

photo by b. cohen

Here are the key sailing terms you’ll want to know as you begin learning to sail !

• Port: Facing forward, this is anything to the left of the boat. When you’re onboard, you can use this term pretty much any time you would normally say “left.” Starboard: Facing forward, this is anything to the right of the boat. Same deal as “port”–only the opposite.
• Bow/Stern: The bow is the front of the boat, the stern is the back. Anything near the front of the boat is referred to as being “forward,” and anything toward the back is “aft” or “astern.”
• Point of Sail: The boat’s direction relative to the wind. For example, if you’re going straight into the wind, your point of sail is called “in irons.” (Note: This isn’t a good place to be!) If the wind is blowing straight over the side of the boat, that’s called a “beam reach.” There are 8 commonly used points of sail, and it’s a good idea to familiarize yourself with them before going out.
• Helm: Where you steer the boat. Usually this is a big wheel, but on smaller boats it can be a tiller, which is basically a long wooden stick. Either of these can be used to control the boat’s rudder.
• Keel: The keel is a long, heavy fin on the bottom of the boat that sticks down into the water. It provides stability and is the reason why modern sailboats are nearly impossible to capsize.
• Heeling: This is the term for when a sailboat leans over in the water, pushed by the wind. There’s nothing else like the thrill of heeling over as your sails fill and your speed picks up!
• Tack: This term has two distinct meanings, both of them very important. As a verb, to tack is to change direction by turning the bow of the boat through the wind. As a noun, your tack is the course you are on relative to the wind. For example, if the wind is blowing over the port side, you are on a port tack. If it’s blowing over the starboard side, you’re on a…you guessed it…starboard tack.
• Jibe: A jibe is another way of changing direction, in which you bring the stern of the boat through the wind. Whether you choose to tack or jibe entirely depends on the situation–what’s around you, and the direction of the wind.
• Windward: The side of the boat closest to the wind. When heeling over, this will always be the high side.
• Leeward: The side of the boat furthest from the wind. When heeling over, this will always be the low side.
• Lines: On board a boat, this is what you say instead of “ropes.”
• Mainsail: The big triangular sail just aft of the sailboat’s mast. As the name suggests, this is the boat’s largest and most important sail. Running along its bottom edge, the mainsail has a thick pole called the boom.
• Jib: The next most common sail on any boat. The jib can always be found forward of the mast, and unlike the mainsail, does not have a boom.

  Getting familiar with these sailing terms is an important step. Not only will you sound like you know what you’re doing, you’ll quickly begin to realize that with the right practice and training, you really DO know what you’re doing!

Try our online sailing term quizzes: Sailing Terms 1 | Sailing Terms 2 | Sailing Terms 3 | Sailing Terms 4

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Glossary of sailing and nautical terms

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In order to become a true sailor, you’ll first need to learn some essential sailing terms. Luckily, we’ve got you covered! In this A-Z of yachting terms, we’ll briefly explain yacht terms, parts, equipment, sailing commands, and even some pirate jargon.

For you to understand the ins and outs of a boat you should know where it starts and where it ends. The front of a boat is known as the bow while the back is called the stern. Also, while the left of the boat is called the port side, the right is called starboard. Now that you’re familiar with the different sides of a boat, let's get down to real sailing business. 

• ABANDON SHIP! – You have probably heard this in movies and you know it doesn't bring any good. You should leave the vessel immediately as it looks like your ship is in some imminent danger.
• ABOARD – When you’re aboard, you are on a boat. The opposite of ashore. 
• ABOVE DECK – Above deck means you are standing on the deck, not above it.
• ABREAST – We call vessels that are side to side - abreast.
• ADRIFT – Don't panic but if your vessel is adrift it means it has sailed off without you. Okay, you can panic a little.
• AGROUND – If the water is not deep enough, then you go aground and your vessel’s bottom touches the ground.
• AHEAD – This means something is in front of the boat, for example your destination is ahead.
• AHOY – Another way to say hello, with a little pirate tone.
• ALL HANDS HOAY – Everyone should get on the deck. 
• AMIDSHIPS – The middle of a vessel, whether from her length or width. 
• ANCHOR – A chain with a hook on the end that falls to the bottom of the sea and prevents your yacht from sailing off without you. Used for parking your yacht in a bay.
• ANCHORAGE – A great spot for holding, anchoring and sheltering your vessel.
• APPARENT WIND – A mixture of the true wind direction and the wind created by the sails.
• ASHORE – Being on the shore, and not on your vessel. 
• ASTERN – Opposite of ahead is astern, in other words behind. 
• AYE, AYE – A reply to a command to show that it will be carried out.
• BAGGYWRINKLE – A soft covering for cables that prevents friction between sails.
• BAREBOAT – Sailing a yacht on your own without a crew or skipper. 
• BATTEN DOWN – If you hear “Batten down the hatches!” make sure you secure any hatchets and loose objects so you don’t lose anything important.
• BEAM – The width of your vessel.
• BEARING – Bearing is the direction in which we are headed. The reference point can be a compass or the heading direction.
• BELOW – Instead of being “above deck,” you can also be “below” it.
• BERTHS (Sleeping) – The number of people able to sleep on a specified vessel.
• BERTHS (Mooring) – The location in a harbour or port for mooring a vessel
• BEAM REACH – Is the position of a sail when the true wind hits it at a 90 degree angle.
• BILGE – The deepest part of the vessel’s hull, where water can enter.
• BOAT HOOK – A pole with a hook on the end. You can use it to grab and pick up a rope, collect something that has fallen overboard, or push the vessel off the port.
• BOOM – This is the horizontal pole that runs along the bottom of the sail. A part that often hits unsuspecting victims on the head in small vessels. Not a very pleasant experience.
• BOW –The front of the vessel also known as the ”pointy end” of the boat. 
• BOW LINE – A rope that’s tied onto the front of the vessel that stops the vessel from moving sideways when moored.
• BOWLINE – To confuse you, this is a completely different from the bow line. It’s pronounced “boh-lin” and it’s a knot which creates a loop at the end of a rope.
• BRIDGE – The part of the vessel from where you steer and control the speed.
• BRIGHTWORK – Brightwork is the shining woodwork or polished metal that you can see on a vessel.
• BUOY – A buoy is a floating device that marks a position, a hazard, or shallow sea. Some are also used to moor vessels.
• BROAD REACH - Sailing downwind with the wind is hitting the sails at an angle between 91 and 170 degrees. 
• CABIN – Separated living units, like a bedroom.
• CAPSIZE  – When a vessel leans too far causing it to flip over. This can result in the sinking of the ship. 
• CAST OFF – When you cast off you let go of a rope from where your vessel has been moored up.
• CHAFING GEAR – It sounds quite uncomfortable, but it's not for you. “Chafing gear” is a tube or some type of fabric that you wrap around a rope to stop it from rubbing on a rough surface.
• CHART – A nautical map that gets you from point A to point B.
• CLEAT – A fitting on vessels used to tie or secure ropes. 
• COCKPIT – An opening from where you can control the vessel.
• COIL – When it’s time to put away ropes, you make a neat, circular coil with them.
• COMPASS  – A navigational instrument that revolutionised travel.
• COURSE – The route you follow across the water.
• CURRENT – The current is actually the movement of water, usually caused by tides or wind.
• DEAD AHEAD – Dead ahead means straight ahead.
• DEAD ASTERN – Meaning behind you. The complete opposite of dead ahead.
• DECK – Not the deck of playing cards. This is a surface that covers any part of a vessel on which you can walk on.
• DINGHY – A small inflatable boat attached to the yacht. It is sometimes easier to go with the dinghy. 
• DOCK – A pier, float or a wharf where you can moor your vessel.
• DRAFT/DRAUGHT – It can mean two things, the depth of a vessel underwater or the fullness of a sail.
• DUNSEL –  This part has no use on a ship. Don't be a dunsel! 
• EASE – To let the sails out.
• FATHOM – In sailing, a fathom is a nautical unit of length. It matches six feet or approximately two metres.
• FENDER – The colourful cushions that hang over the edge of a vessel to prevent damage to the boat or pontoon.
• FLOOD – This doesn't have to be super dramatic, it can simply be used to describe an incoming tide.
• FORE-AND-AFT – A centre-line of a vessel that runs lengthwise, parallel to the part of the hull that goes deeper into the water below it. 
• FOREPEAK – An open area in the front front of the vessel.
• FOULED – A fouled piece of equipment is blocked, tangled, or tarnished.
• GALLEY – A vessel’s kitchen. Go on, we know you’re hungry.
• GANGWAY – The gangway is where you can get in and out of the vessel.
• GEAR – When you hear “Get your gear!” it means ropes, lines, blocks, and other equipment on board.
• GENOA/JENNY – Might be quite confusing if your name is Jenny. A Genoa or Jenny is a sail that overlaps the mainsail.
• GRAB RAILS – When in danger of falling off the boat, it’s a good idea to hold onto the grab rails to prevent that. 
• GROUND TACKLE – The bits that touch the ground such as the anchor and its gear.
• GUNWALE – The rail that goes around the edge of the deck. 
• HALYARD –  All the ropes used to pull sails up.
• HATCH – An opening in the vessel’s deck that has a water-resistant cover.
• HEADING – The direction the vessel is going in.
• HEADWAY – A headway vessel is going forward, while the sternway is moving backward.
• HEADS – The heads are actually the toilets, the loo, dunny… It can also be the upper corner of a triangular sail.
• HELM – If somebody asks you to take the helm, drop everything you are doing and take the wheel. The helm is the wheel or tiller that controls the vessel.
• HELMSPERSON – The best and the worst job on board. The person steering the wheel.
• HOLD – The inside of the yacht’s hull.
• HULL – The main body of a vessel, the part that floats.
• INBOARD – Simply inside the vessel’s edges.
• IN IRONS – When the boat is difficult to manoeuvre under sail.
• IRON MIKE – A slang for auto-pilot. Not a famous boxer.
• ITINERARY – The route of travel on your holiday. Usually planned in advance but needs to remain flexible to respond to weather conditions and personal preference
• JACOB’S LADDER – The type of rope ladder that you’d use to climb up something. It can be lowered from the deck when passengers come on board. 
• JETTY – A jetty is a structure made to create breakwater, shelter, erosion control, or a channel. 
• JIBING/GYBING – On a vessel, jibing means turning away from the wind until the wind comes from the other side.
• KEEL – The central structural base of the hull, the “backbone” of a vessel.
• KNOT – Not just a loop you tie in a rope or string, but also a unit of speed (equals one nautical mile an hour)

• LATITUDE – Geography knowledge can be used here. The latitude is the distance north or south of the equator. It’s measured in degrees and up to 90˚ north and 90˚ south. Each degree of latitude accounts for 60 nautical miles.
• LAZARETTE – A storage space at the back of the vessel.
• LAZYJACK – Wires leading from the mast (the big central metal pole) to the boom (pole that runs along the bottom of the front partl) that helps lowering the sails.
• LEE – The down-wind side of a vessel or shore which is sheltered.
• LEE CLOTHS – To avoid falling out of bed in the middle of the night, you can use a lee-cloth to keep you safe.
• LEEWARD – This is the direction away from the wind, as opposed to windward, which means into the wind.
• LOA – The maximum length of a yacht including overhanging ends that extend beyond the main bow and main stern.
• LOG – The log measures speed and records the vessel’s course.
• LONGITUDE – This is the distance east or west of the meridian line at Greenwich, UK, which is measured in degrees. There are 180˚ west and 180˚ east of Greenwich.
• LINE – This is a general term for a rope or line on a vessel that has a control function.
• LWL – Load waterline length or the length of a yacht that is in contact with the water.
• MAINSAIL – The main sail that sits behind the main mast on a yacht.
• MAST –The big metal pole that reaches from the bottom of the yacht to the sky. The sails hang from the mast.
• MED MOORING – The art of reverse parking a yacht into a small gap, a typical mooring technique in most Mediterranean harbours.
• MIDSHIP – The middle of the vessel. 
• MONOHULL – A boat with one hull. The classic sailor’s yacht
• MOORING – When you moor a vessel, you tie it to a buoy or a pier. And then hope it won’t go adrift.
• NAUTICAL MILE – A measure of distance when on water. It’s around 6,076 feet, 1,852 metres, 2,025 yards, or one minute of latitude. 
• NAVIGATION – Keeping to the route of a vessel when on a voyage from point A to point B.  Basically, figuring out where you are and where you are going. 
• OCEAN – Don’t think this one needs explaining, but anyhow a huge blue surface, pretty wet too.
• OPERATIONAL LANGUAGE – The language that the crew use to give instructions. 
• OUTBOARD – When something is outboard, it’s beyond the vessel’s sides.
• OVERBOARD – It’s probably best to avoid this one. When someone or something is overboard, it’s over the side of the boat.
• PIER – A pier is a loading platform held by posts that extends out from the shore.
• PILOTAGE – Piloting when you navigate using visible features on land or water.
• PORT – The left side of the vessel is called the port side. It is also another name for a harbour.
• PROW –A poetical alternative term for bow.
• QUAY – A stone or metal platform lying alongside or above the water. Usually used for parking, loading and unloading vessels.
• REACHING – For most sailboats, this is the fastest way to travel. A close reach is toward the wind, and a broad reach is slightly away from the wind.
• REEFING – The preferred method of reducing sail area so it is easier to control. Especially useful in higher winds and bad weather conditions. 
• REGATTA – A series of boat races.
• RIGGING – The ropes and wires that control the sails and support the masts.
• RIP RAP – A pile of rocks and rubble made to form a breakwater, often surrounding an off-shore lighthouse or vulnerable harbour. 
• RUDDER – When you change directions on the vessel, it moves the rudder which in turn steers the vessel. It’s usually a vertical plate or a board connected to the back.
• SAILS – The most important part for sailing. An eco-friendly engine that converts wind power into boat speed. 
• SALOON – The living area, you go here to relax.
• SATELLITE NAVIGATION – You have probably used regular navigation that uses radio transmissions before. However, the equipment on a vessel is a bit more complex and sophisticated.
• SCUPPERS – Scuppers are the holes in the deck that let the water drain off. 
• SEA COCK – A sea cock is a faucet in the hull that can be turned off when not in use.
• SEAMANSHIP – All the skills of boat handling can be called seamanship. It could be maintenance, repairs, piloting, sail handling, marlinespike work, and rigging.
• SEA ROOM – It’s actually used to describe a safe distance from the shore or other hazards. 
• SEAWORTHY – If a vessel can safely sail in rough weather, we call it seaworthy.
• SECURE – When something is secure, it is tied safely.
• SET – When the current is flowing toward a particular direction, it is set!
• SKIPPER – The most important person on your yacht, the person in charge and responsible for the safety of all aboard 
• SLACK – Something that is not fastened.
• STERN – The rear of the yacht. Also can be the skipper’s voice tone if your yacht floats away.
• SOUNDING – This has nothing to do with sounds, it is actually a measurement of water depth.
• SPRING LINE – This is a rope that stops a boat from moving forward or backward while being fastened to a dock. Also used during docking and undocking.
• SQUALL – A squall is a sudden, violent wind that often brings rain. Get your bad weather gear ready!
• STAND-ON VESSEL – A “stand-on vessel” is a vessel that has right of way and should maintain its speed and direction. A give-way vessel should take steps to avoid a stand-on vessel 
• STARBOARD – Starboard is the right side of a vessel when looking towards the front/bow
• STEM – The front of the vessel.
• STERN – The back of the vessel.
• STERN LINE – This is a rope leading from the stern (back) of the vessel.
• TACKING – Zig-zagging into wind so the wind passes from one side to another. 
• TILLER – A tiller is a bar or handle that you use to turn a vessel’s rudder to change directions.
• TOPSIDES – This is the bit of the vessel that’s between the waterline and the deck.
• TRIM – No, not a haircut trim. This trim means making adjustments to sails to maximise their efficiency.
• TRADE WINDS – These winds blow from the north east in the Northern Hemisphere and the south east in the Southern Hemisphere. Sailors use them because they push vessels toward the equator.
• TRANSOM – The transom is a wall at the back of a vessel. 
• TRUE WIND DIRECTION – The direction from where the wind is actually coming from.
• UNDERWAY – When you are on the sea, your vessel is underway. In other words, it’s not moored, at anchor, or aground.
• VESSEL –  A craft for traveling on water, usually a larger boat or a ship.
• WATER – The liquid you can drink and float on.
• WATERLINE – A painted line on the vessel that shows where the vessel ends and the sea starts. 
• WAY – The path that a vessel leaves after itself when it moves across the sea.
• WATCH – When you are on a watch on board ­you have to work with your fellow watch members.
• WINCH – A rotating, horizontal drum, powered either by electric motor or human motion
• WINDWARD –This means to go into the wind, and it’s tough to sail windward. 
• YACHT – All kinds of vessels that are either powered or have sails

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21 Common Yachting Terms Explained

Does it ever feel like yacht enthusiasts speak a whole other language? We get it. Everyone was new to yachting once and we all had to learn what different terms mean. Luckily, you have Ahoy Club to show you the ropes. Brush up on your sea vocabulary with some common definitions in our glossary below.

Essentially, parking your yacht so that you can hop over to shore and explore. It also refers to the literal anchor which holds your yacht in place.

APA (Advanced Provisioning Allowance)

A deposit paid by charterers to cover expenses during their trip. Expenses may include taxes, harbour fees, food and alcohol.

Base charter rate

The rate that you pay for the hire of your yacht and its crew. This does not include on board expenses and taxes which are covered by your APA (see above).

The total width of the yacht at its widest point.

The bedrooms on your yacht.

A type of yacht with two hulls. It was designed this way for increased stability on the water.

Explorer yacht

A yacht that is built to go to the farthest corners of the globe and into rough terrains. See examples in our past blog .

The territory under which a yacht is registered. The yacht’s flag state will govern the laws and regulations which it must follow.

A traditional motorised sailing yacht typically found in Turkey.

The main body of the yacht floating in the water; covers the front, sides, back and underside.

A boat or yacht’s speed measured in nautical miles per hour (see below).

A large luxury yacht typically measuring over 70m.

A boat with a single hull. May be a sailing yacht, motor yacht, luxury super- or megayacht. See Catamaran above for comparison.

Motor yacht (or M/Y)

A yacht which is powered with engines. 

Nautical mile

A measure of distance on the water. One nautical mile is equal to 1852 metres or 1-minute of latitude on a navigational chart.

Preference sheet

The questionnaire that guests fill out before beginning their charter. It is meant to provide as much information as possible to the captain, crew and chef so that they may meet your preferences for an excellent trip.

Sailing yacht (or S/Y)

A yacht which is primarily powered with wind sails. Most also have motors as a backup.

The main living or lounge area on your yacht. Pronounced ‘sal-on’ not ‘sal-oon’.

A luxury yacht measuring between 24-69m.

A smaller boat housed on your yacht which can be used for transfers to shore, with your watertoys or on short day trips.

VAT (Value Added Tax)

A compulsory consumption tax set out by the countries you are visiting. See our blogs on the recent changes in Italy and France to learn more.

Yachting from A to Z with Ahoy Club

With Ahoy Club, you can expect everything about yacht chartering to be simpler. From our digital platform allowing you to browse thousands of yachts to our concierge team here to help with any questions. Check out our yachts for charter and test out your new yachting lingo ASAP.

The Sailing adventure

Yachting & Boating glossary of terms

A  b   c  d   e   f   g   h   i   j  k   l  m   n   o   p   q   r  s   t   u   v  w   x   y   z.

Aft deck. The guest area closest to the back of the boat. Often the location of the main outdoor dining area. Aft cabin. Sleeping quarters beneath the aft or rear section of the boat Alee. The side of a boat or object away from the direction of the wind. Aloft. Above deck in the rigging or mast. Amidships. In the center of the yacht Anti-fouling paint. A special paint applied to a boat's hull to prevent marine growth.

Alongside.  By the side of the ship or pier Apparent wind. The direction and speed of the wind as felt in a moving boat - the way it 'appears”. Astern. The direction toward or beyond the back of the boat (stern). Athwartships. Perpendicular to the yacht’s centerline.  Aweigh. An anchor that is off the bottom. Antigua. North of Guadeloupe, a popular destination. Anguilla . An exclusive destination in the Caribbean. 

Anchor. An object designed to prevent or slow the drift of a ship, attached to the ship by a line or chain; typically a metal, hook like, object designed to grip the bottom under the body of water. Anchorage. A suitable place for a ship to anchor. Area of a port or harbour

Anchor Ball.  Black ball shape that is hoisted to alert other boats the vessel is at anchor

Anchor Light.  A all around white light on top of the mast signalling to other vessels we are at anchor at night

Backstay. Support for the mast to keep it from falling forward. Bareboat. A yacht that you charter and run yourself, without a crew.  Beam. Measurement of a boat at its widest point. Also, a transmitted radio, sonar or radar signal. Bearing. Direction to an object from your current position. Bear off. To turn away from the wind. Beating. Sailing upwind. Berth.  1 - A cabin or other place to sleep aboard a boat. 2 - A  boat slip at a dock where the boat can be moored. Bermuda Triangle. A section of the North Atlantic Ocean off North America in which more than 50 ships and 20 airplanes are said to have mysteriously disappeared. Bermuda. A British island territory in the North Atlantic Ocean known for its pink-sand beaches such as Elbow Beach and Horseshoe Bay.

Bilge. The bilge is the compartment at the bottom of the hull of a ship or boat where water collects so that it may be pumped out of the vessel at a later time.

Bow. Forward portion/front of a boat. Bowline. The most popular, and essential knot. It has many uses. Buoy (normally pronounced "boowie”, but sometimes "boy”). An anchored floating object that serves as a navigation aid or hazard warning.  BVI. The British Virgin Islands.  A major sailing and yachting area in the Caribbean, near the US Virgin Islands and Puerto Rico.

Charter yacht broker. A person who specializes in booking personalized yacht vacations on behalf of clients. Charter terms. The contract under which you charter a yacht. There are different terms used in different parts of the world. Some give you everything on an all-inclusive basis, some give you all meals aboard, some give you no meals aboard, and so forth. Charter yacht. A yacht that is available for charter/rental. Cockpit. The outdoor area of a sailing yacht (typically in the stern) where guests sit and eat, and from where the captain may steer and control the boat. Commission. The fee a yacht’s owner pays to a charter broker for booking a charter. Crew. The team that operates your charter yacht. The crew can include a captain plus any combination of: mate, deckhand, stewardess, engineer and chef. Some crew has additional skills such as wellness/massage therapy and scuba instruction. Crewed charter. The charter of a yacht that has a permanent crew aboard who run and manage all aspects of the yacht and charter. Corsica. A French island north of Sardinia. Cuba. Cuba, officially the Republic of Cuba, is a country comprising the island of Cuba as well as Isla de la Juventud and several minor archipelagos located in the Caribbean sea.

Cleat.  A anvil-shaped hardware on a boat or dock that ropes are attached to for securing them for various purposes

Clew  The bottom aft corner of a sail

Decks. the structures forming the approximately horizontal surfaces in the ship's general structure. Unlike flats, they are a structural part of the ship. Deck hand. A person whose job involves aiding the deck supervisor in (un)mooring, anchoring, maintenance, and general evolutions on deck.

Dinghy. A small boat that a yacht carries or tows. Used for transfers to and from shore, and short day cruises and, if powerful enough, water sports. Also typically called a tender on larger yachts. Displacement. The weight of water displaced by a hull. Also, a type of hull that smoothly displaces (pushes aside) water as opposed to tipping up and riding on top of it. Dodecanese. The Dodecanese islands located in the southeastern Aegean Sea, are a group of Greek islands known for their medieval castles, beaches and ancient archaeological sites. Double cabin. A charter yacht cabin that includes a double bed to sleep two guests. Not to be confused with "twin cabin," which means a cabin with two twin-size beds. Draft . The depth of a yacht below the waterline, as measured vertically. It is important when navigating shallow water to assure the boat can pass.

Draught. ( See draft)

Earrings.  Small lines, by which the uppermost corners of the largest sails are secured to the yardarms. Embayed.  The condition where a sailing vessel is confined between two capes or headlands, typically where the wind is blowing directly onshore. Extremis. (also known as “in extremis”) The point under International Rules of the Road (Navigation Rules) at which the privileged (or stand-on) vessel on collision course with a burdened (or give-way) vessel determines it must maneuver to avoid a collision. Prior to extremis, the privileged vessel must maintain course and speed and the burdened vessel must maneuver to avoid collision.

Fathom. Depth measurement equaling six feet.

Fender. An air or foam filled bumper used in boating to keep boats from banging into docks or each other.

First Mate. The Second in command of a ship.

Fleet. A group of yachts that are under management by the same company.

Flemish Coil. A line coiled around itself to neaten the decks or dock.

Flotilla. A group of yachts cruising together. Flying bridge (or Flybridge). A raised, second-story helm station (steering area) that often also has room for passengers, providing views and a sun deck.

Forestays.  Long lines or cables, reaching from the front of the vessel to the mastheads, used to support the mast.

Freeboard. The height of a ship's hull (excluding superstructure) above the waterline. The vertical distance from the current waterline to the lowest point on the highest continuous watertight deck. This usually varies from one part to another

Furling. Rolling or folding a sail on its boom. Many charter yachts today are 'self furling” which take much of the work out of dropping the sails. French Riviera. A stretch of coastline on the southern part of France. The 'Riviera' doesn't have an official boundary, however, most locals say that from Toulon to the Italian border is considered the 'French Riviera'. 

Galley. The kitchen/cooking area on a yacht.

Gangplank. A movable bridge used in boarding or leaving a ship at a pier; also known as a "passerelle".

Gulet. A type of motorsailer typically found in Turkey. Gulets originated from sponge boats. Gunwale (Gun-ul). The upper edge of the side of a boat. Gybe. Also spelled jibe. To change the course of a boat by swinging a fore-and-aft sail across a following wind (eg the wind is blowing from behind the boat). Gocek. A popular sailing destination in Turkey.  Gulf. Is a sizable amount of the ocean that penetrates the land. See 'Mexican Gulf'. 

Halyard. Line (rope) used to hoist a sail. Harbour. A n area designated for yachts to moor. Harbour fees. Charges paid by the yacht, for docking in certain harbours around the world. The rate depends very much on the season and attractiveness of the port. Harbormaster. The person at a harbour in charge of anchorages, berths and harbour traffic. Head. Toilet room/Bathroom/Restroom

Headsail. Any sail flown in front of the most forward mast.

Heel. To temporarily tip or lean to one side. Monohulls heel more than catamarans. Hull. The structural body of the boat that rests in the water and is built to float.

Itinerary. The course a yacht intends to travel while on charter. The itinerary is normally planned in advance but should remain flexible depending on weather conditions and guest preferences. Idle. When the engines run on 'idle' this means the yacht is just ticking over.  In Irons. A sailing word to describe a yacht losing her forward momentum when heading into wind. The yacht becomes unsteerable as she loses her way.  Ischia.  Ischia is a volcanic island in the Gulf of  Naples , Italy, known for its mineral-rich thermal waters.  Inboard. When the engine is IN the yacht, as opposed to being attached to the stern - this would be called an OUTboard.   Inshore. Close or near the shoreline so line of sight sailing is possible.  Iron wind. Sailors nickname to the engine. 

Jib. Triangular sail projecting ahead of the mast. Jibe. See gybe Jacklines or Jackstays.  Lines that run from Aft > forward that your harness can be attached to in bad weather.   Jury rig (jerry-rig).  A temporary fix to something which has broken on the yacht. 

Knot . Boat speed measured in nautical miles per hour. Kedge. A small anchor that can be thrown overboard to either change the direction of the yacht (pivot point) or to help anchor the yacht further in bad weather.

Keel. The central structural basis of the hull.

Ketch. A two-masted yacht.  Kicking strap. A name to the line that pulls the boom down to flatten the sail. 

Lee. The side furthest away from the wind.   Leeward. The side of an object that is sheltered from the wind. Lee helm. In strong winds, the yacht can have a tendency to move to the lee without the rudder moving position. 

Lee shore. A shore downwind of a ship. A ship which cannot sail well to windward risks being blown onto a lee shore and grounded. LOA - Length Over All. The length of a charter yacht as measured from 'stem to stern”. This is important because yachts are usually charged a price by the foot for dockage at marinas. Lazy jack. A sail bag attached to the boom where the mainsail can fall into. Leech. The aft part of the sail.  Luff. The forward part of the sail.  Luffing up. Bringing the yacht into wind - moving the luff of the sail (the forward part of the sail called 'the luff' moves into the wind). 

Mainsail. The largest regular sail on a sailboat. Main salon. the primary indoor guest area on a yacht’s main deck. Make fast. To secure a line. Marina. A place where yachts dock and receive services such as provisioning, water and fuel.  Typically marinas offer protection from bad weather, and have hundreds of slips for yachts of various sizes.  Slips are rented long term or by the day. Mast. Vertical spar that supports sails. Master cabin. Typically the best/largest cabin onboard any charter yacht. Megayacht. A large, luxu ry motoryach t. No hard and fast definition, but normally crewed luxury yachts 100 feet or longer. Similar to Superyacht. Midships. Location near the center of a boat.

Mizzenmast (or Mizzen). The third mast on a ship.

Monohull. A yacht with one hull, as opposed to a multihull or catamaran that has pontoons.  While most motor yachts are monohulls, the term typically refers to sailing yachts. Motorsailor. A yacht built to sail and cruise under power with equal efficiencies, such as a Gulet.  They typically look like sailing yachts, but have strong engines and are often skippered like they are motor yachts. Motoryacht. A yacht whose primary form of propulsion is engines. Multihull. A yacht with more than one hull - typically a catamaran (two) or trimaran (three). They can be either powerboats or sailboats.

Nautical mile. A distance of 6,076.12 feet or 1,852 meters, which is about 15 percent longer than a statute mile. Equivalent to one minute of latitude on a navigation chart. Navigation. All activities that produce a path Nautical. Anything relating to the sea or yachts.  Narrows. A narrow part of a navigable waterway.  Nautical chart. 'Maps' designed specifically for sea navigation.   

Oilskin. Foul-weather gear worn by sailors. Outhaul. A line used to control the shape of a sail. Overbear. To sail downwind directly at another ship, stealing the wind from its sails. Overfall. Dangerously steep and breaking seas due to opposing currents and wind in a shallow area. Overhaul. Hauling the buntline ropes over the sails to prevent them from chaffing. Also can be used in reference to maintenance Overreach. When tacking, to hold a course too long. Owner. Traditional Royal Navy term for the Captain, a survival from the days when privately-owned ships were often hired for naval service. Ox-Eye. A cloud or other weather phenomenon that may be indicative of an upcoming storm.

Passarelle. The passageway you walk on from the dock to the yacht. Often incorrectly called a gangplank. Personal flotation device (PFD). A safety vest or jacket capable of keeping an individual afloat. Pitch. The theoretical distance a propeller would travel in one revolution. Also, the rising and falling motion of a boat's bow and stern.

Pilot. Navigator. A specially knowledgeable person qualified to navigate a vessel through difficult waters, e.g. harbour pilot etc.

Planing hull. A boat hull designed to ride on top of the water rather than plowing through it. Port (direction). The left side of a boat when facing the bow. Signified by Red. The opposite side from Starboard.  Trick to remember - 'After a party, there’s no red port left”. Port (place). A marina harbor or commercial dock for boats. Power cruiser. A motor yacht with overnight accommodations, typically up to 40 feet long. Preference sheet. A questionnaire that guests fill out before a crewed charter. It alerts the crew to allergies and medical conditions, as well as to preferences for types of food, wine and service. As such, it is an invaluable document for the crew to plan the charter and assists greatly in customer satisfaction. Private yacht. A yacht that is not available for charter. Pullman berth. A twin-size bed that is atop another bed, in bunk-bed fashion that adds additional sleeping accommodation to the yacht.  It often 'pulls” out of the wall when needed.

Pusser. Purser, the one who is buys, stores and sells all stores on board ships, including victuals, rum and tobacco. Originally a private merchant, latterly a warrant officer. 

Pump toilet. A marine toilet that requires the user to pump a handle in order to flush.

Quarterdeck. The aftermost deck of a warship. In the age of sail, the quarterdeck was the preserve of the ship's officers. Quayside. Refers to the dock or platform used to fasten a vessel to.

Radar. Acronym for RAdio Detection And Ranging. An electronic system designed to transmit radio signals and receive reflected images of those signals from a "target" in order to determine the bearing and distance to the "target". Radar reflector. A special fixture fitted to a vessel or incorporated into the design of certain aids to navigation to enhance their ability to reflect radar energy. In general, these fixtures will materially improve the visibility for use by vessels with radar.

Reach. To sail across the wind.

Reef : To temporarily reduce the area of a sail exposed to the wind, usually to guard against adverse effects of strong wind or to slow the vessel.

Reef : Rock or coral, possibly only revealed at low tide, shallow enough that the vessel will at least touch if not go aground.

RIB (rigid inflatable boat). An inflatable boat fitted with a rigid bottom often used as a dinghy or tender.

Rigging.  The system of masts and lines on ships and other sailing vessels.Runabout. A kind of small, lightweight, freshwater pleasurecraft intended for day use.

Running rigging.  Rigging used to manipulate sails, spars, etc. in order to control the movement of the ship. 

Sailing yacht. A yacht whose primary method of propulsion is sailing. Nearly all sailing yachts have engines in addition to their sails. Semi-displacement hull. A hull shape with soft chines or a rounded bottom that enables the boat to achieve minimal planing characteristics (see Planing hull).  This increases the top potential speed of the yacht. Schooner. A large sailboat with two or more masts where the foremast is shorter than aft mainmast.

Scuppers.  An opening on the side rail that allows water to run off the deck.

Sheet. A rope used to control the setting of a sail in relation to the direction of the wind.

Shrouds.  Standing rigging running from a mast to the sides of a ships.

Skipper.  The captain of a ship.

Spinnaker. A large sail flown in front of the vessel while heading downwind.

Spinnaker pole. A spar used to help control a spinnaker or other headsail.

Standing rigging. Rigging which is used to support masts and spars, and is not normally manipulated during normal operations.

Stay.   Rigging running fore (forestay) and aft (backstay) from a mast to the hull.

Staysail.  A sail whose luff is attached to a innerforestay.

Starboard. The right side of a boat when facing the bow. Opposite of Port. Stem. The most forward section of the hull. Stern. Aft (back) portion of a boat. Swim platform. The space at the back of the yacht from which you typically can go swimming or board a dinghy. 

Tack (sail). The lower corner of a sail. Tack (sailing). Each leg of a zigzag course typically used to sail upwind. Tandem charter. A charter that includes more than one yacht. Tender. A boat that a yacht carries or tows used for transfers to and from shore, and short day cruises and watersports. Also sometimes called a dinghy. Transom. The rear section of the hull connecting the two sides.

Travellers. Small fittings that slide on a rod or line. The most common use is for the inboard end of the mainsheet; a more esoteric form of traveller consists of "slight iron rings, encircling the backstays, which are used for hoisting the top-gallant yards, and confining them to the backstays".

True wind. The direction and velocity of wind as measured on land, distinct from apparent wind which is how it appears on a moving yacht. Twin cabin. A yacht cabin that features two twin beds, often best-suited for children or friends.

Under the weather. Serving a watch on the weather side of the ship, exposed to wind and spray. Under way. A vessel that is not at anchor, or made fast to the shore, or aground. Underwater hull.  or underwater ship. The underwater section of a vessel beneath the waterline, normally not visible except when in drydock.

V-berth. A bed or berth located in the bow that has a V-shape. VAT. Value-added tax (TVA in France). An tax sometimes charged to charter guests who book boats in certain nations, most often in Europe. VAT can add 20 percent or more to your bill.

Vanishing angle. The maximum degree of heel after which a vessel becomes unable to return to an upright position.

VHF. Very high frequency; a bandwidth designation commonly used by marine radios.

Waterline. The intersection of the hull and the surface of the water.

Wake. Turbulence behind a ship.

Waypoint. The coordinates of a specific location.

Weatherhelm. If the helm was centered, the boat would turn towards the wind (weather). Consequently, the tiller must be pulled to the windward side of the boat in order to make the boat sail in a straight line. See leehelm.

Weigh. To raise the anchor. Windlass. Rotating drum device used for hauling line or chain to raise and lower an anchor.

Windward. In the direction that the wind is coming from.

Windward Islands. The Windward Islands are the southern, generally larger islands of the Lesser Antilles, within the West Indies Wet head. A bathroom that serves as both the toilet/sink area and the shower compartment, meaning the sink and toilet get wet when you use the showerhead.

Yacht. A sailing or Motoryacht designed for pleasure boating that typically ranges from 40 to 100+ feet long. Yachting. The experience of being on a yacht. Yaw. To veer off course.

A Nautical Glossary of Yachting and Sailing Terms

Written By: Rob Bowman

If you've ever watched experienced sailors working aboard a vessel, you may have been baffled by the dizzying array of nautical terms they throw around. What is the beam, and how does it relate to the boom? Which end of the boat is the bow, and which is the stern? What about port and starboard? And just what is a baggywrinkle?

Even if you've been sailing a few times, you may not know all of the terms sailors use. And while you can have a fun, relaxing day on the water without being a nautical vocabulary expert, maybe you just want to know more. If you're interested in the world of yacht racing, you'll definitely want to brush up on your terminology. In the heat of the moment, you don't want to be confused when your skipper tells you to trim the mainsail or tack into the wind. Finally, knowing more sailing terms may just help you to appreciate how much effort goes into corralling a sailing vessel.

Anchor: This can be either a noun, referring to the metal hook used to secure a boat in place, or a verb, meaning to deploy the aforementioned hook.

Apparent Wind: All of the wind affecting the vessel, including natural wind and the headwind caused by the vessel's forward motion

Ashore: On land, as opposed to aboard the vessel

Baggywrinkle: A soft covering used to surround rigging and protect it from chafing

Bareboat: A vessel that can be chartered without a provided crew. The person or group hiring the charter crews the boat.

Beam : The vessel's width, measured at its widest point

Berths: This term can refer to a sleeping space on a vessel or a location in port for mooring vessels. "Berth" is also used to mean the minimum safe distance from another vessel or object.

Boom: A large wooden or metal pole for attaching sails

Bow: The front of the vessel (rhymes with "wow"); opposite of stern

Bridle: A bridle divides the strain caused by anchoring between two points. This minimizes jolting and impact to the vessel from drifting and also reduces wear over time.

Cabins: Bedrooms on a boat or other water vessel

Catamaran: A vessel with two hulls, often abbreviated to "cat"

Chart: A map of the waterways used to plot a course and determine current position

Dinghy: A small boat used to travel between ship and shore

Draft: The depth of the vessel's lowest point in the water

Dunsel: Any part of the vessel (including crew) that serves no purpose

Ease: To release the tension on rigging, often to let out the sails in a controlled manner

Fender: A boat's bumper (frequently made of rubber), which is used to prevent damage when docking

Flemish: A way to stow a line that's not currently in use by coiling it to lie flat

Flotilla: A grouping of military vessels

Forepeaks: The front part of the vessel's hold, which is often used for storage

Galley: The vessel's food preparation area

Genoa: A large, front-mounted sail that is used to increase speed during periods of light winds

Gybe: To turn the vessel's stern through the wind and maximize the wind's angle to the sail

Halyard: Rope used to raise sails and flags

Heads: The vessel's sanitary facilities

Head to Wind: A position with the vessel's bow heading into the direction of the wind, rendering forward motion and maneuvering difficult or impossible

Hold: The space inside the vessel's hull

Helm: The vessel's steering wheel or tiller

Hull: The bottom and sides of the vessel, which float in the water and lend buoyancy

Iron Mike: A nautical autopilot system

Itinerary: The vessel's travel plan, consisting of a schedule of destinations and activities

Keel: The main fin on the underside of the vessel, which provides stability in the water

Knot: A loop of rope, which can be tied in a variety of ways, or a unit of speed equal to one nautical mile per hour

Lazyjack: A system of rope lines that connect the vessel's mast to its boom

LOA: Length over all, the hull's maximum length

LWL: Load waterline length, the length of the portion of the vessel that's in contact with the water

Mainsail: The largest sail on the vessel, used to catch as much wind as possible to generate speed

Mast: The big metal pole that rises from the bottom of the yacht into the sky. The sails are hoisted up it using a complicated series of halyards.

Med Mooring: A technique performed by reversing into a gap to park with the vessel's stern toward the quay

Monohull: A vessel with a single hull

Mooring: Parking a vessel by attaching it to a structure

Nautical Mile: A measure of distance equal to 1,852 meters

Navigation: Planning and tracking the vessel's location and intended path

Ocean: One of the large bodies of saltwater covering most of Earth

Port: The left side of the vessel when facing the bow

Prow: Another term for the bow, or front, of the vessel

Quay: A platform used for loading and unloading vessels, also known as a wharf

Reefing: To reduce the size of the sail in order to slow the vessel or add stability in windy conditions

Rip Rap: A breakwater made of rubble and rocks, often surrounding a lighthouse or harbor

Sails: The large fabric components of a vessel that capture wind for propulsion and maneuvering

Saloon: The vessel's living area

Skipper: The vessel's captain

Starboard: The right side of the vessel when facing the bow

Stern: The rear of the vessel

Tacking: Turning toward the wind to change the angle of the wind on the sails

Trampoline: An area of netting toward the front of a catamaran that reduces forward weight and allows water to pass through

Trim: To adjust the sails to maximize their efficiency

True Wind Direction: The direction from which the wind is blowing

Water: The natural liquid that gives vessels buoyancy

Waterline: Where the vessel's hull meets the water

Winch: A machine that provides mechanical advantage for the raising and lowering of anchors

Winch Handle: The part of the winch that the user turns

Yacht: A general term for vessels used for racing or pleasure boating

Additional Information on Sailing and Yachting

• How to Get Into Sailing
• Boating Skills You Need
• Animated Guide to Boating Knots
• How to Tie Nautical Knots
• Rules of the Waterways
• Navigation Rules for Vessels
• U.S. Coast Guard Navigation Rules
• Markers on the Water
• Navigation Lights and How to Read Them
• Modern Sailboat Navigation Stations
• Sailing Yacht Maintenance and Safety
• Sailboat Maintenance Checklist
• Types of Sailboats
• Sailboat Docking
• Heaving To: Parking Your Boat Without Anchoring
• How to Dock a Sailboat Before a Storm

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How to sail: A-Z of Yachting Terms

When learning how to sail have you ever wondered when you are on a yacht what some of those yachting terms mean, we have asked our RYA Training Centre pupils which ones confuse the most. Here are a selection, which includes the obvious to the more obscure!

A baft: A location on the boat but further to the rear of the boat. “The tiller is abaft the mast.”

A beam: The beam is the widest part of the boat. When another boat is abeam, it is at a right angle off the beam to either the starboard or port side of the boat you are on.

A ft: When on a boat you refer to the stern part of the boat as being aft or to the rear of the boat.

A head: A term used to describe the area in front of the boat you are on. “Look ahead.”

A ids to Navigation: This includes all external systems like channel markers, preferred route buoys, danger and safe water buoys, isolated danger and regulatory markers etc. that help determine a boats position or course, the presence of dangers or obstructions and the preferred route to navigate.

A midships: In the middle of the boat between the stern and the bow.

A pparent Wind: The apparent wind is a combination of the true wind and the wind caused by the boat travelling through the water. On an windex, the apparent wind will cause the windex to show wind direction just in front of the true wind.

A stern: A location off the boat and behind it.

B ulkhead – Refers to an often watertight, interior wall on the boat

Backing Wind: Refers to the wind shifting direction in a counter-clockwise direction. This usually means that bad weather is approaching.

Backstay: A wire running from the top of the mast to the stern of the boat. The backstay stops the mast from falling forward and also helps to control the degree of mast bend when tuning a boat.

Battens: Wood, fiberglass or plastic strips slid into pockets along the leech of the sail. Battens help to shape and strengthen the sail to increase overall performance.

Beam: The widest part of the boat.

Beam Reaching: One of the points of sail. You are ‘beam reaching’ when sailing directly sideways to the wind on either a port or starboard tack. Think of a clock face – if the wind is blowing from 12 o’clock, sailing at between 3 o’clock or 9 o’clock would be a beam reach.

Bearing Away: Turning away from the wind or turning downwind.

Beating: Sailing towards the wind by tacking back and forth across the wind.

Belayed: Secured, tied to, made fast to.

Bend On: To secure one thing to another. Tieing two lines together.

Bifurcation: A channel junction (two channels meeting) usually marked by a ‘bifurcation buoy’ indicating the perferred channel to follow.

Bight: A loop or bend in a line.

Bilge: The lowest inner part of a boats hull.

Bitter End: The utmost free end of a line. (The other end is referred to as the ‘Standing Line’).

Boat Wind: The wind created by the boat moving through the water. The true wind and the boat wind combine to create the apparent wind direction.

Boat Fall: Rigging used to raise or lower a ship’s boat.

Boat Painter: Rope tied to the front end of a boat used to either tow a boat or to secure it to a dock.

Bollard: Wooden or iron post on a pier to which the boat is secured.

Boom: The boom is the pole running aft from the mast to which (among other things) the foot of the mainsail is attached.

Bowline: A very strong and yet easy to untie knot that creates a loop in the end of a line.

Breastlines: Mooring lines that run from the bow and the stern at right angles to the dock to stop the boat from drifting out from the dock.

Broad Reach: One of the points of sail. Sailing downwind off to the port or starboard side. Think of a clock face – if the wind is blowing from 12 o’clock, sailing at between 4-5 o’clock or between 7-8 o’clock would be a broad reach.

By the Lee: Sailing downwind with the mainsail remaining on the same side of the boat that the wind is hitting. If you are sailing downwind on a port tack, typically the mainsail would be off the starboard side of the boat. When sailing ‘by the lee’, the mainsail in the same situation would remain on the port side of the boat out at a 90 degree angle to the boat.

C lew – The lower aft corner of a sail

Cabin: The below deck living quarters.

Cable: Measurement of distance equal to 0.1 nautical mile.

Cam cleat: A fitting through which a line is run through. The cam cleat consists of two cams that wedge against the line stopping it from being pulled out.

Cardinal Aids to Navigation: Buoys with indicate the location of hazards, safe water or deep water by reference to the four cardinal points of a compass (North, South, East, West).(See our section on buoys for a more complete explanation.)

Catboat: A boat with one mast flying no foresail (jib).

Cast Off: To release the lines allowing the boat to leave it’s mooring.

Chainplates: Very strong metal plates affixed to the hull to which the forestay, backstay and shrouds are attached.

Chart Datum: For navigational safety, depths on a chart are shown from a low-water surface or a low-water datum called chart datum. Chart datum is selected so that the water level will seldom fall below it and only rarely will there be less depth available than what is portrayed on the chart

Chock: a metal fitting, either oval or U-shaped, through which mooring lines are passed. Chocks help reduce abrasion saving the lines from excessive wear and tear.

Cleat: A small, metal deck fitting with horns used for securing lines (belaying).

Clew: The lower rear corner of a sail.

Close Reach: Point of sail – sailing against the wind at an angle somewhere between a Beam Reach and Close Hauled. Think of a clock face – if the wind is blowing from 12 o’clock, sailing at 2 o’clock or 10 o’clock would be a close reach.

Close Hauled: Point of sail – sailng as close to the wind (sharp angle to the wind) as possible without the sailings luffing (fluttering).

Cockpit: The open inset area from where the boat is steered.

Companionway: Stairs or ladder on a boat usually leading down to the cabin.

Cringles: Open metal rings inserted into the sail (also called grommets) used as reefing points for a sail but also found at the clew, head and tack of the sail to attach halyards, lines, outhauls etc.

Cunningham: A line used to adjust the forward edge of the mainsail. Usually runs from the tack of the sail to the front area of the boom.

Current: The horizontal flow of water. (Tide is the vertical flow of water.)

Cutter: A cutter has one mast but sails with two foresails.

D raft – This describes the depth of a boat measured from the deepest point to the waterline

Davit: A crane onboard that can be swung out over the side for hoisting or lowering boats.

Dead Reckoning: Navigational term – method used to plot the course already travelled by measuring speed and time to calculate distance.

Deep Six: A slang term meaning to discard something over the side of the boat.

Degree: A distance of measurement on a nautical chart. One degree equals 60 nautical miles. Each degree is broken down into 60 minute intervals. One minute of one degree equals 1 nautical mile.

Deviation: A ship’s magnetic compass reading can be affected by metal objects on the boat (electronic equipment etc). The difference between the correct magnetic reading and the ships compass magnetic reading is called deviation. Deviation will vary depending on the direction of the boat.

Dog: A metal fitting used to secure watertight doors, hatch covers and scuttles.

Downhaul: A line attached to the tack of the sail and used to pull down or tighten the mainsail to increase sale efficiency.

E ase: To let out or ‘ease off’ a line.

E nsign – The national flag of the boats home country

F Fairleads: A metal fitting through which lines are run to in order to change the direction of the lines while reducing friction on the lines.

Fairway: Sailing on inland waters, fairway means an open channel or being in midchannel.

Fast: To make fast. To secure (snugly tie) a line to something.

Fathoms: A unit of measurement. One fathon equals 6 feet.

Fenders: Cylindrical air filled plastic or rubber bumpers hung off the side of a boat or dock to prevent damage to both dock and boat.

Fetch: The distance over open water the wind has blown.

Faked: A line is faked by zig zagging it back and forth so that when it is used it will not tangle on itself.

Flaked:A sail is flaked when lowered. Flaking a sail is the process of folding the sail back and forth upon itself like the blades on a paper fan. Flaking a sail will help prolong the sail life.

Foot (Sail): The foot of a sail is the lower part of the sail. In the case of a mainsail, this is the part of the sail that runs along the boom.

F orepeak- The cabin most forward in the bow of the boat

Forestay: The forestay is a wire that runs from the top of the mast (or near the top of the mast) to the bow of the boat. The forestay supports the mast from falling backwards and is also used in shaping the bend in the mast for maximum efficiency. The luff (front) of the foresails (jib, genoa) are also generally attached to the forestay depending on the rigging system.

Forward: When on a boat, forward means towards the bow. “Move forward” – move towards the front of the boat.

Galley: The boat’s kitchen.

Genoa: The Genoa is a foresail that is larger than a jib. The clew (lower corner at the foot of the sail) extends aft of the mast unlike a jib.

Give-way Boat: Navigational rules – the boat not having the right-of-way. The Give-way boat must stay clear of the Stand-on boat. The Give-way boat must make it’s intentions known by making a decisive maneuver to alert the Stand-on boat.

Gooseneck: This is a metal fitting that attaches the boom to the mast.

G oosewinging – To sail downwind with the mainsail set on one side and the foresail on the other

Gybing: Sailing down wind and turning through the wind causing the sails to move from one side of the boat to the other.

Gybe ho: Term used by the helmsman to let his crew know that he has started to turn the boat into a gybe.

H alyard – A line which is used to raise things on a boat, so the main halyard line would be used to raise the mainsail

Halyards: Lines used to lower and raise sails.

Hanks: Clips found along the luff (front) of the foresail used to clip the sail onto the forestay (wire running from the bow to the top or near the top of the mast).

Hard over: Turning the wheel or pushing the tiller all the way over.

Head: Generally used to refer to the boat’s toilet. When talking about a sail, the Head is the top of the sail.

Head to Wind: The bow of the boat is pointed directly into the wind.

Heading up: Turning up more into the wind.

Heaving to: A way to, in effect, stall a sailboat by backing the jib, easing out the mainsail and turning the rudder hard into the wind. The forward wind pressure on the foresail wants to force the bow downwind. The rudder turned towards the wind wants to force the bow windward. These two counter effects balance each other causing the boat to hold it’s position with little movement. The mainsail is eased out all the way so that it does not catch any wind and therefore has no bearing on the boats postion.

Heeling: Leaning or heeling over caused by wind pressure on the sails.

Helm: The Helm is the steering mechanism of the boat (wheel or tiller). The person at the helm is called the helmsman.

Helms Alee: A term used by the helmsman to notify the crew that he has started to tack. Hypothermia: A dangerous condition where the body core temperature has been lowered causing extreme shivering, loss of co-ordination, in ability to make decisions and in extreme cases, loss of conciousness and even death.

I nlet – A recess, such as a cove or bay, along a coastline

In Irons: This occurs where the boat has been turned directly into the wind and has lost all forward momentum. Without forward momentum the boat loses it’s ability to steer.

J ackstay – A strong line, that can be made of wire, which runs fore and aft alongside the boat that can be used to attach your safety harness to.

Jacob’s ladder: A light ladder made of rope or chain with metal or wooden rungs used over the side or aloft.

Jib: The jib is a foresail (smaller than a genoa). The jib is about the same size as the triangular area between the forestay, mast and foredeck.

Jiffy reefing: This is a way to make the mainsail smaller by partially lowering it, tying or reefing the lower slack part of the sail onto the boom through gromets (holes in the sail) called reefing points. This is done in high wind conditions to power down the sail.

Jury rig: Makeshift – adapting parts and materials for a use not specifically designed for in order to get by until proper parts or repairs can be obtained.

K etch – A sailboat with 2 masts

Kedging: A method used to free a grounded boat by dropping it’s anchor in deeper water and then pulling on the anchor rode to attempt to free the boat.

Keel: The large heavily weighted fin like structure secured to the bottom of the boat. The keel helps to keep the boat upright and also reduces leeway (side slipping across the wind).

Ketch: A two masted boat. The second and smaller mast (mizzen) is positioned just forward of the rudder post.

Knot: Rate of speed. On land it is miles per hour, on the water it is knots (nautical miles) per hours. One knot equals 1.15 land miles – so one knot is just a bit faster than one mph.

L eeway – The sideways movement of a boat caused by wind and currents

Lateral Aids to Navigation: channel buoys (Red & Green), isolated danger buoys (Black & Red), safe water ahead (Red & White), regulatory buoys (Yellow), bifurcation buoys (Black & Yellow) plus channel identification markers and navigation markers are all considered Laterial Aids to Navigation.

Lazarette: A storage compartment, usually under the seats of the cockpit.

Lee Helm: Also called Weather Helm, this is the tendancy of the boat to turn into the wind once it has heeled over at a sharp angle.

Lee Shore: Feared by most sailors, this is the downwind shore from the boat.

Leech: The rear edge of the foresail or the mainsail running from the head (top) to the clew (rear corner) of the sail.

Leeward: Downwind.

Leeway: When a boat sails across the wind, the force of the wind causes the boat to slip sideways. This drifting or sideway motion is known as Leeway.

Lifelines: The lines running around the outside of the deck creating a railing. The lines are attached to stanchions (upright metal posts).

Luff: The forward edge of a sail running from head to tack (front corner of the sail).

Luffing: A sail is luffing when it starts to flutter in the wind. The term Luff is also used to describe the same situation. “The sail is starting to luff.”

Luff Up: To turn into the wind to cause the sails to start luffing.

M ultihull – Any boat that has more than one hull, such as a catamaran.

Made fast: Secured to.

Mast: The upright pole supported by the shrouds, forestay and backstay to which the sails are attached.

Masthead fly: A windvane attached to the top of the mast to show which direction was wind is coming from.

Monkey fist: A type of knot, heavy in nature and tied to the end of the rope. The weighted knot makes it easier to throw the rope a farther distance.

Mooring ball: An anchored ball to which you can secure your boat. Safer alternative to anchoring provided the mooring ball and lines are in good condition.

Mooring lines: Lines used to secure a boat to a dock or mooring ball.

MSD: Marine sanitation device (toilet).

N eap tide – When during the four week tidal cycle, the tide rises and drops the least.

Nautical mile (NM): International standard for measuring distance on water. One nautical mile equals one minute of latitude. (One nautical mile equals 1.15 land miles.)

O uthaul – This is a line used to tension the foot of the sail, to better control the curvature of the sail

P ulpit – A sturdy rail around the deck on the bow, normally surrounding the forestay

Pad eye: A metal eye (ring) through which lines can be passed in order to stop chaffing.

Painter: The bow line of a dinghy.

P-effect (Prop Walk): When a boat is in a standstill position and put into forward or reverse, the resistance of the boat to move and the motion of the propeller creates a paddlewheel effect pulling the stern of the boat to either port or starboard side depending on the spin of the propeller. This paddlewheel effect is known as P-effect or Prop Walk. P-effect is especially noticable in reverse where there is greater boat resistance to move backwards thus making it easier for the prop to pull the boat sideways.

PFD: Personal Floatation Device – life jacket.

Pintle and gudgeon: The pintle and the gudgeon together form a swinging hinge usually associated with the installation of the rudder on smaller tiller steered boats. The pintle has pins that fit into the holes on the gudgeon thus creating a hinge like fitting.

Points of sail: A reference for the direction the boat is travelling in relation to the wind. (in irons, close hauled, close reach, beam reach, broad reach, running)

Port: When on a boat and facing forward, the left hand side of the boat.

Port tack: Sailing across the wind so that the wind hits the port (left) side of the boat first.

Pulpit: Located at the bow of the boat, this area is enclosed by a metal railing.

Pushpit: Located at the stern of the boat and like the pulpit, this area is enclosed by a metal railing.

Q uadrant – This is a device connected to the rudder that the steering cables attach to

R egatta – Boat races

S hroud – The wires at the side that hold the mast up

Schooner: A sailboat that has two masts both the same height or on some schooners, the aft mast is higher than the fore mast.

Scope: Expressed in terms of a ratio, it is the length of the anchor rode let out compared to height above the sea bed. Height is measured not from the water line but from the top of the deck to the sea bed. A safe anchoring ratio is 1:7 which translates to 7 feet of anchor rode for every foot of height. Many sailors incorrectly assume that height means water depth and therefore find themselves dragging the anchor for lack of proper scope.

Seaworthy: A boat that is fit to be sailed at sea.

Self-bailing cockpit: A cockpit that allows water to drain automatically from the cockpit to the outside of the boat.

Shackles: Metal fittings (often U shaped) that open and close with a pin across the top of the ‘U’. Lines and halyards often use shackles. The mainsail halyard is secured to the head of the mainsail with the use of a shackle.

Sheave: A roller/wheel to guide a line or wire.

Sheets: Lines that are used to adjust sails by either pulling them in or by letting them out.

Shrouds: Also called sidestays, shrouds are the metal wires found on both sides of the mast running from the deck to the top or near top of the mast. The shrouds support the mast by providing lateral support.

Slack water: The period between the flood (tidal water moving in) and the ebb (tidal water moving out) where the water has in effect stalled – little or no movement.

Slides: The groove in the mast to which the luff (front side) of the mainsail is inserted. The slides hold the sail tight against the mast and allows the sail to be easily raised or lowered.

Sloop: a sailboat that has one mast and sails with the mainsail and one foresail.

Soundings: Water depths.

Spar: A spar can refer to any of the following: mast, boom or a pole.

Spinnaker: A large balloon-like foresail used for sailing downwind (running or broad reach).

Spinnaker pole: The spinnaker pole is boom-like in nature, but smaller and lighter, and attaches to fore part of the mast a few feet up from the deck. The other end of the spinnaker pole attaches to the leeward (down wind) base of the spinnaker.

Spreaders: Bars extending sideways from the mast (gives the mast a cross-like appearance). The spreaders hold out the shrouds so that they do not interfer with the rigging.

Springlines: Springlines are used to secure a boat to a dock and stop the boat from moving forward or backwards. The aft springline runs from a point on the boat near the bow to a point aft on the dock. The forward springline runs from a point on the boat near the stern to a point forward on the dock.

Squall: A sudden isolated storm associated with potentially high wind gusts.

Stanchions: Upright metal posts running around the outside of the deck supporting the lifelines.

Stand: This refers to the short period of time where the tide is neither rising or falling. (At a stand still.)

Standing rigging: Standing rigging includes the forestay, backstay and the shrouds. Unlike the ‘running rigging’, the standing rigging is generally only adjusted when the boat is not underway.

Stand-on boat: The boat that must retain her current course and rate of speed in order to avoid a potential collision with an approaching give-way boat.

Starboard: As you face towards the bow on a boat, starboard is the right hand side of the boat.

Starboard tack: Sailing across the wind with the wind hitting the starboard (right) side of the boat first.

Steerage: The ability of the boat to be steered. In order for a rudder to be effective in steering a boat, there must be boat movement. A boat not moving cannot be steered.

Stern: The most aft part of a boat (the very back of the boat).

Storm jib: Same as a jib but not as big. The smaller sail is used in high wind conditions.

T ender – A small boat or dinghy used to ferry crew between the boat and shore

Tack: The front lower corner of a sail. Also means to sail back and forth across the wind in either a port or starboard tack.

Tacking: Also called “Coming About”. Tacking is when the bow of the boat is turned through the wind onto the opposite tack.

Tail: The bitter end of a sheet tailing out from a winch.

Tang: A metal fitting used to affix the stays to the mast.

Telltails: (Also called Ticklers) These are small strings (wool, plastic) attached to both sides of the luff of the sail. When the telltails on both sides of the sail are blowing straight back, this indicates that the sail has been properly trimmed.

Through hulls: Through hulls are holes that go through the boat. Each through hull will have a shuttle cock (value) to stop the flow of water. An example of a through hull would be the head (bathroom). A through hull value is opened so that water from outside the boat can be pumped into the MSD (toilet). The value is closed and the toilet pumped empty into a holding tank.

Tide: The vertical rise and fall the oceans.

Tide rips: This is an area of rough water where the wind is blowing across the water in the opposite direction from which strong tidal current is flowing.

Tiller: In boats that are not steered by a wheel, a tiller (long handle) is attached to the top of the rudder in order to facilitate steering.

Toe rail: A small metal railing running around the outside of the deck used to support your feet.

Topping lift: A line running from the top of the mast to the end of the boom. The topping lift supports the boom when the sail has been lowered.

Topside: The portion of the hull above the water line.

Transom: The flat area across the stern of the boat.

Trim: To trim or adjust the sail to make it more effective against the wind.

True wind: The actual wind felt wind the boat is not moving.

Turnbuckles: Adjustable fittings usually attached at the end of shrouds and stays. Turning the turnbuckle one way or the other tightens or loosens the wire.

U nfurl – To unroll a sail

Upstream: Moving from seaward into harbor, moving with the flood of the tide, moving up river toward the headwaters.

V ane – A wind direction indicator

Veering: A wind shift in the clockwise direction usually indicating that good weather is approaching.

W inch – A mechanical device for pulling in a line

Wake: The waves created behind a boat as a result of the boat moving through the water.

Way: Movement of the boat.

Weather helm: The tendancy of the boat to turn up wind after heeling (leaning over).

Wheel: Controls the rudder. Taking control of the wheel is taking the helm.

Winch: Provides a mechanical advantage. Used to raise the sails, tighten the sheets and other lines.

Windward: Towards the wind.

Wing to wing: Running (sail directly downwind) with the mainsail out one side of the boat and the foresail out the other side of the boat.

X marks the spot on the treasure map!

Y awing – The side to side movement of a boat on an uneven course

Yawl: A sailboat that has two masts. The aft mast (mizzen) is shorter than the foremast. The mizzen mast is located aft the rudder post. (On a Ketch, the mizzen mast is located fore of the rudder post – this is the distinquishing factor between the two.)

Z ephyr – A very light westerly wind

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Superyacht Glossary: Terms You Will Need To Know

Are you starting a yachting career but not from a boating background? Then, it’s time to get across the superyacht jargon to feel well-versed on your first boat or day working experience. Here’s a glossary of terms about your new workplace.

The Basics: Navigating Your Way Around the Boat

Bow : Front of the boat. (Pointy end.)

Stern : Back of the boat. (Blunt bit.)

Foredeck . Forward deck.

Aft deck : Rear deck.

Midships : The halfway point between bow and stern. Also, amidships. 

Port : Left-hand side of the boat (when facing the bow).

Starboard : Right-hand side of the boat (when facing the bow).

Quarter : A yacht can be divided into quarters, and this can help a captain direct their crew where to go on deck. Port Bow and Starboard Bow cover the two areas from midships up to the bow. Port Quarter and Starboard Quarter cover the areas running aft from midships to the stern.

Beam : Width of the yacht at its widest point.

Draft/draught : Depth of the yacht under the waterline.

Hull : The ’base’ of the boat. Everything from the main decking down.

Superstructure : Everything built on top of the hull. (Upper decks)

Bridge/Wheelhouse : Where the captain drives the boat. An interior space on an upper deck with good visibility across the front of the yacht to sea.

Flybridge : A secondary exterior helm station where the captain drives the boat from the yacht’s top deck. The flybridge is outdoors and offers almost 360-degree visibility.

Cockpit : An area on deck where the captain drives the boat (sailboat). Also, often a seating/dining area.

Helm : The yacht wheel and steering system. One can ’stand at the helm’, ’go to the helm’ or even ’helm the boat’.

Galley : Where the magic happens. (Never call it a kitchen!)

Forepeak : A compartment/large locker or cabin located up in the nose of the boat, under the foredeck. On small sailing boats, the crew may live in the forepeak cabin.

Swim platform : A platform at the back of the boat, off the aft deck, for swimming and launching the water toys.

Transom : The vertical span across the stern where the boat’s name is written.

Passerelle : The gangplank! There’s nothing like walking across a superyacht passerelle for the first time. (Remember, never step on the passerelle with your shoes on).

Lazarette : Storage in the boat’s stern, under the aft deck area, is generally where the water toys are stored.

Main Salon : The formal lounge space on the main deck. Adjoins typically the formal dining room, often as an open-plan space.

Sky Lounge : Upper salon. A comfortable lounge space, generally with a large-screen TV, card/occasional tables and possibly a piano.

Sundeck : Top deck of a motor yacht, where you’ll find sunbeds, BBQ, a bar, a dining table, and a Jacuzzi.

Stateroom : Cabin. Across the industry, superyacht cabins are increasingly called staterooms or suites on larger yachts. However, in practice, crew generally continue to call them cabins —or they cut off the word altogether, instead saying ’clean the master/VIP/starboard forward’ etc.

Head and Day head :   In sailor-speak, a ’head’ is a boat toilet. On superyachts, it’s relatively uncommon to call a bathroom a head, except in one crucial leftover case: the day head. This small toilet/washroom is one that guests will use when they want to avoid going back to their cabin to use the bathroom. On superyachts, they are located on the main and upper decks and occasionally on the sundeck.

Note that you’ll still hear some crew say, ’I’m going to use the head’ instead of ’I’m going to the toilet/bathroom’ because the word ’head’ is much more common on sailboats than motor yachts.

Lines and Equipment

Bow Line/Aft Line : The rope tied from the bow/aft to the dock stops the vessel from moving when in its berth. 

Spring Line : A line tied diagonally from the bow or stern to a point on the dock to stop the yacht from moving forwards or backwards. 

Cleat : A piece of stainless steel fixed to the deck or capping rails that lines are tied to.

Bulwark : The sides of a motor yacht that rise up from the deck. (The outside bit that stops you from falling off).

Capping rail : The rail on top of the bulwark, which is usually varnished to a high gloss.

Fender : The strong rubber ’balloons’ suspended over the sides of the yacht to protect the paintwork when the yacht is docked or manoeuvring in or out of berths.

Stabiliser : Underwater systems to reduce the yacht rolling at sea. Zero-speed stabilisers are stabilisers that work both at anchor and underway.

Tender : A small boat used to ferry guests ashore, get supplies, take rubbish in etc. There’s a vast range of tenders, including high-speed and limousine tenders, which are covered tenders that protect the guests from wind and sea spray.

Rescue tender : A rescue tender is a tender over 3.8m that is classed as one of the yacht’s vessels for rescue operations under SOLAS guidelines. It has certain safety specifications but can also be used for everyday boat operations, just like a standard tender, so you’ll often hear the captain say, ’Take the rescue tender’.

Other Yachting Terms You’ll Need To Know

An APA is a sum, usually 25-35% of the charter fee, that the charterer will pay in advance so that the yacht crew can stock the yacht with food, drink, and fuel and have money in the kitty for things like berthing fees. Any unused money at the end of the trip is returned to the charterer.

Bimini : A shade awning.

Bulkheads : The yacht’s internal walls and watertight compartments.

Ensign : The yacht’s flag, indicating which country it is registered in. Note that yachts are only sometimes registered in the nationality of the people that own them. And also that a yacht is legally considered a tiny, floating part of the country whose flag it flies and therefore operates under its laws and jurisdiction.

Knot : A measure of speed used on boats equal to one nautical mile (1.8km/hr).

Nautical Mile : Different from land miles! A nautical mile (1852m) is longer than a land mile (1609m).

Preference sheet : The form a charterer fills out to inform the yacht’s crew of their preferences regarding food, drink, activities etc. This preference sheet is given to the senior crew before the charter so the captain, chef, and chief stew can prepare the yacht for the charter.

Pullman : A pull-down berth to add an extra bed. These pull-down wall-mounted bunks are usually found in twin cabins for a third bed.

Phew! See? You’re already an expert :)

Contact information

Sharon Rose

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The A-Z of essential sailing terms

You may not be super confident in a boat yet but with our guide to sailing jargon you’ll sound it in no time .

Essential sailing terms.

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Nautical + Sailing Terms You Should Know [578 Phrases]

June 5, 2019 2:05 pm

A seaman’s jargon is among the most challenging to memorize. With over 500 terms used to communicate with a captain, crew, and sailors regarding navigation and more, there’s a word for nearly everything. No need to jump ship, this comprehensive list will have you speaking the lingo in no time.

Abaft the beam: A relative bearing of greater than 90 degrees from the bow. e.g. “two points abaft the port beam.”

Abaft: Toward the stern, relative to some object (“abaft the fore hatch”).

Abandon Ship: An imperative to leave the vessel immediately, usually in the face of some imminent danger.

Abeam: “On the beam”, a relative bearing at right angles to the centerline of the ship’s keel.

Aboard: On or in a vessel. Close aboard means near a ship.

Above board: On or above the deck, in plain view, not hiding anything.

Accommodation ladder: A portable flight of steps down a ship’s side.

Admiral: Senior naval officer of Flag rank. In ascending order of seniority, Rear Admiral, Vice Admiral, Admiral and Admiral of the Fleet (Royal Navy). Derivation reputedly Arabic, from “Emir al Bath” (“Ruler of the waters”).

Admiralty law: Body of law that deals with maritime cases. In the UK administered by the Probate, Divorce and Admiralty Division of the High Court of Justice.

Adrift: Afloat and unattached in any way to the shore or seabed. It may also imply that a vessel is not anchored and not under control, therefore goes where the wind and current take her, (loose from moorings, or out of place). Also refers to any gear not fastened down or put away properly. It can also be used to mean “absent without leave”.

Affreightment: Hiring of a vessel

Aft: Towards the stern (of the vessel).

Afterdeck: Deck behind a ship’s bridge

Afterguard: Men who work the aft sails on the quarterdeck and poop deck

Aground: Resting on or touching the ground or bottom.

Ahead: Forward of the bow.

Ahoy: A cry to draw attention. A term used to hail a boat or a ship, as “Boat ahoy!”.

Ahull: With sails furled and helm lashed to the lee-side.

Aid to Navigation: ( ATON) Any device external to a vessel or aircraft specifically intended to assist navigators in determining their position or safe course, or to warn them of dangers or obstructions to navigation.

All hands: Entire ship’s company, both officers and enlisted personnel.

All-Round White Light: On power-driven vessels less than 39.4 feet in length, this light may be used to combine a masthead light and sternlight into a single white light that can be seen by other vessels from any direction. This light serves as an anchor light when sidelights are extinguished.

Aloft: Above the ship’s uppermost solid structure; overhead or high above.

Alongside: By the side of a ship or pier.

Amidships (or midships): In the middle portion of the ship, along the line of the keel.

Anchor ball: Black shape hoisted in the forepart of a ship to show that ship is anchored in a fairway.

Anchor buoy: A small buoy secured by a light line to anchor to indicate the position of the anchor on the bottom.

Anchor chain or cable: Chain connecting the ship to the anchor.

Anchor detail: Group of men who handle ground tackle when the ship is anchoring or getting underway.

Anchor light: White light displayed by a ship at anchor. Two such lights are displayed by a ship over 150 feet (46 m) in length.

Anchor watch: Making sure that the anchor is holding and the vessel is not drifting. Important during rough weather and at night. Most marine GPS units have an Anchor Watch alarm capability.

Anchor: An object designed to prevent or slow the drift of a ship, attached to the ship by a line or chain; typically a metal, hook-like object, designed to grip the bottom under the body of water.

Anchorage: A suitable place for a ship to anchor. Area of a port or harbor.

Anchor’s aweigh: Said of an anchor when just clear of the bottom.

As the crow flies: A direct line between two points (which might cross land) which is the way crows travel rather than ships which must go around land.

Ashore: On the beach, shore or land.

Astern: Toward the stern; an object or vessel that is abaft another vessel or object.

ASW: Anti-submarine warfare.

Asylum Harbor: A harbor used to provide shelter from a storm.

Athwart, athwartships: At right angles to the fore and aft or centerline of a ship.

Avast: Stop! Cease or desist from whatever is being done.

Awash: So low in the water that the water is constantly washing across the surface.

Aweigh: Position of an anchor just clear of the bottom.

Aye, aye: Reply to an order or command to indicate that it, firstly, is heard; and, secondly, is understood and will be carried out. (“Aye, aye, sir” to officers).

Azimuth circle: Instrument used to take bearings of celestial objects.

Azimuth compass: An instrument employed for ascertaining the position of the sun with respect to magnetic north. The azimuth of an object is its bearing from the observer measured as an angle clockwise from true north.

Back and fill: To use the advantage of the tide being with you when the wind is not.

Backstays: Long lines or cables, reaching from the rear of the vessel to the mast heads, used to support the mast.

Baggywrinkle: A soft covering for cables (or any other obstructions) that prevents sail chafing from occurring.

Bale Cube (or Bale Capacity): The space available for cargo measured in cubic feet to the inside of the cargo battens, on the frames, and to the underside of the beams.

Ballaster: One who supplies ships with ballast.

Bank (sea floor): A large area of elevated sea floor.

Banyan: Traditional Royal Navy term for a day or shorter period of rest and relaxation.

Bar pilot: A bar pilot guides ships over the dangerous sandbars at the mouth of rivers and bays.

Bar: Large mass of sand or earth, formed by the surge of the sea. They are mostly found at the entrances of great rivers or havens, and often render navigation extremely dangerous, but confer tranquility once inside. See also: Touch and go, grounding. Alfred Lord Tennyson’s poem ‘Crossing the bar’ an allegory for death.

Bargemaster: Owner of a barge.

Barrelman: A sailor that was stationed in the crow’s nest.

Beacon: A lighted or unlighted fixed aid to navigation attached directly to the earth’s surface. (Lights and daybeacons both constitute beacons).

Beam ends: The sides of a ship. “On her beam ends” may mean the vessel is literally on her side and possibly about to capsize; more often, the phrase means the vessel is listing 45 degrees or more.

Beam: The beam of a ship is its width at the widest point or a point alongside the ship at the mid-point of its length.

Bear away: Turn away from the wind, often with reference to a transit.

Bear down: Turn away from the wind, often with reference to a transit.

Bearing: The horizontal direction of a line of sight between two objects on the surface of the earth.

Bee: Hardwood on either side of bowsprit through which forestays are reeved

Before the mast: Literally, the area of a ship before the foremast (the forecastle). Most often used to describe men whose living quarters are located here, officers being housed behind (abaft) the mast and enlisted men before the mast. This was because the midships area where the officers were berthed is more stable, being closer to the center of gravity, and thus more comfortable. It is less subject to the up and down movement resulting from the ship’s pitching.

Belay: To secure a rope by winding on a pin or cleat

Belaying pins: Bars of iron or hardwood to which running rigging may be secured, or belayed.

Berth: A bed on a boat, or a space in a port or harbor where a vessel can be tied up.

Best bower (anchor): The larger of two anchors carried in the bow; so named as it was the last, best hope.

Bilge: The bilge is the compartment at the bottom of the hull of a ship or boat where water collects so that it may be pumped out of the vessel at a later time.

Bilged on her anchor: A ship that has run upon her own anchor.

Bimini: Weather-resistant fabric stretched over a stainless steel frame, fastened above the cockpit of a sailboat or flybridge of a power yacht which serves as a rain or sun shade.

Bimmy: A punitive instrument.

Binnacle list: A ship’s sick list. The list of men unable to report for duty was given to the officer or mate of the watch by the ship’s surgeon. The list was kept at the binnacle.

Binnacle: The stand on which the ship’s compass is mounted.

Bitter end: The anchor cable is tied to the bitts when the cable is fully paid out, the bitter end has been reached. The last part of a rope or cable.

Bitts: Posts mounted on a ship for fastening ropes

Bloody: An intensive derived from the substantive ‘blood’, a name applied to the Bucks, Scrowers, and Mohocks of the seventeenth centuries.

Blue Peter: A blue and white flag hoisted at the foretrucks of ships about to sail.

Boat: A craft or vessel designed to float on, and provide transport over, water.

Boatswain or bosun: A non-commissioned officer responsible for the sails, ropes, and boats on a ship who issues “piped” commands to seamen.

Bobstay: Rope used on ships to steady the bowsprit

Bollard: From “bol” or “bole”, the round trunk of a tree. A substantial vertical pillar to which lines may be made fast. Generally on the quayside rather than the ship.

Boltrope: Strong rope stitched to edges of a sail

Booby hatch: A sliding hatch or cover.

Booby: A type of bird that has little fear and therefore is particularly easy to catch, hence booby prize.

Boom vang: A sail control that lets one apply downward tension on the boom, countering the upward tension provided by the mainsail. The boom vang adds an element of control to mainsail shape when the mainsheet is let out enough that it no longer pulls the boom down. Boom vang tension helps control leech twist, a primary component of sail power.

Boom: A spar used to extend the foot of a fore-and-aft sail.

Booms: Masts or yards, lying on board in reserve.

Bosun: Boatswain

Bottomry: Pledging a ship as security in a financial transaction.

Bow: The front of a ship.

Bower: Anchor carried at bow of a ship

Bowline: A type of knot, producing a strong loop of a fixed size, topologically similar to a sheet bend. Also, a rope attached to the side of a sail to pull it towards the bow (for keeping the windward edge of the sail steady).

Bowse: To pull or hoist.

Bowsprit: A spar projecting from the bow used as an anchor for the forestay and other rigging.

Brail: To furl or truss a sail by pulling it in towards the mast, or the ropes used to do so.

Bream: To clean a ship’s bottom by burning off seaweed.

Bridge: A structure above the weather deck, extending the full width of the vessel, which houses a command center, itself called by association, the bridge.

Bring to: Cause a ship to be stationary by arranging the sails.

Broaching-to: A sudden movement in navigation, when the ship, while scudding before the wind, accidentally turns her leeward side to windward, also use to describe the point when water starts to come over the gunwale due to this turn.

Buffer: The chief bosun’s mate, responsible for discipline.

Bulkhead: An upright wall within the hull of a ship. Particularly a load bearing wall.

Bulwark: The extension of the ship’s side above the level of the weather deck.

Bumboat: A private boat selling goods.

Bumpkin: An iron bar (projecting outboard from a ship’s side) to which the lower and topsail brace blocks are sometimes hooked. Chains supporting/stabilizing the bowsprit.

Bunt: Middle of sail, fish-net or cloth when slack.

Buntline: One of the lines tied to the bottom of a square sail and used to haul it up to the yard when furling.

Buoy: A floating object of defined shape and color, which is anchored at a given position and serves as an aid to navigation.

Buoyed Up: Lifted by a buoy, especially a cable that has been lifted to prevent it from trailing on the bottom.

Burgee: Small ship’s flag used for identification or signaling.

By and Large: By means into the wind, while large means with the wind. By and large, is used to indicate all possible situations “the ship handles well both by and large”.

By the board: Anything that has gone overboard.

Cabin boy: attendant on passengers and crew.

Cabin: an enclosed room on a deck or flat.

Cable: A large rope; also a measure of length or distance. Equivalent to (UK) 1/10 nautical mile, approx. 600 feet; (USA) 120 fathoms, 720 feet (219 m); other countries use different values.

Cabotage: Shipping and sailing between points in the same country.

Camber: Slight arch or convexity to a beam or deck of a ship.

Canister: A type of anti-personnel cannon load in which lead balls or other loose metallic items were enclosed in a tin or iron shell. On firing the shell would disintegrate releasing the smaller metal objects.

Cape Horn fever: The name of the fake illness a malingerer is pretending to suffer from.

Capsize: When a ship or boat lists too far and rolls over, exposing the keel. On large vessels, this often results in the sinking of the ship.

Capstan: A huge rotating hub (wheel) mounted vertically and provided with horizontal holes to take up the capstan bars (when manually rotated), used to wind in anchors or other heavy objects; and sometimes to administer flogging over.

Captain’s daughter: The cat o’ nine tails, which in principle is only used on board on the captain’s (or a court martial’s) personal orders.

Careening: Cause the ship to tilt on its side, usually to clean or repair the hull below the water line.

Cargo Deadweight Tons: The weight remaining after deducting fuel, water, stores, dunnage and such other items necessary for use on a voyage from the deadweight of the vessel.

Carlin: Similar to a beam, except running in a fore and aft direction.

Cat Head: A beam extending out from the hull used to support an anchor when raised in order to secure or “fish” it.

Cat: To prepare an anchor, after raising it by lifting it with a tackle to the Cat Head, prior to securing (fishing) it alongside for sea. (An anchor raised to the Cat Head is said to be catted).

Catamaran: A vessel with two hulls.

Catboat: A cat-rigged vessel with only one sail, usually on a gaff.

Centreboard: A removable keel used to resist leeway.

Chafing Gear: Material applied to a line or spar to prevent or reduce chafing. See Baggywrinkle.

Chafing: Wear on the line or sail caused by constant rubbing against another surface.

Chain-wale or channel: A broad, thick plank that projects horizontally from each of a ship’s sides abreast a mast, distinguished as the fore, main, or mizzen channel accordingly, serving to extend the base for the shrouds, which supports the mast.

Chine: A relatively sharp angle in the hull, as compared to the rounded bottoms of most traditional boat hulls.

Chock: Metal casting with curved arms for passing ropes for mooring ship.

Chock-a-block: Rigging blocks that are so tight against one another that they cannot be further tightened.

Clean bill of health: A certificate issued by a port indicating that the ship carries no infectious diseases.

Clean slate: At the helm, the watch keeper would record details of speed, distances, headings, etc. on a slate. At the beginning of a new watch the slate would be wiped clean.

Cleat: A stationary device used to secure a rope aboard a vessel.

Clew: Corner of sail with a hole to attach ropes.

Clew-lines: Used to truss up the clews, the lower corners of square sails.

Club: hauling the ship drops one of its anchors at high speed to turn abruptly. This was sometimes used as a means to get a good firing angle on a pursuing vessel.

Coaming: The raised edge of a hatchway used to help keep out water.

Cocket: Official shipping seal; customs clearance form.

Cofferdam: Narrow vacant space between two bulkheads of a ship.

Cog: Single-masted, square-sailed ship with a raised stern.

Companionway: A raised and windowed hatchway in the ship’s deck, with a ladder leading below and the hooded entrance-hatch to the main cabins.

Compass:   Navigational instrument that revolutionized travel.

Complement: The full number of people required to operate a ship. Includes officers and crewmembers; does not include passengers.

Cordage: Ropes in the rigging of a ship.

Corrector: a device to correct the ship’s compass.

Courses: The mainsail, foresail, and mizzen.

Coxswain or cockswain: The helmsman or crew member in command of a boat.

Cringle: Loop at the corner of a sail to which a line is attached.

Crosstrees: Horizontal crosspieces at a masthead used to support ship’s mast.

Crow’s nest: Specifically a masthead constructed with sides and sometimes a roof to shelter the lookouts from the weather, generally by whaling vessels, this term has become a generic term for what is properly called masthead. See masthead.

Cube: The cargo carrying capacity of a ship, measured in cubic feet.

Cuddy: A small cabin in a boat.

Cunningham: A line invented by Briggs Cunningham, used to control the shape of a sail.

Cut and run: When wanting to make a quick escape, a ship might cut lashings to sails or cables for anchors, causing damage to the rigging, or losing an anchor, but shortening the time needed to make ready by bypassing the proper procedures.

Cut of his jib: The “cut” of a sail refers to its shape. Since this would vary between ships, it could be used both to identify a familiar vessel at a distance and to judge the possible sailing qualities of an unknown one.

Cut splice: A join between two lines, similar to an eye-splice, where each rope end is joined to the other a short distance along, making an opening which closes under tension.

Cutline: The “valley” between the strands of a rope or cable. Before serving a section of laid rope e.g. to protect it from chafing, it may be “wormed” by laying yarns in the cuntlines, giving that section an even cylindrical shape.

Daggerboard: A type of centerboard that is removed vertically.

Davit: Device for hoisting and lowering a boat.

Davy Jones (Locker): An idiom for the bottom of the sea.

Daybeacon: An unlighted fixed structure which is equipped with a dayboard for daytime identification.

Dayboard: The daytime identifier of an aid to navigation presenting one of several standard shapes (square, triangle, rectangle) and colors (red, green, white, orange, yellow, or black).

Deadeye: A round wooden plank which serves a similar purpose to a block in the standing rigging of large sailing vessels.

Deadrise: The design angle between the keel (q.v.) and horizontal.

Deadweight Tons (DWT): The difference between displacement, light and displacement, and loaded. A measure of the ship’s total carrying capacity.

Deadwood: Timbers built into ends of a ship when too narrow to permit framing.

Deckhand: A person whose job involves aiding the deck supervisor in (un)mooring, anchoring, maintenance, and general evolutions on deck.

Deck supervisor: The person in charge of all evolutions and maintenance on deck; sometimes split into two groups: forward deck supervisor, aft deck supervisor.

Deckhead: The under-side of the deck above. Sometimes paneled over to hide the pipework. This paneling, like that lining the bottom and sides of the holds, is the ceiling.

Decks: the structures forming the approximately horizontal surfaces in the ship’s general structure. Unlike flats, they are a structural part of the ship.

Demurrage: Delay of the vessel’s departure or loading with cargo.

Derrick: A lifting device composed of one mast or pole and a boom or jib which is hinged freely at the bottom.

Directional light: A light illuminating a sector or very narrow-angle and intended to mark a direction to be followed.

Displacement, Light: The weight of the ship excluding cargo, fuel, ballast, stores, passengers, and crew, but with water in the boilers to steaming level.

Displacement, Loaded: The weight of the ship including cargo, passengers, fuel, water, stores, dunnage and such other items necessary for use on a voyage, which brings the vessel down to her load draft.

Displacement: A measurement of the weight of the vessel, usually used for warships. Displacement is expressed either in long tons of 2,240 pounds or metric tons of 1,000 kg.

Disrate: To reduce in rank or rating; demote.

Dodger: Shield against rain or spray on a ship’s bridge.

Dog watch: A short watch period, generally half the usual time (e.g. a two-hour watch between two four hour ones). Such a watch might be included in order to slowly rotate the system over several days for fairness  or to allow both watches to eat their meals at approximately normal times.

Dolphin: A structure consisting of a number of piles driven into the seabed or riverbed in a circular pattern and drawn together with wire rope.

Downhaul: A line used to control either a mobile spar or the shape of a sail.

Draft, Air: Air Draft is the distance from the water line to the highest point on a ship (including antennas) while it is loaded.

Draft: The distance between the waterline and the keel of a boat; the minimum depth of water in which a boat will float.

Dressing down: Treating old sails with oil or wax to renew them, or a verbal reprimand.

Driver: The large sail flown from the mizzen gaff.

Driver-mast: The fifth mast of a six-masted barquentine or gaff schooner. It is preceded by the jigger mast and followed by the spanker mast. The sixth mast of the only seven-masted vessel, the gaff schooner Thomas W. Lawson, was normally called the pusher-mast.

Dromond: Large single-sailed ship powered by rowers.

Dunnage: Loose packing material used to protect a ship’s cargo from damage during transport. Personal baggage.

Dyogram: Ship’s chart indicating compass deflection due to ship’s iron.

Earrings: Small lines, by which the uppermost corners of the largest sails are secured to the yardarms.

Embayed: The condition where a sailing vessel is confined between two capes or headlands, typically where the wind is blowing directly onshore.

Ensign: Large naval flag.

Escutcheon: Part of ship’s stern where name is displayed.

Extremis (also known as “in extremis”): The point under International Rules of the Road (Navigation Rules) at which the privileged (or stand-on) vessel on a collision course with a burdened (or give-way) vessel determines it must maneuver to avoid a collision. Prior to extremes, the privileged vessel must maintain course and speed and the burdened vessel must maneuver to avoid a collision.

Fairlead: Ring through which rope is led to change its direction without friction.

Fardage: Wood placed in the bottom of the ship to keep cargo dry.

Fathom: A unit of length equal to 6 feet (1.8 m), roughly measured as the distance between a man’s outstretched hands.

Fender: An air or foam filled bumper used in boating to keep boats from banging into docks or each other.

Fiddley: Iron framework around hatchway opening.

Figurehead: Symbolic image at the head of a traditional sailing ship or early steamer.

Fireship: A ship loaded with flammable materials and explosives and sailed into an enemy port or fleet either already burning or ready to be set alight by its crew (who would then abandon it) in order to collide with and set fire to enemy ships.

First Lieutenant: In the Royal Navy, the senior lieutenant on board; responsible to the Commander for the domestic affairs of the ship’s company. Also known as ‘Jimmy the One’ or ‘Number One’. Removes his cap when visiting the mess decks as a token of respect for the privacy of the crew in those quarters. Officer i/c cables on the forecastle. In the U.S. Navy the senior person in charge of all Deckhands.

First Mate: The Second in command of a ship.

Fish: To repair a mast or spar with a fillet of wood. To secure an anchor on the side of the ship for sea,otherwise known as “catting”.

Flag hoist: A number of signal flags strung together to convey a message, e.g. “England expects…”.

Flagstaff: Flag pole at the stern of a ship.

Flank: The maximum speed of a ship. Faster than “full speed”.

Flatback: A Great Lakes slang term for a vessel without any self-unloading equipment.

Flemish Coil: A line coiled around itself to neaten the decks or dock.

Flog: To beat, to punish.

Fluke: The wedge-shaped part of an anchor’s arms that digs into the bottom.

Fly by night: A large sail used only for sailing downwind, requiring little attention.

Following sea: Wave or tidal movement going in the same direction as a ship.

Foot: The bottom of a sail.

Footloose: If the foot of a sail is not secured properly, it is footloose, blowing around in the wind.

Footrope: Each yard on a square-rigged sailing ship is equipped with a footrope for sailors to stand on while setting or stowing the sails.

Fore: Towards the bow (of the vessel).

Forebitt: Post for fastening cables at a ship’s foremast.

Forecabin: Cabin in the fore part of a ship.

Forecastle: A partial deck, above the upper deck and at the head of the vessel; traditionally the sailors living quarters. Pronounced “foc-sle”. The name is derived from the castle fitted to bear archers in time of war.

Forefoot: The lower part of the stem of a ship.

Foremast: Mast nearest the bow of a ship

Foresail: The lowest sail set on the foremast of a square-rigged ship.

Forestays: Long lines or cables, reaching from the front of the vessel to the mast heads, used to support the mast.

Forward: The area towards the bow.

Founder: To fill with water and sink → Wiktionary.

Frap: To draw a sail tight with ropes or cables.

Freeboard: The height of a ship’s hull (excluding superstructure) above the waterline. The vertical distance from the current waterline to the lowest point on the highest continuous watertight deck. This usually varies from one part to another.

Full and by: Sailing into the wind (by), but not as close-hauled as might be possible, so as to make sure the sails are kept full. This provides a margin for error to avoid being taken aback (a serious risk for square-rigged vessels) in a tricky sea. Figuratively it implies getting on with the job but in a steady, relaxed way, without undue urgency or strain.

Furl: To roll or wrap a sail around the mast or spar to which it is attached.

Futtock: Rib of a ship.

Gaff: The spar that holds the upper edge of a fore-and-aft or gaff sail. Also, a long hook with a sharp point to haul fish in.

Gaff-topsail: Triangular topsail with its foot extended upon the gaff.

Galley: The kitchen of the ship.

Gangplank: A movable bridge used in boarding or leaving a ship at a pier; also known as a “brow”.

Gangway: Either of the sides of the upper deck of a ship

Garbled: Garbling was the (illegal) practice of mixing cargo with garbage.

Garboard: The strake closest to the keel (from Dutch gaarboard).

Genoa: Large jib that overlaps the mainsail

Global Positioning System (GPS): A satellite-based radio navigation system providing continuous worldwide coverage. It provides navigation, position, and timing information to air, marine, and land users.

Grain Cube (or Grain Capacity): The maximum space available for cargo measured in cubic feet, the measurement being taken to the inside of the shell plating of the ship or to the outside of the frames and to the top of the beam or underside of the deck plating.

Grapnel: Small anchor used for dragging or grappling.

Gross Tons: The entire internal cubic capacity of the ship expressed in tons of 100 cubic feet to the ton, except certain spaces which are exempted such as: peak and other tanks for water ballast, open forecastle bridge and poop, access of hatchways, certain light and air spaces, domes of skylights, condenser, anchor gear, steering gear, wheelhouse, galley and cabin for passengers.

Groundage: A charge on a ship in port.

Gudgeon: Metal socket into which the pintle of a boat’s rudder fits.

Gunnage: Number of guns carried on a warship.

Gunwhale: Upper edge of the hull.

Gybe: To swing a sail from one side to another.

Halyard or Halliard: Originally, ropes used for hoisting a spar with a sail attached; today, a line used to raise the head of any sail.

Hammock: Canvas sheets, slung from the deckhead in mess decks, in which seamen slept. “Lash up and stow” a piped command to tie up hammocks and stow them (typically) in racks inboard of the ship’s side to protect the crew from splinters from shot and provide a ready means of preventing flooding caused by damage.

Hand Bomber: A ship using coal-fired boilers shoveled in by hand.

Handsomely: With a slow even motion, as when hauling on a line “handsomely.”

Hank: A fastener attached to the luff of the headsail that attaches the headsail to the forestay. Typical designs include a bronze or plastic hook with a spring-operated gate or a strip of cloth webbing with a snap fastener.

Harbor: A harbor or haven is a place where ships may shelter from the weather or are stored. Harbors can be man-made or natural.

Haul wind: To point the ship so as to be heading in the same direction as the wind, generally not the fastest point of travel on a sailing vessel.

Hawse: Distance between ship’s bow and its anchor.

Hawse-hole: A hole in a ship’s bow for a cable or chain, such as for an anchor, to pass through.

Hawsepiper: An informal maritime industry term used to refer to a merchant ship’s officer who began his or her career as an unlicensed merchant seaman and did not attend a traditional maritime college/academy to earn the officer license.

Hawser: Large rope for mooring or towing a ship.

Head of navigation: A term used to describe the farthest point above the mouth of a river that can be navigated by ships.

Head: The toilet or latrine of a vessel, which for sailing ships projected from the bows.

Headsail: Any sail flown in front of the most forward mast.

Heave down: Turn a ship on its side (for cleaning).

Heave: A vessel’s transient up-and-down motion.

Heaving to: To stop a sailing vessel by lashing the helm in opposition to the sails. The vessel will gradually drift to leeward, the speed of the drift depending on the vessel’s design.

Heeling: The lean caused by the wind’s force on the sails of a sailing vessel.

Helm: Ship’s steering wheel.

Helmsman: A person who steers a ship.

Hogging or hog: The distortion of the hull where the ends of the keel are lower than the center.

Hold: In earlier use, below the orlop deck, the lower part of the interior of a ship’s hull, especially when considered as storage space, as for cargo. In later merchant vessels, it extended up through the decks to the underside of the weather deck.

Holiday: A gap in the coverage of newly applied paint, slush, tar, or other preservatives.

Holystone: Sandstone material used to scrape ships’ decks

Horn: A sound signal which uses electricity or compressed air to vibrate a disc diaphragm.

Horse: Attachment of sheets to the deck of the vessel (Main-sheet horse).

Hounds: Attachments of stays to masts.

Hull: The shell and framework of the basic flotation-oriented part of a ship.

Hydrofoil: A boat with wing-like foils mounted on struts below the hull.

Icing: A serious hazard where cold temperatures (below about -10°C) combined with high wind speed (typically force 8 or above on the Beaufort scale) result in spray blown off the sea freezing immediately on contact with the ship.

Idlers: Members of a ship’s company not required to serve watches. These were in general specialist tradesmen such as the carpenter and the sailmaker.

In Irons: When the bow of a sailboat is headed into the wind and the boat has stalled and is unable to maneuver.

In the offing: In the water visible from on board a ship, now used to mean something imminent.

Inboard: Inside the line of a ship’s bulwarks or hull.

Inboard-Outboard drive system: A larger Power Boating alternative drive system to transom mounted outboard motors.

Jack: Ship’s flag flown from jack-staff at the bow of a vessel.

Jack-block: Pulley system for raising topgallant masts.

Jack-cross-tree: Single iron cross-tree at the head of a topgallant mast.

Jacklines or Jack Stays: Lines, often steel wire with a plastic jacket, from the bow to the stern on both port and starboard. The Jack Lines are used to clip on the safety harness to secure the crew to the vessel while giving them the freedom to walk on the deck.

Jackstaff: Short staff at ship’s bow from which the jack is hoisted.

Jackyard: Spar used to spread the foot of a gaff-topsail

Jib: A triangular staysail at the front of a ship.

Jibboom: Spar forming an extension of the bowsprit.

Jibe: To change a ship’s course to make the boom shift sides.

Jigger-mast: The fourth mast, although ships with four or more masts were uncommon, or the aft-most mast where it is smallest on vessels of less than four masts.

Junk: Old cordage past its useful service life as lines aboard ship. The strands of old junk were teased apart in the process called picking oakum.

Jurymast: Mast erected on a ship in place of one lost.

Kedge: Small anchor to keep a ship steady.

Keel: A boat’s backbone; the lowest point of the boat’s hull, the keel provides strength, stability and prevents sideways drift of the boat in the water.

Keel: The central structural basis of the hull.

Keelson: Lengthwise wooden or steel beam in ship for bearing stress.

Kentledge: Pig-iron used as ballast in ship’s hold.

Killick: A small anchor. A fouled killick is the substantive badge of non-commissioned officers in the RN. Seamen promoted to the first step in the promotion ladder are called “Killick”. The badge signifies that here is an Able Seaman skilled to cope with the awkward job of dealing with a fouled anchor.

Ladder: On board a ship, all “stairs” are called ladders, except for literal staircases aboard passenger ships. Most “stairs” on a ship are narrow and nearly vertical, hence the name. Believed to be from the Anglo-Saxon word “hiaeder”, meaning ladder.

Lagan: Cargo jettisoned from the ship but marked by buoys for recovery.

Laker: Great Lakes slang for a vessel who spends all its time on the 5 Great Lakes.

Landlubber: A person unfamiliar with being on the sea.

Lanyard: Rope or line for fastening something in a ship.

Larboard: The left side of the ship.Derived from the old ‘lay-board’ providing access between a ship and a quay.

Lastage: Room for stowing goods in a ship.

Lateen: Triangular sail rigged on ship’s spar.

Lateral System: A system of aids to navigation in which characteristics of buoys and beacons indicate the sides of the channel or route relative to a conventional direction of buoyage (usually upstream).

Laveer: To sail against the wind.

Lay down: To lay a ship down is to begin construction in a shipyard.

Lay: To come and go, used in giving orders to the crew, such as “lay forward” or “lay aloft”. To direct the course of the vessel. Also, to twist the strands of a rope together.

Lazaret: Space in ship between decks used for storage.

League: A unit of length, normally equal to three nautical miles.

Lee shore: A shore downwind of a ship. A ship which cannot sail well to windward risks being blown onto a lee shore and grounded.

Lee side: The side of a ship sheltered from the wind (opposite the weather side or windward side).

Leeboard: Wood or metal planes attached to the hull to prevent leeway.

Leech: The aft or trailing edge of a fore-and-aft sail; the leeward edge of a spinnaker; a vertical edge of a square sail. The leech is susceptible to twist, which is controlled by the boom vang and mainsheet.

Lee helm: If the helm was centered, the boat would turn away from the wind (to the lee). Consequently, the tiller must be pushed to the lee side of the boat in order to make the boat sail in a straight line.

Leeward: In the direction that the wind is blowing towards.

Leeway: The angle that a ship is blown leeward by the wind. See also “weatherly”.

Length at Waterline (LWL): The ship’s length measured at the waterline.

Length Overall (LOA): The maximum length of the ship.

Length: The distance between the forwardmost and aftermost parts of the ship.

Let go and haul: An order indicating that the ship is in line with the wind.

Lifeboat: A small steel or wood boat located near the stern of a vessel. Used to get the crew to safety if something happens to the mothership.

Line: The correct nautical term for the majority of the cordage or “ropes” used on a vessel. A line will always have a more specific name, such as mizzen topsail halyard, which describes its use.

Liner: Ship of The Line: a major warship capable of taking its place in the main (battle) line of fighting ships. Hence the modern term for most prestigious passenger vessel: Liner.

List: The vessel’s angle of lean or tilt to one side, in the direction called the roll.

Loggerhead: An iron ball attached to a long handle, used for driving caulking into seams and (occasionally) in a fight. Hence: “at loggerheads”.

Loxodograph: Device used to record the ship’s travels.

Lubber’s line: A vertical line inside a compass case indicating the direction of the ship’s head.

Luff: The forward edge of a sail. To head a sailing vessel more towards the direction of the wind.

Luffing: When a sailing vessel is steered far enough to windward that the sail is no longer completely filled with wind. The flapping of the sail(s) which results from having no wind in the sail at all.

Lugsail: Four-sided sail bent to an obliquely hanging yard.

Lutchet: Fitting on ship’s deck to allow the mast to pivot to pass under bridges.

Lying ahull: Waiting out a storm by dousing all sails and simply letting the boat drift.

Mainbrace: The brace attached to the mainmast.

Mainmast (or Main): The tallest mast on a ship.

Mainsail: Principal sail on a ship’s mainmast.

Mainsheet: Sail control line that allows the most obvious effect on mainsail trim. Primarily used to control the angle of the boom, and thereby the mainsail, this control can also increase or decrease downward tension on the boom while sailing upwind, significantly affecting sail shape. For more control over downward tension on the boom, use a boom vang.

Mainstay: Stay that extends from the main-top to the foot of the foremast.

Man overboard: A cry let out when a seaman has gone overboard.

Manrope: Rope used as a handrail on a ship.

Marina: A docking facility for small ships and yachts.

Martingale: Lower stay of rope used to sustain the strain of the forestays.

Mast: A vertical pole on a ship which supports sails or rigging.

Master: Either the commander of a commercial vessel, or a senior officer of a naval sailing ship in charge of routine seamanship and navigation but not in command during combat.

Masthead Light: This white light shines forward and to both sides and is required on all power-driven vessels.

Masthead: A small platform partway up the mast, just above the height of the mast’s main yard. A lookout is stationed here, and men who are working on the main yard will embark from here. See also Crow’s Nest.

Matelot: A traditional Royal Navy term for an ordinary sailor.

Mess: An eating place aboard ship. A group of the crew who live and feed together.

Midshipman: A non-commissioned officer below the rank of Lieutenant. Usually regarded as being “in training” to some degree.

Mizzen staysail: Sail on a ketch or yawl, usually lightweight, set from, and forward of, the mizzen mast while reaching in light to moderate air.

Mizzen: Three-masted vessel; aft sail of such a vessel.

Monkey fist: A ball woven out of line used to provide heft to heave the line to another location. The monkey fist and other heaving-line knots were sometimes weighted with lead (easily available in the form of foil used to seal e.g. tea chests from dampness) although Clifford W. Ashley notes that there was a “definite sporting limit” to the weight thus added.

Moonraker: Topmost sail of a ship, above the skyscraper.

Moor: To attach a boat to a mooring buoy or post. Also, to a dock a ship.

Navigation rules: Rules of the road that provide guidance on how to avoid collision and also used to assign blame when a collision does occur.

Net Tons: Obtained from the gross tonnage by deducting crew and navigating spaces and allowances for propulsion machinery.

Nipper: Short rope used to bind a cable to the “messenger” (a moving line propelled by the capstan) so that the cable is dragged along too (Used because the cable is too large to be wrapped around the capstan itself). During the raising of an anchor, the nippers were attached and detached from the (endless) messenger by the ship’s boys. Hence the term for small boys: “nippers”.

Oakum: Old ropes untwisted for caulking the seams of ships.

Oreboat: Great Lakes Term for a vessel primarily used in the transport of iron ore.

Orlop deck: The lowest deck of a ship of the line. The deck covering in the hold.

Outhaul: A line used to control the shape of a sail.

Outrigger: Spar extended from the side of the ship to help secure mast.

Outward bound: To leave the safety of the port, heading for the open ocean.

Overbear: To sail downwind directly at another ship, stealing the wind from its sails.

Overfall: Dangerously steep and breaking seas due to opposing currents and wind in a shallow area.

Overhaul: Hauling the buntline ropes over the sails to prevent them from chaffing.

Overhead: The “ceiling,” or, essentially, the bottom of the deck above you.

Overreach: When tacking, to hold a course too long.

Overwhelmed: Capsized or foundered.

Owner: Traditional Royal Navy term for the Captain, a survival from the days when privately-owned ships were often hired for naval service.

Ox-Eye: A cloud or other weather phenomenon that may be indicative of an upcoming storm.

Painter: Rope attached to the bow of a boat to attach it to a ship or a post.

Pallograph: Instrument measuring ship’s vibration.

Parrel: A movable loop, used to fasten the yard to its respective mast.

Patroon: Captain of a ship; coxswain of a longboat.

Pay: Fill a seam (with caulking or pitch), or to lubricate the running rigging; pay with slush (q.v.), or protect from the weather by covering with slush. See also: The Devil to pay. (French from paix, pitch).

Paymaster: The officer responsible for all money matters in RN ships including the paying and provisioning of the crew, all stores, tools, and spare parts. See also: purser.

Pilot: Navigator. A specially knowledgeable person qualified to navigate a vessel through difficult waters, e.g. harbor pilot, etc.

Pipe (Bos’n’s), or a Bos’n’s Call: A whistle used by Boatswains (bosuns or bos’ns) to issue commands. Consisting of a metal tube which directs the breath over an aperture on the top of a hollow ball to produce high pitched notes. The pitch of the notes can be changed by partly covering the aperture with the finger of the hand in which the pipe is held. The shape of the instrument is similar to that of a smoking pipe.

Pipe down: A signal on the bosun’s pipe to signal the end of the day, requiring lights (and smoking pipes) to be extinguished and silence from the crew.

Piping the side: A salute on the bos’n’s pipe(s) performed in the company of the deck watch on the starboard side of the quarterdeck or at the head of the gangway, to welcome or bid farewell to the ship’s Captain, senior officers and honored visitors.

Pitch: A vessel’s motion, rotating about the beam axis, so the bow pitches up and down.

Pitchpole: To capsize a boat end over end, rather than by rolling over.

Pontoon: A flat-bottomed vessel used as a ferry or a barge or float moored alongside a jetty or a ship to facilitate boarding.

Poop deck: A high deck on the aft superstructure of a ship.

Port: Towards the left-hand side of the ship facing forward (formerly Larboard). Denoted with a red light at night.

Preventer (Gybe preventer, Jibe preventer): A sail control line originating at some point on the boom leading to a fixed point on the boat’s deck or rail (usually a cleat or pad eye) used to prevent or moderate the effects of an accidental jibe.

Primage: Fee paid to loaders for loading ship.

Privateer: A privately-owned ship authorized by a national power (by means of a Letter of Marque) to conduct hostilities against an enemy. Also called a private man of war.

Propeller walk or prop walk: Tendency for a propeller to push the stern sideways. In theory, a right-hand propeller in reverse will walk the stern to port.

Prow: A poetical alternative term for bows.

Purser: Ship’s officer in charge of finances and passengers.

Quarterdeck: The aftermost deck of a warship. In the age of sail, the quarterdeck was the preserve of the ship’s officers.

Quartering: Sailing nearly before the wind.

Quayside: Refers to the dock or platform used to fasten a vessel to.

Radar reflector: A special fixture fitted to a vessel or incorporated into the design of certain aids to navigation to enhance their ability to reflect radar energy. In general, these fixtures will materially improve the visibility for use by vessels with radar.

Radar: Acronym for Radio Detection And Ranging. An electronic system designed to transmit radio signals and receive reflected images of those signals from a “target” in order to determine the bearing and distance to the “target”.

Rake: The inclination of a mast or another part of a ship.

Range lights: Two lights associated to form a range (a line formed by the extension of a line connecting two charted points) which often, but not necessarily, indicates the channel centerline. The front range light is the lower of the two, and nearer to the mariner using the range. The rear light is higher and further from the mariner.

Ratlines: Rope ladders permanently rigged from bulwarks and tops to the mast to enable access to topmasts and yards. Also, serve to provide lateral stability to the masts.

Reach: A point of sail from about 60° to about 160° off the wind. Reaching consists of “close reaching” (about 60° to 80°), “beam reaching” (about 90°) and “broad reaching” (about 120° to 160°).

Reef points: Small lengths of cord attached to a sail, used to secure the excess fabric after reefing.

Reef: To temporarily reduce the area of a sail exposed to the wind, usually to guard against adverse effects of strong wind or to slow the vessel.

Reef-bands: Long pieces of rough canvas sewed across the sails to give them additional strength.

Reef-tackles: Ropes employed in the operation of reefing.

Reeve: To pass a rope through a ring.

Rigging: the system of ropes, cables, or chains employed to support a ship’s masts and to control or set the yards and sails.

Righting couple: The force which tends to restore a ship to equilibrium once a heel has altered the relationship between her center of buoyancy and her center of gravity.

Rigol: The rim or ‘eyebrow’ above a port-hole or scuttle.

Roach: Curved cut in the edge of sail for preventing chafing.

Roband: Piece of yarn used to fasten a sail to a spar.

Roll: A vessel’s motion rotating from side to side, about the fore-aft axis. List (qv) is a lasting tilt in the roll direction.

Rolling-tackle: A number of pulleys, engaged to confine the yard to the weather side of the mast; this tackle is much used in a rough sea.

Rostrum: Spike on the prow of warship for ramming.

Rowlock: Contrivance serving as a fulcrum for an oar.

Royal: Small sail on the royal mast just above topgallant sail.

Running rigging: Rigging used to manipulate sails, spars, etc. in order to control the movement of the ship. Cf. standing rigging.

Sailing Certification : An acknowledgment of a sailing competence from an established sailing educational body (like NauticEd).

Sail-plan: A set of drawings showing various sail combinations recommended for use in various situations.

Saltie: Great Lakes term for a vessel that sails the oceans.

Sampson post: A strong vertical post used to support a ship’s windlass and the heel of a ship’s bowsprit.

Scandalize: To reduce the area of a sail by expedient means (slacking the peak and tricing up the tack) without properly reefing it.

Scud: To sail swiftly before a gale.

Scudding: A term applied to a vessel when carried furiously along by a tempest.

Scuppers: An opening on the side rail that allows water to run off the deck.

Scuttle: A small opening, or lid thereof, in a ship’s deck or hull. To cut a hole in, or sink something.

Scuttlebutt: Cask of drinking water aboard a ship; rumour, idle gossip.

Scuttles: Portholes on a ship.

Sea anchor: A stabilizer deployed in the water for heaving to in heavy weather. It acts as a brake and keeps the hull in line with the wind and perpendicular to waves.

Sea chest: A valve on the hull of the ship to allow water in for ballast purposes.

Seaman: Generic term for a sailor.

Seaworthy: Certified for, and capable of, safely sailing at sea.

Self-Unloader: Great Lakes slang term for a vessel with a conveyor or some other method of unloading the cargo without shoreside equipment.

Shaft Horsepower (SHP): The amount of mechanical power delivered by the engine to a propeller shaft. One horsepower is equivalent to 746 watts in the SI system of units.

Shakes: Pieces of barrels or casks broken down to save space. They are worth very little, leading to the phrase “no great shakes”.

Sheer: The upward curve of a vessel’s longitudinal lines as viewed from the side.

Sheet: A rope used to control the setting of a sail in relation to the direction of the wind.

Ship: Strictly, a three-masted vessel square-rigged on all three masts, though generally used to describe most medium or large vessels. Derived from the Anglo-Saxon word “scip”.

Ship’s bell: Striking the ship’s bell is the traditional method of marking time and regulating the crew’s watches.

Ship’s company: The crew of a ship.

Shoal: Shallow water that is a hazard to navigation.

Shrouds: Standing rigging running from a mast to the sides of ships.

Sickbay: The compartment reserved for medical purposes.

Sidelights: These red and green lights are called sidelights (also called combination lights) because they are visible to another vessel approaching from the side or head-on. The red light indicates a vessel’s port (left) side; the green indicates a vessel’s starboard (right) side.

Siren: A sound signal which uses electricity or compressed air to actuate either a disc or a cup-shaped rotor.

Skeg: Part of ship connecting the keel with the bottom of the rudderpost.

Skipper: The captain of a ship.

Skysail: A sail set very high, above the royals. Only carried by a few ships.

Skyscraper: A small, triangular sail, above the skysail. Used in light winds on a few ships.

Slipway: Ramp sloping into the water for supporting a ship.

Slop chest: A ship’s store of merchandise, such as clothing, tobacco, etc., maintained aboard merchant ships for sale to the crew.

Small bower (anchor): The smaller of two anchors carried in the bow.

Snotty: Naval midshipman.

Sonar: A sound-based device used to detect and range underwater targets and obstacles. Formerly known as ASDIC.

Spanker: Sail on the mast nearest the stern of a square-rigged ship.

Spanker-mast: The aft-most mast of a fore-and-aft or gaff-rigged vessel such as schooners, barquentines, and barques. A full-rigged ship has a spanker sail but not a spanker-mast (see Jigger-mast).

Spar: A wooden, in later years also iron or steel pole used to support various pieces of rigging and sails. The big five-masted full-rigged tall ship Preussen (German spelling: Preußen) had crossed 30 steel yards, but only one wooden spar—the little gaffe of its spanker sail.

Spindrift: Finely-divided water swept from the crest of waves by strong winds.

Spinnaker pole: A spar used to help control a spinnaker or other headsail.

Spinnaker: A large sail flown in front of the vessel while heading downwind.

Spirketing: Inside planking between ports and waterways of a ship.

Splice: To join lines (ropes, cables, etc.) by unraveling their ends and intertwining them to form a continuous line. To form an eye or a knot by splicing.

Sponson: Platform jutting from ship’s deck for gun or wheel.

Sprit: Spar crossing a fore-and-aft sail diagonally.

Spritsail: Sail extended by a sprit.

Squared away: Yards held rigidly perpendicular to their masts and parallel to the deck. This was rarely the best trim of the yards for efficiency but made a pretty sight for inspections and in the harbor. The term is applied to situations and to people figuratively to mean that all difficulties have been resolved or that the person is performing well and is mentally and physically prepared.

Squat effect: Is the phenomenon by which a vessel moving quickly through shallow water creates an area of lowered pressure under its keel that reduces the ship’s buoyancy, particularly at the bow. The reduced buoyancy causes the ship to “squat” lower in the water than would ordinarily be expected.

Standing rigging: Rigging which is used to support masts and spars, and is not normally manipulated during normal operations. Cf. running rigging.

Starboard: Towards the right-hand side of a vessel facing forward. Denoted with a green light at night. Derived from the old steering oar or ‘steerboard’ which preceded the invention of the rudder.

Starbolins: Sailors of the starboard watch.

Starter: A rope used as a punitive device.

Stay: Rigging running fore (forestay) and aft (backstay) from a mast to the hull.

Staysail: A sail whose luff is attached to a forestay.

Steering oar or steering board: A long, flat board or oar that went from the stern to well underwater, used to control the vessel in the absence of a rudder.

Steeve: To set a ship’s bowsprit at an upward inclination.

Stem: The extension of the keel at the forward of a ship.

Stemson: Supporting timber of a ship.

Stern tube: The tube under the hull to bear the tail shaft for propulsion (usually at the stern).

Stern: The rear part of a ship, technically defined as the area built up over the sternpost, extending upwards from the counter to the taffrail.

Sternlight: This white light is seen only from behind or nearly behind the vessel.

Sternpost: Main member at the stern of a ship extending from keel to deck.

Sternway: Movement of a ship backward.

Stevedore: Dock worker who loads and unloads ships.

Stokehold: Ship’s furnace chamber.

Strake: One of the overlapping boards in a clinker-built hull.

Studding-sails (pronounced “stunsail”): Long and narrow sails, used only in fine weather, on the outside of the large square sails.

Stunsail: Light auxiliary sail to the side of principal sails.

Supercargo: Ship’s official in charge of business affairs.

Surge: A vessel’s transient motion in a fore and aft direction.

Sway: A vessel’s motion from side to side. Also used as a verb meaning to hoist. “Sway up my dunnage.”

Swigging: To take up the last bit of slack on a line such as a halyard, anchor line or dock line by taking a single turn round a cleat and alternately heaving on the rope above and below the cleat while keeping the tension on the tail.

Swinging the compass: Measuring the accuracy in a ship’s magnetic compass so its readings can be adjusted – often by turning the ship and taking bearings on reference points.

Swinging the lamp: Telling sea stories. Referring to lamps slung from the deckhead which swing while at sea. Often used to indicate that the storyteller is exaggerating.

Swinging the lead: Measuring the depth of water beneath a ship using a lead-weighted sounding line.

Taffrail: Rail around the stern of a ship.

Tail shaft: A kind of metallic shafting (a rod of metal) to hold the propeller and connected to the power-engine. When the tail shaft is moved, the propeller may also be moved for propulsion.

Taken aback: An inattentive helmsmen might allow the dangerous situation to arise where the wind is blowing into the sails “backward”, causing a sudden (and possibly dangerous) shift in the position of the sails.

Tally: The operation of hauling aft the sheets, or drawing them in the direction of the ship’s stern.

The Ropes: Refers to the lines in the rigging.

Thole: Pin in the side of a boat to keep an oar in place.

Three sheets to the wind: On a three-masted ship, having the sheets of the three lower courses loose will result in the ship meandering aimlessly downwind.

Tiller: Handle or lever for turning a ship’s rudder.

Timberhead: Top end of ship’s timber used above the gunwale.

Timenoguy: Rope stretched from place to place in a ship.

Timoneer: From the French, “timonnier”, is a name given on particular occasions to the steersman of a ship.

Ton: The unit of measure often used in specifying the size of a ship. There are three completely unrelated definitions for the word. One of them refers to weight, while others refer to volume.

Tonnage: A measurement of the cargo-carrying capacity of merchant’s vessels. It depends not on weight, but on the volume available for carrying cargo. The basic units of measure are the Register Ton, equivalent to 100 cubic feet, and the Measurement Ton, equivalent to 40 cubic feet. The calculation of tonnage is complicated by many technical factors.

Topgallant: Mast or sail above the topmast and below the royal mast.

Topmast: The second section of the mast above the deck; formerly the upper mast, later surmounted by the topgallant mast; carrying the topsails.

Topsail: The second sail (counting from the bottom) up to a mast. These may be either square sails or fore-and-aft ones, in which case they often “fill in” between the mast and the gaff of the sail below.

Topsides: The part of the hull between the waterline and the deck. Also, Above-water hull.

Touch and go: The bottom of the ship touching the bottom, but not grounding.

Towing: The operation of drawing a vessel forward by means of long lines.

Traffic Separation Scheme: Shipping corridors marked by buoys which separate incoming from outgoing vessels. Improperly called Sea Lanes.

Tranship: To transfer from one ship to another.

Transire: Ship’s customs warrant for clearing goods.

Transom: A more or less flat surface across the stern of a vessel.

Travellers: Small fittings that slide on a rod or line. The most common use is for the inboard end of the mainsheet; a more esoteric form of traveler consists of “slight iron rings, encircling the backstays, which are used for hoisting the top-gallant yards, and confining them to the backstays”.

Treenail: Long wooden pin used to fix planks of the ship to the timbers.

Trice: To haul in and lash secure a sail with a small rope.

Trick: A period of time spent at the wheel (“my trick’s over”).

Trim: Relationship of ship’s hull to the waterline.

Trunnel: Wooden shipbuilding peg used for fastening timbers.

Trysail: Ship’s sail bent to a gaff and hoisted on a lower mast.

Tuck: Part of the ship where ends of lower planks meet under the stern.

Turtleback: Structure over ship’s bows or stern.

Turtling: When a sailboat (in particular a dinghy) capsizes to a point where the mast is pointed straight down and the hull is on the surface resembling a turtle shell.

Under the weather: Serving a watch on the weather side of the ship, exposed to wind and spray.

Underway: A vessel that is not at anchor, or made fast to the shore, or aground.

Underwater hull or underwater ship: The underwater section of a vessel beneath the waterline, normally not visible except when in drydock.

Unreeve: To withdraw a rope from an opening.

Vanishing angle: The maximum degree of heel after which a vessel becomes unable to return to an upright position.

Wake: Turbulence behind a ship.

Wales: A number of strong and thick planks running length-wise along the ship, covering the lower part of the ship’s side.

Walty: Inclined to tip over or lean.

Wardroom: Quarters for ship’s officers.

Washboard: Broad thin plank along ship’s gunwale to keep out sea water.

Watch: A period of time during which a part of the crew is on duty. Changes of watch are marked by strokes on the ship’s bell.

Watching: Fully afloat.

Watercraft: Water transport vessels. Ships, boats, personal watercraft.

Waterline: The intersection of a boat’s hull and the water’s surface, or where the boat sits in the water.

Waveson: Goods floating on the sea after a shipwreck.

Wear: To turn a ship’s stern to windward to alter its course

Weather deck: Whichever deck is exposed to the weather—usually either the main deck or, in larger vessels, the upper deck.

Weather gage: Favorable position over another sailing vessel to with respect to the wind.

Weather side: The weather side of a ship is the side exposed to the wind.

Weatherboard: Weather side of a ship.

: If the helm was centered, the boat would turn towards the wind (weather). Consequently, the tiller must be pulled to the windward side of the boat in order to make the boat sail in a straight line. See lee helm.

Weatherly: A ship that is easily sailed and maneuvered; makes little leeway when sailing to windward.

Weatherly: Able to sail close to the wind with little leeway.

Weigh anchor: To heave up (an anchor) preparatory to sailing.

Wells: Places in the ship’s hold for the pumps.

Wheelhouse: Location on a ship where the steering wheel is located, often interchanged with pilothouse and bridge.

Whipstaff: Vertical lever controlling ship’s rudder.

White Horses: Waves in wind strong enough to produce foam or spray on the wave tops.

Wide berth: To leave room between two ships moored (berthed) to allow space for a maneuver.

Windage: Wind resistance of the boat.

Windbound: A condition wherein the ship is detained in one particular station by contrary winds.

Windlass: A winch mechanism, usually with a horizontal axis. Used where mechanical advantage greater than that obtainable by block and tackle was needed (such as raising the anchor on small ships). Modern sailboats use an electric “Windlass” to raise the anchor.

Windward: In the direction that the wind is coming from.

Xebec: Small three-masted pirate ship.

Yard: Tapering spar attached to ship’s mast to spread the head of a square sail.

Yardarm: The very end of a yard. Often mistaken for a “yard”, which refers to the entire spar. As in to hang “from the yardarm” and the sun being “over the yardarm” (late enough to have a drink).

Yarr: Acknowledgement of an order, or agreement.

Yaw: A vessel’s motion rotating about the vertical axis, so the bow yaws from side to side.

Yawl: Ship’s small boat; sailboat carrying mainsail and one or more jibs.

Zabra: Small Spanish sailing vessel.

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Sailing Basics: 10 Nautical and Sailing Terms To Learn

If you’re learning how to sail—or if you’re thinking about purchasing a sailboat of your own—these handy terms can provide a helpful overview of sailing basics you need to become familiar with.

Explore Sailboat Brands & Manufacturers

10 Nautical and Sailing Terms Everyone Should Know

The back of a ship. If something is located aft, it is at the back of the sailboat. The aft is also known as the stern. 

The front of the ship is called the bow. Knowing the location of the bow of the boat is important for defining two of the other most common sailing terms: port (left of the bow) and starboard side (right of the bow). 

Port is always the left-hand side of the boat when you are facing the bow. Because “right” and “left” can become confusing sailing terms when used out in the open waters, port defines the left side of the boat as it relates to the bow or front. 

Read Next: Beginner Sailing Tips

4. Starboard 

Starboard is always the right-hand side of the boat when you are facing the bow. Because “right” and “left” can become confusing sailing terms when used out in the open waters, starboard defines the right-hand side of the boat as it relates to the bow or front. 

5. Leeward 

Also known as lee, leeward is the opposite direction of the wind blowing (windward). 

6. Windward 

The direction in which the wind is currently blowing. Windward is the opposite of leeward (the opposite direction of the wind). Sailboats tend to move with the wind, making the windward direction an important sailing term to know. 

The boom is the horizontal pole extending from the mast’s bottom. The sailboat can harness wind power to move forward or backward. This is done by adjusting the boom towards the direction of the wind. 

Located beneath the boat, the rudder is a flat piece of wood, fiberglass, or metal used to steer the boat. Larger sailboats control the rudder via a wheel, while smaller boats will have a steering mechanism directly aft. 

9. Tacking 

The opposite of jibing, this basic sailing maneuver refers to turning the boat’s bow through the wind so that the wind changes from one side of the boat to the other. The boom of a boat will constantly shift from one side to the other when performing a tack or a jibe. 

10. Jibing 

The opposite of tacking, this basic sailing maneuver refers to turning the stern of the boat through the wind so that the wind changes from one side of the boat to the other. The boom of a boat will always shift from one side to the other when performing a tack or a jibe. Jibing is a less common technique than tacking since it involves turning a boat directly into the wind.

Conclusion: Learn Nautical Terms Before Setting Sail!

In conclusion, knowing sailing terms and phrases is an essential skill for anyone who wants to take up sailing as a hobby. It enables sailors to communicate effectively with each other and understand the different parts of the boat and their functions. It also enhances safety and reduces the risk of accidents on the water. 

Therefore, whether you are a seasoned sailor or a beginner, learning these sailing terms can enhance your enjoyment of this exciting and rewarding sport!

Editor’s Note:  This article was updated in April 2023.

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In order to successfully accomplish your sailing week, you will need to learn a few yacht and sailing specific terms. Learning sailing terms will significantly improve your understanding of your skipper and other sailors that you will encounter along your voyage.

The Yacht Sailing Terms

• Berths/beds - a term used for a sleeping capacity of a yacht.
• Bimini - a weather-resistant fabric stretched over a stainless-steel frame, fastened above the cockpit of a sailboat or flybridge of a power yacht which serves as a rain or sunshade.
• Boom - the other pole that is connected to the mast under 90 degrees.
• Bow - the front part of the sailing yacht.
• Capsize - when a ship or boat lists too far and rolls over, exposing the keel. On large vessels, this often results in the sinking of the ship.
• Deckhand - a person whose job involves aiding the deck supervisor in (un)mooring, anchoring, maintenance, and general evolutions on deck.
• Draft - the depth of a ship's keel below the waterline.
• Galley - a term used for a kitchen on the yacht.
• Genoa sail - a front sail, located in between a mast and a bow of a yacht. It has the shape of a half balloon.
• Head - a toilet or latrine of a vessel.
• Helm - a steering wheel on a yacht, usually located at the stern.
• Keel - a central structural basis of the hull.
• Mast - a big “pole” that rises over a sailing yacht and holds a mainsail.
• Mainsail - a sail of a triangle shape, located in between a mast and a boom. Used for sailing into a harbour and for that reason is a main sail, but it is not the largest sail on a yacht.
• Moor - to attach a boat to a mooring buoy, post, or dock.
• Passarella - a little “bridge” on the stern which helps enter from a pier.
• Port side - when observing yacht from the helm, the left side of the yacht.
• Rudder - located beneath the boat, a flat piece of wood, fiberglass, or metal that is used to steer the ship (shape of a fin). Larger sailboats control the rudder with a wheel, while smaller sailboats will have a steering mechanism directly aft.
• Saloon - a central area in the yacht, with a galley, eating table, captain’s desk and sofas.
• Starboard side - when observing yacht from the helm, the right side of the yacht.
• Stern - the back part of the yacht.
• Winches - devices around which ropes are wrapped, used to lift sails and all kinds of heavy objects.

Terms While Sailing

• Apparent wind - during close hauled sailing into the wind, you will feel the wind into which you are sailing and the one that is created by the movement of your boat. That wind is called apparent wind.
• Beam Reach - at the point when the wind is filling sails under the angle of 90 degrees, we are in the beam reach position of sailing.
• Broad Reach - where the wind is entering our sails under the angle between 91 and 170 degrees, we are in the broad reach position and sailing downwind.
• Close Hauled - when wind is filling the sails under the angle of 45 degrees, we are in sailing close hauled position.
• Downwind - sailing in the same direction as the wind is blowing, or position in which wind is blowing into the stern of your sailing yacht.
• Heeling (leaning) - a lean caused by the wind's force on sails.
• Jibing - an opposite manoeuvre to tacking, performed when the stern of the yacht is pushed through the wind, so that wind changes from one side to another. Jibing is less performed than tacking since it is more dangerous and complex.
• Leeward - in the direction from which the wind is blowing towards the yacht.
• Reach - a point of sail from about 60° to about 160° off the wind. Reaching consists of "close reaching" (about 60° to 80°), "beam reaching" (about 90°) and "broad reaching" (about 120° to 160°).
• Reef - to temporarily reduce the area of a sail exposed to the wind, usually to guard against adverse effects of strong wind or to slow the vessel.
• Sheet - a rope used to control the setting of a sail in relation to the direction of the wind.  
• Tacking - manoeuvring sailing yacht bow into the wind, so that the wind blowing direction changes from one side to the other, from starboard to port or vice versa.
• Vessel - a craft for traveling on water, usually a larger boat or ship.

Sailing Equipment Terms

• Drysuit – fully-closed suit protecting you from harsh conditions on the sea during rough weather.
• Life jacket – a personal flotation device, a piece of equipment designed to assist a wearer to keep afloat in water.
• Nautical charts - a graphic representation of a maritime area and adjacent coastal regions.
• Safety harness - a form of protective equipment wrapped around hips and quadriceps that is an attachment between a stationary (safety fence/lane around the sailing yacht) and non-stationary object (sailor). It is protection against falls from heights or a fall off the boat.
• Sailing gloves – very similar to cycling gloves by design (open-finger gloves), used to reduce impact of the friction between hands and ropes which you are holding while sailing.
• Sailing jacket, pants, boots, shoes – made of several materials which are wind- and waterproof. You can find a whole variety of equipment depending on the conditions in which you will be sailing.
• Sunglasses - they must have UV protection and it would be desirable to be polarized.
• Watches - main prerequisite is that the watch is waterproof

• Abandon Ship - an imperative to leave the vessel immediately, usually in the face of some imminent danger.
• Aye, aye - Aye, aye - reply to an order or command to indicate that it, firstly, is heard; and, secondly, is understood and will be carried out ("Aye, aye, sir" to officers).
• Let go and haul - an order indicating that the ship is in line with the wind.
• Man overboard - a cry let out when a seaman has gone overboard.

Pirate Terms

• Ahoy - hello
• All hands hoay - everyone gets on the deck
• Batten down the hatches - a signal to prepare the ship for an upcoming storm
• Coaming - a surface that prevented water on the deck from dripping to lower levels of the ship 
• Cockswain - the helmsman
• Dance the hempen jig - to hang someone
• Duffle - sailor's belongings
• Heave ho - instruction to put some strength into whatever one is doing
• Holystone - a sandstone that was used to scrub ships
• Jacob's Ladder - a rope ladder that was used to climb aboard ships
• Jolly Roger - the famous pirate flag with skull and crossbones on it
• Landlubber - a person who is not incredibly skilled at sea
• Old salt - a sailor that has a great deal of experience on the seas
• Poop deck - a deck that is the highest and farthest back
• Seadog - an old sailor or pirate
• Three sheets to the wind - someone who is quite drunk
• Yo Ho Ho - often used to express some sort of cheer but can also be used to call attention to the speaker.

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aback: the wind is on the wrong side of the sails

abaft : at the rear or back of the yacht

abeam : at a right angle of the length of the yacht

abreast : side-by-side with the yacht

aft : toward the stern of the yacht

aground : the yacht’s bottom has scraped the ground in shallow water

amidships : at the center of the yacht

anchor locker : a locker used for storing the yacht’s anchor

astern : toward the stern (behind) of the yacht

autopilot : a device that automatically steers the yacht

BST : basic safety training

backstay : rope or cable used to support the mast on a sailing yacht

ballast : weights at the bottom of the yacht used for stability

bare boat : a sailing or motor yacht for hire without crew

beam : the widest part of the yacht

bearing: the direction a vessel or object appears to be heading in relation to the observer

berth : a place where the yacht is secured

bilge : the lowest part of the yacht where water collects

bilge pump : removes water from the bilge

Bimini : covers the cockpit and protects it from the sun

bosun : on a sailing yacht, the crew member responsible for keeping the sails and all of its related rigging and equipment in repair

bow : the front of the yacht

breaking seas : large waves with crests

bulwarks : the sides of the yacht above the upper deck

cabin : rooms on yachts where passengers and crew members sleep

captain only yacht charter : a sailing or motor yacht for hire with a captain as the only crew member

cast off : to detach the mooring lines

chine : the place on the yacht where the hull and the deck intersect

cook only yacht charter : a sailing or motor yacht for hire with a cook as the only crew member

chartering : renting a sailing or motor yacht by the week; renting a yacht for the day is simply called renting

cockpit : where the helm of the ship is located

course : the direction the yacht is traveling or planning to travel

crewed : a sailing or motor yacht for hire with a complete crew

daywork : term for a temporary worker on a yacht

deck : the areas surrounding each level of the yacht where people can stand, walk, or lounge

depth sounder : instrument used to determine how deep the water is an a specific location

dinghy or tender : a small boat attached to the yacht that is used for transporting people from the yacht to shore

dock : anyplace where the yacht can tie up to and be secured

draft : the depth of the yacht

dry dock : a location where the yacht is pulled out of the water; major maintenance or repairs are usually performed at a dry dock

fore, forward: toward the front of the yacht

fore and aft : from one end of the yacht to the other

forepeak : the storage unit on a yacht that is closest to the front of the vessel

founder : a yacht that is having difficulty staying afloat

GMDSS : global maritime and distress safety system

GT : gross tonnage

galley : the yacht’s kitchen

global positioning system : like GPSs used on land, these are used to help crew members stay on course

green water : water that washes aboard the yacht in one wall of water rather than spray

harbormaster : the person at each harbor who is in charge

head : the toilets onboard a yacht

heading : the course the yacht is traveling at a specific point in time

headseas : waves coming from the front of the yacht

heeling : when the yacht shifts away from the wind

helm : the wheel or tiller of the yacht, which is used for steering

helmsman : the crew member at the helm

high tide : a point of time in a day when the ocean is at its highest at a certain location

hull : the basic body of the yacht

IMO : International Maritime Organization

ISM : International Safety Management

iron sail : what some people call an engine on a sailboat

keel : a flat surface attached to the bottom of the yacht that helps keep it stabilized in the water and against the wind

knot : the rate of speed a yacht can travel; one knot equals one nautical mile per hour

lee : the direction the wind is blowing

lee side: the part of a ship most protected from the wind

life boat or life raft : small boat required to be attached to each yacht, it is used during emergencies

lines: ropes

list : a list describes the yacht leaning to one side or the other when it is not in operation

log: tracks all the miles the yacht has traveled

logbook : where the yacht’s log is kept

low tide : a point of time in a day when the ocean is at its lowest at a certain location

MARPOL : the international convention for the prevention of pollution by ships

MCA : Maritime and Coast Guard Agency of the United Kingdom

make fast : to attach a line to an object so that it does not move

marina : seaside location where ships and boats of all kinds can find fuel, provisions, and other needed services

master : person in charge of the yacht, usually the captain

mate : the captain’s assistant

nautical mile : equal to approximately 6,067 feet

navigation : the process of plotting the course of the yacht from its current position to its destination

navigator : the person responsible for navigating the yacht

offshore : located away from land

parallel : latitude line

passage : getting from one place to another via a boat

personal flotation device : an object used to keep someone afloat in the water in case of an emergency

poop deck : the deck closest to the yacht’s stern

prevailing winds : the winds that are common at a specific location

provisioning : food and beverages for the cruise

prow : the part of the brow at the forward part of the yacht, where it leaves the waterline

rail : the yacht deck’s edges

ride out : waiting for a storm to pass through, whether you are at sea or anchored

right : to return a yacht or boat to an upright position

roll : a side-to-side motion of the yacht, usually due to high waves or rough waters

STCW : Standards of training, certification, and watchkeeping developed by the IMO

SOLAS : Safety of Life at Sea

sea anchor : an anchor used to stop a yacht while at sea, usually in inclement or rough weather

seagoing : a vessel designed to endure ocean crossings

shove off : to push a boat away from another boat or a dock

squall : sudden, intense wind storm

starboard : the right side of the yacht

stern : the aft portion of the yacht

stow : put away

swell : large waves that don’t break

toe rail : small rail that surrounds the decks

transom : the aft side of the yacht’s hull

USCG : United States Coast Guard

underway : a yacht that has begun its journey

wake : waves created by other boats in the water

weigh anchor : a command given to bring up the anchor from the ocean floor in preparation of setting sail

wheelhouse : room on a yacht where the steering takes place

yacht charter broker : an agent that arranges charters

yacht broker : an agent that sells yachts

yaw : when a yacht or boat veers off-course, usually due to rough seas

As a member of CruiseJobFinder, we want to provide you with a one-stop-shop for all things yachting. However, we know that this is a complex industry and the more resources you can turn to, the better. Click on the link below to access a list of some magazines, websites, and other sources that you can use for even more information.

Yachting Websites, Magazines, Resources

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• Understanding the yachting world: Definitions and origins

The world of yachting and sailing is a realm of elegance, adventure, and rich history. However, the terminology surrounding these nautical activities can sometimes be confusing. From the definition of a yacht to the spelling of various sailing-related terms, this article sets out to demystify the language of the seas, offering insight into the origins and meanings of these captivating words.

Decoding the yacht: Definition and origin

A yacht is more than a vessel; it's a symbol of luxury and sophistication. Derived from the Dutch word "jacht," meaning "hunt" or "chase," yachts were initially swift, maneuverable ships used for pursuit. Over time, yachts have evolved into opulent pleasure craft enjoyed by sailing enthusiasts and the elite.

Exploring the nautical term "sailing"

Sailing goes beyond moving through water using wind power; it encapsulates a spirit of exploration and freedom. It's the art of harnessing wind energy to navigate the vast oceans, representing a harmonious relationship between humans and nature.

Read our top notch articles on topics such as sailing, sailing tips and destinations in our Magazine .

Unveiling the word "yacht" and its meaning

The term "yacht" conjures images of sleek vessels gliding gracefully across the water. Its meaning, however, extends beyond aesthetics. A yacht signifies an elegant and luxurious ship, often associated with pleasure and leisure rather than utilitarian purposes.

Yachting in focus: Definition and significance

Yachting is the activity of sailing on a yacht, encompassing both recreational and competitive aspects. It's a way to experience the allure of the open waters while indulging in the comforts and amenities offered by these sophisticated vessels.

The intricacies of yacht pronunciation

The pronunciation of "yacht" varies across regions, with some emphasizing the "ch" sound, while others opt for a softer "y" sound. This linguistic diversity adds an interesting layer to the yachting world, reflecting the global appeal of sailing.

Luxury yacht

Name or yacht? Understanding the terminology

In the yachting community, the term "name yacht" refers to a yacht that is well-known and often carries a reputation. These yachts are associated with luxury, innovation, and the personalities of their owners.

Diving into the origins of yachts

The origin of yachts traces back to the 17th century Netherlands, where they were initially used for naval purposes and later transformed into vessels for recreational sailing. Their evolution mirrors the changing perceptions of sailing from utility to leisure.

Yacht vs. yatch: Spelling matters

The correct spelling is "yacht," and "yatch" is a common misspelling. Spelling accuracy is vital, especially in maritime communication, where precision ensures clear understanding and effective conveyance of information.

Sailing terminology: What is a dinghy?

A dinghy is a small, open boat often used for short trips, transportation between a larger vessel and the shore, or for recreational sailing. Dinghies come in various sizes and are an essential part of sailing activities.

Deciphering "catamaran" and its spelling

A catamaran is a type of boat characterized by two parallel hulls connected by a deck. The spelling is "catamaran," and understanding this term is crucial for discussing and identifying different types of vessels.

Sailing's essence: The word and its meaning

Sailing embodies more than the physical act; it's a metaphor for life's journey. Just as sailors navigate challenges on the water, individuals navigate the currents of their lives, guided by the winds of opportunity and the compass of determination.

The language of yachting and sailing is rich with history and significance. From the definition of a yacht to the meaning of sailing-related terms, understanding these words enhances our appreciation of the maritime world and the timeless allure of the seas.

So what are you waiting for? Take a look at our range of charter boats and head to some of our favourite sailing destinations .

FAQs about definitions and origins

The direction and speed of the wind as felt in a moving boat - the way it 'appears". Astern. The direction toward or beyond the back of the boat (stern). Athwartships. Perpendicular to the yacht's centerline. An 'athwartships berth," means the bed is parallel to the yacht's sides instead of to its bow and stern.

09. 2023. We have put together a comprehensive list of essential sailing terms to enhance your nautical knowledge. Delving into diverse areas such as meteorology, navigation, and boat equipment, our glossary covers sail types, boat components, and crucial units of measurement and abbreviations that every sailor should be familiar with.

Starboard, tack, jib…. Well, no worries. In this article, I'll go over the most important sailing terms for beginners. This is a great resource for beginning sailors that need an overview of the most important sailing terms without drowning in it. For a comprehensive list, check out this Wikipedia glossary of nautical terms.

Sailing is the practice of using the wind to power a vessel through the water. Sheet - A line or rope used to control the angle of the sails. Skipper - The person in charge of operating a boat. Stern - The back of the boat. Tack - The direction of a boat when it is sailing upwind.

There's the Jib, Genoa, Gennaker, Solent, and Code 0, among others. To be fair, each one of these is a slightly different type of headsail, but be forewarned: this one has many quasi-synonyms. Reef the mainsail. A reef is a mechanism that reduces the surface area of a sail in order to decrease its power.

Learning sailing terms when you first get into boating can be a daunting task. Some sailing terms are logical, like 'fore' means forward or front of the boat, while others might as well be in a different language. Athwartship, for example. Nothing in our daily lexicon gives any clues as to what that might mean.

Here are the key sailing terms you'll want to know as you begin learning to sail! Port: Facing forward, this is anything to the left of the boat. When you're onboard, you can use this term pretty much any time you would normally say "left.". Starboard: Facing forward, this is anything to the right of the boat.

AHOY - Another way to say hello, with a little pirate tone. ALL HANDS HOAY - Everyone should get on the deck. AMIDSHIPS - The middle of a vessel, whether from her length or width. ANCHOR - A chain with a hook on the end that falls to the bottom of the sea and prevents your yacht from sailing off without you.

The main body of the yacht floating in the water; covers the front, sides, back and underside. Knot. A boat or yacht's speed measured in nautical miles per hour (see below). Megayacht. A large luxury yacht typically measuring over 70m. Monohull. A boat with a single hull. May be a sailing yacht, motor yacht, luxury super- or megayacht. See ...

Often the location of the main outdoor dining area. Aft cabin. Sleeping quarters beneath the aft or rear section of the boat. Alee. The side of a boat or object away from the direction of the wind. Aloft. Above deck in the rigging or mast. Amidships. In the center of the yacht.

Boom: A large wooden or metal pole for attaching sails. Bow: The front of the vessel (rhymes with "wow"); opposite of stern. Bridle: A bridle divides the strain caused by anchoring between two points. This minimizes jolting and impact to the vessel from drifting and also reduces wear over time.

Sailing downwind off to the port or starboard side. Think of a clock face - if the wind is blowing from 12 o'clock, sailing at between 4-5 o'clock or between 7-8 o'clock would be a broad reach. By the Lee: Sailing downwind with the mainsail remaining on the same side of the boat that the wind is hitting.

Other Yachting Terms You'll Need To Know. An APA is a sum, usually 25-35% of the charter fee, that the charterer will pay in advance so that the yacht crew can stock the yacht with food, drink, and fuel and have money in the kitty for things like berthing fees. Any unused money at the end of the trip is returned to the charterer.

Essential sailing terms. Beam: Width of the boat. Beat: To sail upwind on a zigzag course. Black flag: When hoisted, this disqualifies boats crossing the startline early. Boom: Horizontal spar attach to the bottom of the mainsail. Bow: The front of the boat. Close-hauled: To sail upwind with the sails fully pulled in.

Nautical + Sailing Terms You Should Know [578 Phrases] News. June 5, 2019 2:05 pm. Share; A seaman's jargon is among the most challenging to memorize. With over 500 terms used to communicate with a captain, crew, and sailors regarding navigation and more, there's a word for nearly everything. No need to jump ship, this comprehensive list ...

Aft - the back of a sailboat. Bow - the front of a sailboat. Port - the left-hand side of a sailboat. Starboard - the right-hand side of a sailboat. Leeward - the direction where the wind is blowing towards. There are many other sailing terms. We'll list 59 sailing terms below, including basic nautical sailing terms and funny ...

Leeward: The side or direction away from the wind. Windward: The side or direction from which the wind is blowing. Draft: The depth of a boat's keel below the waterline. 5. Commonly Used Sailing Terms. Sailing enthusiasts often use specific terms to describe various actions, maneuvers, and situations on a boat.

The front of the ship is called the bow. Knowing the location of the bow of the boat is important for defining two of the other most common sailing terms: port (left of the bow) and starboard side (right of the bow). 3. Port. Port is always the left-hand side of the boat when you are facing the bow. Because "right" and "left" can become ...

The Yacht Sailing Terms Berths/beds - a term used for a sleeping capacity of a yacht. Bimini - a weather-resistant fabric stretched over a stainless-steel frame, fastened above the cockpit of a sailboat or flybridge of a power yacht which serves as a rain or sunshade.

Pre-galley, Nina Wilson trained as a dive instructor and skippered sailing boats in Greece before starting her yachting career in 2013. Currently head chef on a 55-meter, her talents included telling brilliant jokes and being able to consume six cheeseburgers and feel no guilt. Follow her on Instagram @thecrewchef.

Terminology for Yacht Crew Members. aback: the wind is on the wrong side of the sails. abaft: at the rear or back of the yacht. abeam: at a right angle of the length of the yacht. abreast: side-by-side with the yacht. aft: toward the stern of the yacht. aground: the yacht's bottom has scraped the ground in shallow water.

From the definition of a yacht to the spelling of various sailing-related terms, this article sets out to demystify the language of the seas, offering insight into the origins and meanings of these captivating words. Decoding the yacht: Definition and origin. A yacht is more than a vessel; it's a symbol of luxury and sophistication.

This glossary of nautical terms is an alphabetical listing of terms and expressions connected with ships, shipping, seamanship and navigation on water (mostly though not necessarily on the sea). Some remain current, while many date from the 17th to 19th centuries. ... Sailing without any canvas raised, usually in a strong wind. barge 1.

AT&T investigating leak that dumped millions of customers’ data on dark web

AT&T is investigating a leak earlier this month that dumped millions of customers' data, including personal information such as Social Security numbers, on the dark web.

The company said the leak happened roughly two weeks ago and it launched "a robust investigation supported by internal and external cybersecurity experts."

"Based on our preliminary analysis, the data set appears to be from 2019 or earlier," AT&T said in a statement Saturday.

It affects about 7.6 million current customers and about 65.4 million former customers.

AT&T said it is looking into whether "the data in those fields originated from AT&T or one of its vendors." Currently, the company does not have evidence of unauthorized access to its systems resulting in exfiltration of the dataset.

The telecommunications company, one of the most popular wireless carriers, said it is reaching out to the customers affected and has reset their passcodes. It is also offering free credit monitoring through Equifax, Experian and TransUnion.

"As of today, this incident has not had a material impact on AT&T’s operations," the company said.

Minyvonne Burke is a senior breaking news reporter for NBC News.

Joe Kottke is a researcher at the NBC News Network Desk.

Jack Smith Tracks Unhinged Origin of Judge Cannon’s Latest Trump Defense

Federal prosecutors did more than rip into Judge Cannon. They also detailed who gave Trump the lame excuse that classified records found at Mar-a-Lago were “personal.”

Jose Pagliery

Political Investigations Reporter

Kevin Wurm/Reuters

In his latest counterattack, Special Counsel Jack Smith has revealed how deeply sourced his Donald Trump investigation has become, meticulously detailing for the first time how a farfetched legal theory traveled from a conservative activist to the MAGA-friendly federal judge who is employing it in a manner that could save the former president who appointed her .

In his late night Tuesday court filing, federal prosecutors did more than slam U.S. District Judge Aileen M. Cannon ’s flawed reasoning that would essentially hand Trump a total victory in the case against him for hoarding national secrets at his South Florida oceanside estate of Mar-a-Lago.

The specially assigned Department of Justice team also mapped out the origin of Trump’s latest defense, the idea that he was justified in keeping hundreds of classified documents after leaving the White House because he considered these government records “ personal .”

That theory started with Tom Fitton , the musclebound activist who isn’t a lawyer but successfully takes on high-profile legal fights through his nonprofit, Judicial Watch. That group specializes in acquiring government records to further conservative narratives and has become increasingly Trumpist over the years.

Like most Trump tales, this one starts with a tweet.

The day after The Washington Post reported that the National Archives had retrieved 15 boxes of government documents from Mar-a-Lago and explored the requirements of returning that kind of material under the Presidential Records Act, Fitton took to Twitter and made a counter-argument.

“Fact check: The left media is being dishonest about the Trump records issue. A president has discretion on what docs to retain as presidential records while in office. So the law allows Trump to tear up documents, shred them, and take documents when he left the White House,” Fitton tweeted .

Fitton’s perspective was informed by the way he tried to acquire audio recordings of historian Taylor Branch’s interviews with former President Bill Clinton for his 2009 book, The Clinton Tapes . The National Archives claimed it didn’t have the recordings, and U.S. District Judge Amy Berman Jackson ultimately decided she couldn’t force the agency to deem Branch’s tapes as official government documents—especially if Clinton considered them “personal.”

“The decision to segregate personal materials from presidential records is made by the president, during the president's term and in his sole discretion,” Jackson wrote in 2012.

Fast forward a decade, and Fitton was fuming that Trump couldn’t do the same with the paperwork he ferried from the White House to Mar-a-Lago.

And this is where the DOJ special counsel’s investigation comes in.

Federal prosecutors yesterday detailed how “immediately after posting the second tweet” on Feb. 8, 2022, Fitton contacted “an employee in Trump’s post-presidency office" and sent them “a link to the tweet and offered to discuss the issue with Trump.” Fitton then shared his analysis of Jackson’s 2012 decision, along with “a proposed public statement for Trump’s consideration” that the former president never issued. However, Fitton also approached a second unnamed Trump “employee” advising that Trump should adopt the new defense that the Mar-a-Lago records were actually “personal” all along.

Hinting at just how extensive the federal investigation has dug into Trump’s private advisers, prosecutors noted how “the second employee advised the Judicial Watch president that they disagreed with the Judicial Watch president’s analysis: in Judicial Watch, former President Clinton had made the designation of certain records personal while president, whereas Trump had not done so.”

But it seems like some of the message got through. Two days later, Trump issued a written public statement that The Washington Post called an “unusually lawyerly response.” The former president stated, “I have been told I was under no obligation to give this material based on various legal rulings that have been made over the years,” and even cited the Clinton tapes case.

Once more, federal prosecutors showed the extent to which they’ve become plugged into the private discussions in the Trump camp as the former president was bracing for legal trouble.

“Before this time, the second employee had never heard this theory from Trump. No other witness recalled Trump espousing this theory until after the Judicial Watch president conveyed it to him in February 2022,” prosecutors said in yesterday’s filing, which was digitally signed by Jay I. Bratt, the counterintelligence chief at the DOJ’s National Security Division who is now serving as a “counselor” to Jack Smith .

Bratt went on to describe how investigators have heard from just about everyone in Trump’s circle during his time in office, telegraphing how deep the bench would be come game time, with useful witnesses against the former president from every corner of the Trump White House.

“During its exhaustive investigation, the government interviewed Trump’s own [Presidential Records Act] representatives and numerous high-ranking officials from the White House—Chiefs of Staff, White House Counsel and senior members of the White House Counsel’s Office, a National Security Advisor, and senior members of the National Security Council,” Bratt wrote, followed by the kill shot.

“Not a single one had heard Trump say that he was designating records as personal or that, at the time he caused the transfer of boxes to Mar-a-Lago, he believed that his removal of records amounted to designating them as personal under the PRA. To the contrary, every witness who was asked this question had never heard such a thing,” he wrote.

The origin story of the “they’re personal” defense is pivotal now. Federal prosecutors are trying to stop Trump from utilizing that excuse to escape criminal charges for whisking away hundreds of classified records from the White House, showing them off in private conversations, initially refusing to return them when approached by the National Archives, eventually turning over some but not all of them, then lying to federal investigators about the ones still in his mansion’s bathroom and other rooms.

Prosecutors are now scrambling to stop Judge Cannon from adopting that legal theory, which she essentially did with a shocking order last month that would effectively force the government to show jurors highly classified records in question or acquit him by saying that he was free to claim as personal whatever he wanted.

That’s why prosecutors are so keen to trace this legal theory back to Judicial Watch and track its movement from a highly partisan activist to the judge who now appears to have accepted it.

Although Trump was indicted in the Mar-a-Lago case in June 2023, the former president only began to raise the “they’re personal” defense eight months later. In February, Trump’s lawyers told Judge Cannon that Trump “exercised virtually unreviewable Article II executive authority to designate the records as personal” when the boxes were moved out to the White House. In their view, the Presidential Records Act would—in theory—allow Trump to redesignate the records as “personal” by the mere fact that he allowed them to be relocated.

Prosecutors on Tuesday cautioned Judge Cannon to avoid embracing this alternative reading of the 1978 Presidential Records Act —which was, ironically, created to force presidents to turn over their administration documents and was a direct response to disgraced President Richard Nixon’s refusal to turn over White House records to the National Archives.

And they stressed that Trump hasn’t even formally asserted that he even deemed these stacks of government paperwork as his own belongings, merely floating the idea instead. Prosecutors derided the whole concocted theory as “Trump’s post hoc legal invention.”

“Importantly, Trump has never represented to this Court that he in fact designated the classified documents as personal,” Bratt wrote, noting that Trump’s legal team didn’t even bring it up at a court hearing last month “despite every opportunity and every incentive to do so.”

“The reason is simple: he never did so,” he wrote. “Instead, he has attempted to fashion out of whole cloth a legal presumption that would operate untethered to any facts—without regard to his actual decisions, his actual intent, the unambiguous definition of what constitutes personal records under the PRA, or the plainly non-personal content of the highly classified documents that he retained.”

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Apple says ‘system error’ led to incorrect emails sent to Apple Card users

Apple is sending an email to Apple Card users today informing them of a “system error” that occurred on Monday. According to the email, this led to some Apple Card users erroneously being told they weren’t enrolled in Scheduled Payments.

In a clarification email being sent out today, Apple says:

Due to a system error, the email notifying you that your Apple Card statement was available on April 1 incorrectly indicated that you are not enrolled in automatic Scheduled Payments. We apologize for any confusion this may have caused. As of 4/1/2024, you were enrolled in automatic Scheduled Payments. Payments will continue to be processed per your payment preferences.

Also of note, the Apple Card Savings Account rate change that was first revealed earlier this week has now officially gone into effect. With this change, the account’s annual percentage yield is dropping from 4.5% to 4.4%. More details in our original post from Monday.

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