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How to Write Your College Essay: The Ultimate Step-by-Step Guide

Getting ready to start your college essay? Your essay is very important to your application — especially if you’re applying to selective colleges.

Become a stronger writer by reviewing your peers’ essays and get your essay reviewed as well for free.

We have regular livestreams during which we walk you through how to write your college essay and review essays live.

College Essay Basics

Just getting started on college essays? This section will guide you through how you should think about your college essays before you start.

• Why do essays matter in the college application process?
• What is a college application theme and how do you come up with one?
• How to format and structure your college essay

Before you move to the next section, make sure you understand:

How a college essay fits into your application

What a strong essay does for your chances

How to create an application theme

Learn the Types of College Essays

Next, let’s make sure you understand the different types of college essays. You’ll most likely be writing a Common App or Coalition App essay, and you can also be asked to write supplemental essays for each school. Each essay has a prompt asking a specific question. Each of these prompts falls into one of a few different types. Understanding the types will help you better answer the prompt and structure your essay.

• How to Write a Personal Statement That Wows Colleges
• Personal Statement Essay Examples
• How to Write a Stellar Extracurricular Activity Essay
• Extracurricular Essay Examples
• Tips for Writing a Diversity College Essay
• Diversity Essay Examples
• Tips for Writing a Standout Community Service Essay
• How to Write the “Why This Major” Essay
• How to Write a “Why This Major” Essay if You’re Undecided
• How to write the “Why This College” Essay
• How to Research a College to Write the “Why This College” Essay
• Why This College Essay Examples
• How to Write The Overcoming Challenges Essay
• Overcoming Challenges Essay Examples

Identify how each prompt fits into an essay type

What each type of essay is really asking of you

How to write each essay effectively

The Common App essay

Almost every student will write a Common App essay, which is why it’s important you get this right.

• How to Write the Common App Essay
• Successful Common App Essay Examples
• 5 Awesome College Essay Topics + Sample Essays
• 11 Cliché College Essay Topics + How to Fix Them

How to choose which Common App prompts to answer

How to write a successful Common App essay

What to avoid to stand out to admissions officers

Supplemental Essay Guides

Many schools, especially competitive ones, will ask you to write one or more supplemental essays. This allows a school to learn more about you and how you might fit into their culture.

These essays are extremely important in standing out. We’ve written guides for all the top schools. Follow the link below to find your school and read last year’s essay guides to give you a sense of the essay prompts. We’ll update these in August when schools release their prompts.

See last year’s supplemental essay guides to get a sense of the prompts for your schools.

Essay brainstorming and composition

Now that you’re starting to write your essay, let’s dive into the writing process. Below you’ll find our top articles on the craft of writing an amazing college essay.

• Where to Begin? 3 Personal Essay Brainstorming Exercises
• Creating the First Draft of Your College Application Essay
• How to Get the Perfect Hook for Your College Essay
• What If I Don’t Have Anything Interesting To Write About In My College Essay?
• 8 Do’s and Don’t for Crafting Your College Essay
• Stuck on Your College Essay? 8 Tips for Overcoming Writer’s Block

Understand how to write a great hook for your essay

Complete the first drafts of your essay

Editing and polishing your essay

Have a first draft ready? See our top editing tips below. Also, you may want to submit your essay to our free Essay Peer Review to get quick feedback and join a community of other students working on their essays.

• 11 Tips for Proofreading and Editing Your College Essay
• Getting Help with Your College Essay
• 5 DIY Tips for Editing Your College Essay
• How Long Should Your College Essay Be?
• Essential Grammar Rules for Your College Apps
• College Essay Checklist: Are You Ready to Submit?

Proofread and edited your essay.

Had someone else look through your essay — we recommend submitting it for a peer review.

Make sure your essay meets all requirements — consider signing up for a free account to view our per-prompt checklists to help you understand when you’re really ready to submit.

Advanced College Essay Techniques

Let’s take it one step further and see how we can make your college essay really stand out! We recommend reading through these posts when you have a draft to work with.

• 10 Guidelines for Highly Readable College Essays
• How to Use Literary Devices to Enhance Your Essay
• How to Develop a Personalized Metaphor for Your College Applications

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

Hear an admissions expert discuss the appropriate level of depth necessary in your college essay.

Student Stories

Student Story: Admissions essay about a formative experience

Get the perspective of a current college student on how he approached the admissions essay.

Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

This content is licensed by Khan Academy and is available for free at www.khanacademy.org.

Improve your college essays through feedback

CollegeVine’s fast and secure essay peer review system lets you:

Learn where your essay is strong and where it can improve

Improve your writing by reviewing other students’ essays

It’s free — learn how

What current seniors are saying

Differentiating yourself is more important than ever.

With more schools going test optional, college essays can help you stand out from the rest, and they can often make the difference between a rejection and acceptance.

Essays are 25% of your application

Grades alone won’t get you accepted to your dream school. The college essay is an extremely important piece of your college application. Essays help you stand out from the rest.

Show your personality

Admissions officers want to better understand who you are through your essays. Showcasing your unique view of the world and the experiences that have led you to where you are is pivotal.

Become memorable to admissions

Admissions officers only spend a few minutes on each application. Ensure your essay will be memorable by getting honest feedback from people who don’t already know your story well.

Write amazing college essays

Stop guessing what admissions officers will take away from your college essay. Our community of peer reviewers will let you know and provide feedback. You’ll build confidence and improve your own writing by reviewing peer essays, which help you learn to read essays just like an admissions officer.

Learn what admissions officers are looking for

Get exposed to how admissions officers read and evaluate your essays. Our essay guides provide students with clear, actionable ways to write an authentic essay. We analyze real essays from the past to see what works to get accepted.

Get your essay reviewed by experts

We've helped with 100,000+ college essays—we've seen it all and we know what works. Submit your own essay or watch our team of experts critique other student essays LIVE. All viewers can ask questions and get help from the expert team at no cost.

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Q&A with experts

Ask questions and get quick and helpful answers from CollegeVine experts and a community of supportive peers.

How is CollegeVine free?

We believe that every student deserves expert guidance. To make that possible, access to the CollegeVine platform is free for students. We partner with colleges that pay to join our ecosystem and interact with students via virtual events and 1-1 connections.

There are zero ads on our site and you can rest assured that you are always in control of your personal data. Connections with colleges are student-initiated, meaning your profile is only shared if and when you opt-in.

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Student Opinion

310 Prompts for Argumentative Writing

Questions on everything from mental health and sports to video games and dating. Which ones inspire you to take a stand?

By Natalie Proulx

Does social media harm young people’s mental health? Do video games deserve the bad rap they often get? Should parents track their children? Who is the greatest athlete of all time?

Every school day, we publish new questions for students based on the news of the day, including prompts, like these, that inspire persuasive writing.

Below, we’ve rounded up over 300 of those argumentative prompts, organized by topic, all in one place. They cover everything from parenting and schools to music and social media. Each one, drawn from our Student Opinion column , links to a free New York Times article as well as additional subquestions that can help you think more deeply about it.

You can use these prompts however you like, whether to inspire an entry for our new Open Letter Contest , to hone your persuasive writing skills or simply to share your opinions on the issues of today. So scroll through the list below and see which ones inspire you to take a stand.

If you enjoy these questions, know that you can find all of our argumentative writing prompts, as they publish, here . Students 13 and up from anywhere in the world are invited to comment.

Argumentative Prompt Topics

Technology and social media, college, work and money, health and relationships, gender and race, arts and entertainment, parenting and childhood, government and politics, animals, science and time.

Social Media

1. Does Social Media Harm Young People’s Mental Health? 2. How Much Should Speech Be Moderated on Social Media? 3. Should the United States Ban TikTok? 4. How Young Is Too Young to Use Social Media? 5. Should Kids Be Social Media Influencers? 6. What Should Be Done to Protect Children Online? 7. Should There Be Separate Social Media Apps for Children? 8. Are You a Fan of ‘School Accounts’ on Social Media? 9. Will Social Media Help or Hurt Your College and Career Goals? 10. Is It Ever OK to Use Strangers as Content for Social Media?

Phones and Devices

11. Should More Teenagers Ditch Their Smartphones? 12. Should the Adults in Your Life Be Worried by How Much You Use Your Phone? 13. Should Phones Ever Be a Part of Family or Holiday Gatherings? 14. What Are Your Texting Dos and Don’ts? 15. Does Grammar Still Matter in the Age of Twitter? 16. Is Your Phone Love Hurting Your Relationships? 17. Should Texting While Driving Be Treated Like Drunken Driving? 18. How Young Is Too Young for an Apple Watch?

The Internet

19. Do Memes Make the Internet a Better Place? 20. How Excited Are You About the Metaverse? 21. Should Websites Force Users to Prove How Old They Are? 22. What Is the Best Way to Stop Abusive Language Online? 23. How Do You Feel About Cancel Culture? 24. Does Online Public Shaming Prevent Us From Being Able to Grow and Change? 25. Do You Think Online Conspiracy Theories Can Be Dangerous? 26. Does Technology Make Us More Alone?

School Discipline and Attendance

27. Should Schools Ban Cellphones? 28. How Should Schools Hold Students Accountable for Hurting Others? 29. What Are Your Thoughts on Uniforms and Strict Dress Codes? 30. Should Schools Test Their Students for Nicotine and Drug Use? 31. How Can Schools Engage Students Who Are at Risk of Dropping Out? 32. Should Students Be Allowed to Miss School for Mental Health Reasons? 33. Should Your School Day Start Later? 34. Should There Still Be Snow Days? 35. Do Kids Need Recess? 36. Should Students Be Punished for Not Having Lunch Money?

School Quality and Effectiveness

37. How Do You Think American Education Could Be Improved? 38. Do Schools Need to Do More to Hold Students Accountable? 39. Are Straight A’s Always a Good Thing? 40. Should Students Have the Same Teachers Year After Year? 41. Do Teachers Assign Too Much Homework? 42. Should We Get Rid of Homework? 43. Should We Eliminate Gifted and Talented Programs? 44. Is It Time to Get Rid of Timed Tests? 45. What Role Should Textbooks Play in Education? 46. How Should Senior Year in High School Be Spent? 47. Does Your School Need More Money? 48. Do School Employees Deserve More Respect — and Pay? 49. Should Public Preschool Be a Right for All Children?

Teaching and Learning

50. Do You Think We Need to Change the Way Math Is Taught? 51. Should Financial Literacy Be a Required Course in School? 52. Should Schools Teach Students Kitchen and Household Skills? 53. Do We Need Better Music Education? 54. What Are the Most Important Things Students Should Learn in School? 55. What Is the Purpose of Teaching U.S. History? 56. Do Schools Need to Do More to Support Visual Thinkers? 57. Is School a Place for Self-Expression? 58. Should Media Literacy Be a Required Course in School? 59. Can Empathy Be Taught? Should Schools Try to Help Us Feel One Another’s Pain? 60. Should Schools Teach You How to Be Happy? 61. Should All Schools Teach Cursive? 62. Should Kids Still Learn to Tell Time? 63. How Important Is Knowing a Foreign Language

Technology in School

64. How Should Schools Respond to ChatGPT? 65. Does Learning to Be a Good Writer Still Matter in the Age of A.I.? 66. Is Online Learning Effective? 67. Should Students Be Monitored When Taking Online Tests? 68. Should Schools Be Able to Discipline Students for What They Say on Social Media? 69. Can Social Media Be a Tool for Learning and Growth in Schools? 70. Should Facial Recognition Technology Be Used in Schools? 71. Is Live-Streaming Classrooms a Good Idea? 72. Should Teachers and Professors Ban Student Use of Laptops in Class? 73. Are the Web Filters at Your School Too Restrictive?

Education Politics

74. Do You Feel Your School and Teachers Welcome Both Conservative and Liberal Points of View? 75. Should Students Learn About Climate Change in School? 76. Should Teachers Provide Trigger Warnings for ‘Traumatic Content’? 77. Should Teachers Be Allowed to Wear Political Symbols? 78. What Do You Think About Efforts to Ban Books From School Libraries? 79. What Is Your Reaction to the Growing Fight Over What Young People Can Read? 80. What Do You Think About the Controversy Surrounding the New A.P. Course on African American Studies? 81. Should Schools or Employers Be Allowed to Tell People How They Should Wear Their Hair? 82. Does Prayer Have Any Place in Public Schools? 83. Should Schools Be Allowed to Censor Student Newspapers?

College Admissions

84. Should Colleges Consider Standardized Tests in Admissions? 85. Should Students Let ChatGPT Help Them Write Their College Essays? 86. What Is Your Reaction to the End of Race-Based Affirmative Action in College Admissions? 87. Are Early-Decision Programs Unfair? Should Colleges Do Away With Them? 88. Is the College Admissions Process Fair? 89. How Much Do You Think It Matters Where You Go to College? 90. Should Everyone Go to College? 91. Should College Be Free? 92. Is Student Debt Worth It? 93. Should High Schools Post Their Annual College Lists?

Campus Life

94. What Should Free Speech Look Like on Campus? 95. Should Greek Life on College Campuses Come to an End? 96. Should Universities Work to Curtail Student Drinking? 97. How Should the Problem of Sexual Assault on Campuses Be Addressed? 98. Are Lavish Amenities on College Campuses Useful or Frivolous? 99. Should ‘Despised Dissenters’ Be Allowed to Speak on College Campuses? 100. Should Emotional Support Animals Be Allowed on College Campuses?

Jobs and Careers

101. Is High School a Good Time to Train for a Career? 102. Is There Such a Thing as a ‘Useless’ College Major? 103. Should All High School Students Have Part-Time Jobs? 104. Should National Service Be Required for All Young Americans? 105. Is It OK to Use Family Connections to Get a Job?

Money and Business

106. Do You Think the American Dream Is Real? 107. Should All Young People Learn How to Invest in the Stock Market? 108. Should We All Go Cashless? 109. When Should You Tip? 110. Should We End the Practice of Tipping? 111. Are You a Crypto Optimist or Skeptic? 112. Do Celebrities and Influencers Make You Want to Buy What They’re Selling? 113. Is $1 Billion Too Much Money for Any One Person to Have? 114. Are C.E.O.s Paid Too Much? 115. Is It Immoral to Increase the Price of Goods During a Crisis? 116. What Should Stores Do With Unsold Goods? 117. Is There a ‘Right Way’ to Be a Tourist? 118. Who Should We Honor on Our Money?

Mental Health

119. Is Teen Mental Health in a State of Crisis? 120. ‘Love-Bombing.’ ‘Gaslighting.’ ‘Victim.’ Is ‘Trauma Talk’ Overused? 121. Does Achieving Success Always Include Being Happy? 122. Is Struggle Essential to Happiness? 123. Should Schools Teach Mindfulness? 124. How Can We Bring an End to the ‘Epidemic of Loneliness’? 125. Does Every Country Need a ‘Loneliness Minister’? 126. What Ideas Do You Have to Bring Your Community Closer Together? 127. Are Emotional-Support Animals a Scam? 128. Is It OK to Laugh During Dark Times?

Dating and Relationships

129. Who Should Pay for Dates? 130. Do Marriage Proposals Still Have a Place in Today’s Society? 131. Should Your Significant Other Be Your Best Friend? 132. How Do You Think Technology Affects Dating?

Physical Health

133. Should Governments Do More to Discourage People From Smoking and Vaping? 134. How Should Adults Talk to Kids About Drugs? 135. Can Laziness Be a Good Thing? 136. Should There Be Requirements for Teens Who Want to Ride E-Bikes? 137. What Advice Should Parents and Counselors Give Teenagers About Sexting? 138. Should All Children Be Vaccinated? 139. Do We Worry Too Much About Germs?

140. Is It Becoming More Acceptable for Men and Boys to Cry? 141. Is It Harder for Men and Boys to Make and Keep Friends? 142. Should Award Shows Eliminate Gendered Categories? 143. Should There Be More Gender Options on Identification Documents? 144. Justice Ginsburg Fought for Gender Equality. How Close Are We to Achieving That Goal? 145. What Should #MeToo Mean for Teenage Boys? 146. What Is Hard About Being a Boy? 147. Should There Be More Boy Dolls? 148. Is Single-Sex Education Still Useful? 149. Are Beauty Pageants Still Relevant? 150. Should Period Products Be Free? 151. What Are Your Thoughts on Last Names? 152. What Rules Should Apply to Transgender Athletes When They Compete? 153. What Is Your Reaction to the Recent Wave of Legislation That Seeks to Regulate the Lives of Transgender Youths? 154. What Do You Wish Lawmakers Knew About How Anti-L.G.B.T.Q. Legislation Affects Teenagers?

Identity, Race and Ethnicity

155. How Should Schools Respond to Racist Jokes? 156. How Should Parents Teach Their Children About Race and Racism? 157. What Is Your Reaction to Efforts to Limit Teaching on Race in Schools? 158. How Should Racial Slurs in Literature Be Handled in the Classroom? 159. Should Confederate Statues Be Removed or Remain in Place? 160. Should We Rename Schools Named for Historical Figures With Ties to Racism, Sexism or Slavery? 161. How Should We Remember the Problematic Actions of the Nation’s Founders? 162. Does the United States Owe Reparations to the Descendants of Enslaved People? 163. What Can History Teach Us About Resilience? 164. Should All Americans Receive Anti-Bias Education? 165. Is Fear of ‘The Other’ Poisoning Public Life? 166. What Stereotypical Characters Make You Cringe? 167. When Talking About Identity, How Much Do Words Matter? 168. How Useful Is It to Be Multilingual?

TV and Movies

169. Is True Crime As a Form of Entertainment Ethical? 170. Should Old TV Shows Be Brought Back? 171. Does Reality TV Deserve Its Bad Rap? 172. How Closely Should Actors’ Identities Reflect the Roles They Play? 173. In the Age of Digital Streaming, Are Movie Theaters Still Relevant? 174. Do We Need More Female Superheroes? 175. Is Hollywood Becoming More Diverse? 176. When Does Lying in Comedy Cross a Line? 177. How Do You Feel About ‘Nepotism Babies’?

Music and Video Games

178. Will A.I. Replace Pop Stars? 179. If Two Songs Sound Alike, Is It Stealing? 180. Should Musicians Be Allowed to Copy or Borrow From Other Artists? 181. How Do You Feel About Censored Music? 182. What Are the Greatest Songs of All Time? 183. Do Video Games Deserve the Bad Rap They Often Get? 184. Should There Be Limits on How Much Time Young People Spend Playing Video Games? 185. Should More Parents Play Video Games With Their Kids?

186. Are A.I.-Generated Pictures Art? 187. What Work of Art Should Your Friends Fall in Love With? 188. If Artwork Offends People, Should It Be Removed? 189. Should Museums Return Looted Artifacts to Their Countries of Origin? 190. Should Art Come With Trigger Warnings? 191. Is the Digital Era Improving or Ruining the Experience of Art? 192. Are Museums Still Important in the Digital Age? 193. Can You Separate Art From the Artist? 194. Are There Subjects That Should Be Off-Limits to Artists, or to Certain Artists in Particular? 195. Should Graffiti Be Protected?

Books and Literature

196. Is Listening to a Book Just as Good as Reading It? 197. Should Classic Children’s Books Be Updated for Today’s Young Readers? 198. Should White Writers Translate a Black Author’s Work? 199. Is There Any Benefit to Reading Books You Hate? 200. Should Libraries Get Rid of Late Fees?

201. What’s the Best — and Worst — Part of Being a Sports Fan? 202. Who Is the GOAT? 203. Do Women’s Sports Deserve More Attention? 204. What Should Be Done About the Gender Pay Gap in Sports? 205. Should Girls and Boys Sports Teams Compete in the Same League? 206. Should More Sports Be Coed? 207. College Athletes Can Now Be Paid. But Not All of Them Are Seeing Money. Is That Fair? 208. Should High School-Age Basketball Players Be Able to Get Paid? 209. Are Some Youth Sports Too Intense? 210. Are Youth Sports Too Competitive? 211. Is It Bad Sportsmanship to Run Up the Score in Youth Sports? 212. Is It Ethical to Be a Football Fan? 213. Does the N.F.L. Have a Race Problem? 214. What New Rules Would Improve Your Favorite Sport? 215. What Sports Deserve More Hype? 216. How Should We Punish Sports Cheaters? 217. Should Technology in Sports Be Limited? 218. Does Better Sports Equipment Unfairly Improve Athletic Ability? 219. Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures? 220. Is It Selfish to Pursue Risky Sports Like Extreme Mountain Climbing? 221. Should Cheerleading Be an Olympic Sport?

Related Writing Prompt

222. Should Parents Ever Be Held Responsible for the Harmful Actions of Their Children? 223. Where Is the Line Between Helping a Child Become More Resilient and Pushing Them Too Hard? 224. Should Parents Give Children More Responsibility at Younger Ages? 225. Should Parents Tell Children the Truth About Santa? 226. Should Parents Weigh in on Their Kids’ Dating Lives? 227. Should Parents Track Their Children? 228. How Should Parents Support a Student Who Has Fallen Behind in School? 229. Do Parents Ever Cross a Line by Helping Too Much With Schoolwork? 230. What’s the Best Way to Discipline Children? 231. What Are Your Thoughts on ‘Snowplow Parents’? 232. Should Stay-at-Home Parents Be Paid? 233. Should Parents Bribe Their Children?

Childhood and Growing Up

234. Is It Harder to Grow Up in the 21st Century Than It Was in the Past? 235. Is Childhood Today Over-Supervised? 236. When Do You Become an Adult? 237. Who Should Decide Whether a Teenager Can Get a Tattoo or Piercing? 238. Do We Give Children Too Many Trophies? 239. What Can Older Generations Learn From Gen Z? 240. What Is the Worst Toy Ever?

Legislation and Policy

241. Should the Death Penalty Be Abolished? 242. Should Marijuana Be Legal? 243. Should the United States Decriminalize the Possession of Drugs? 244. What Is Your Reaction to the State of Abortion Rights? 245. Should the Government Cancel Student Debt? 246. Should Public Transit Be Free? 247. Should There Be More Public Restrooms? 248. Should the U.S. Be Doing More to Prevent Child Poverty? 249. Should the Government Provide a Guaranteed Income for Families With Children? 250. Should Law Enforcement Be Able to Use DNA Data From Genealogy Websites for Criminal Investigations?

Gun Violence

251. Are You Concerned About Violence in America? 252. How Should Americans Deal With the Problem of Gun Violence? 253. What Should Lawmakers Do About Guns and Gun Violence? 254. Should the U.S. Ban Military-Style Semiautomatic Weapons? 255. Should Teachers Be Armed With Guns?

Voting and Elections

256. How Much Faith Do You Have in the U.S. Political System? 257. Is the Electoral College a Problem? Does It Need to Be Fixed? 258. Does Everyone Have a Responsibility to Vote? 259. Should We All Be Able to Vote by Mail? 260. Should There Be a Minimum Voting Age? 261. Should the Voting Age Be Lowered to 16? 262. Should Ex-Felons Have the Right to Vote? 263. Are Presidential Debates Helpful to Voters? Or Should They Be Scrapped?

Freedoms and Rights

264. How Important Is Freedom of the Press? 265. Why Does the Right to Protest Matter? 266. Does the U.S. Constitution Need an Equal Rights Amendment? 267. Do You Care Who Sits on the Supreme Court? Should We Care? 268. Should You Have a Right to Be Rude? 269. Should Prisons Offer Incarcerated People Education Opportunities?

Civic Participation

270. Are You Optimistic About the State of the World? 271. If You Could Take On One Problem Facing Our World, What Would It Be? 272. If You Were Mayor, What Problems Facing Your Community Would You Tackle? 273. Do You Think Teenagers Can Make a Difference in the World? 274. Do You Think It Is Important for Teenagers to Participate in Political Activism? 275. Is Your Generation Doing Its Part to Strengthen Our Democracy? 276. How Is Your Generation Changing Politics? 277. Why Is It Important for People With Different Political Beliefs to Talk to Each Other? 278. Are We Being Bad Citizens If We Don’t Keep Up With the News? 279. Why Do Bystanders Sometimes Fail to Help When They See Someone in Danger? 280. When Is It OK to Be a Snitch? 281. Should Reporters Ever Help the People They Are Covering? 282. Should Celebrities Weigh In on Politics? 283. Should Athletes Speak Out On Social and Political Issues? 284. Should Corporations Take Political Stands? 285. What Do You Think the Role of the First Lady — or First Spouse — Should Be Today?

286. Is Animal Testing Ever Justified? 287. What Is Our Responsibility to Lab Animals? 288. What Are Your Thoughts About Hunting Animals? 289. Should We Be Concerned With Where We Get Our Pets? 290. What Do You Think of Pet Weddings? 291. Is It Wrong to Focus on Animal Welfare When Humans Are Suffering? 292. Should We Bring Back Animals From Extinction? 293. Are Zoos Immoral? 294. Do Bugs Deserve More Respect?

Environment and Science

295. What Role Should Young People Play in the Fight Against Climate Change? 296. Should We Be More Optimistic About Efforts to Combat Climate Change? 297. How Far Is Too Far in the Fight Against Climate Change? 298. Should Plastic Bags Be Banned Everywhere? 299. Is It Ethical to Create Genetically Edited Humans? 300. Should We Still Be Sending Astronauts to Space? 301. Do You Think Pluto Should Be a Planet? 302. Should We Treat Robots Like People?

Time and Seasons

303. What Is the Best Month of the Year? What Is the Worst? 304. Would Life Be Better Without Time Zones? 305. Do You Think It Is Time to Get Rid of Daylight Saving Time? 306. When Do Holiday Decorations Go From Festive to Excessive? 307. Should We Rethink Thanksgiving? 308. When Does a Halloween Costume Cross the Line? 309. Should School Be a Place to Celebrate Halloween? 310. Should the Week Be Four Days Instead of Five?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

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Sob stories? Trauma dumps? Black kids worry about writing college essays after affirmative action ban

When the Supreme Court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions decisions.

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CHICAGO (AP) — When she started writing her college essay, Hillary Amofa told the story she thought admissions offices wanted to hear. About being the daughter of immigrants from Ghana and growing up in a small apartment in Chicago. About hardship and struggle.

Then she deleted it all.

“I would just find myself kind of trauma-dumping,” said the 18-year-old senior at Lincoln Park High School in Chicago. “And I’m just like, this doesn’t really say anything about me as a person.”

When the Supreme Court ended affirmative action in higher education , it left the college essay as one of few places where race can play a role in admissions decisions. For many students of color, instantly more was riding on the already high-stakes writing assignment. Some say they felt pressure to exploit their hardships as they competed for a spot on campus.

Amofa was just starting to think about her essay when the court issued its decision, and it left her with a wave of questions. Could she still write about her race? Could she be penalized for it? She wanted to tell colleges about her heritage but she didn’t want to be defined by it.

In English class, Amofa and her classmates read sample essays that all seemed to focus on some trauma or hardship. It left her with the impression she had to write about her life’s hardest moments to show how far she’d come. But she and some of her classmates wondered if their lives had been hard enough to catch the attention of admissions offices.

“For a lot of students, there’s a feeling of, like, having to go through something so horrible to feel worthy of going to school, which is kind of sad,” said Amofa, the daughter of a hospital technician and an Uber driver.

This year’s senior class is the first in decades to navigate college admissions without affirmative action. The Supreme Court upheld the practice in decisions going back to the 1970s, but this court’s conservative supermajority found it is unconstitutional for colleges to give students extra weight because of their race alone.

Still, the decision left room for race to play an indirect role: Chief Justice John Roberts wrote universities can still consider how an applicant’s life was shaped by their race, “so long as that discussion is concretely tied to a quality of character or unique ability.”

“A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination,” he wrote.

Scores of colleges responded with new essay prompts asking about students’ backgrounds. Brown University asked applicants how “an aspect of your growing up has inspired or challenged you.” Rice University asked students how their perspectives were shaped by their “background, experiences, upbringing, and/or racial identity.”

Wondering if schools ‘expect a sob story’

When Darrian Merritt started writing his essay, he knew the stakes were higher than ever because of the court’s decision. His first instinct was to write about events that led to him going to live with his grandmother as a child.

Those were painful memories, but he thought they might play well at schools like Yale, Stanford and Vanderbilt.

“I feel like the admissions committee might expect a sob story or a tragic story,” said Merritt, a senior in Cleveland. “And if you don’t provide that, then maybe they’re not going to feel like you went through enough to deserve having a spot at the university. I wrestled with that a lot.”

He wrote drafts focusing on his childhood, but it never amounted to more than a collection of memories. Eventually he abandoned the idea and aimed for an essay that would stand out for its positivity.

Merritt wrote about a summer camp where he started to feel more comfortable in his own skin. He described embracing his personality and defying his tendency to please others. The essay had humor — it centered on a water gun fight where he had victory in sight but, in a comedic twist, slipped and fell. But the essay also reflects on his feelings of not being “Black enough” and getting made fun of for listening to “white people music.”

“I was like, ‘OK, I’m going to write this for me, and we’re just going to see how it goes,’” he said. “It just felt real, and it felt like an honest story.”

The essay describes a breakthrough as he learned “to take ownership of myself and my future by sharing my true personality with the people I encounter. … I realized that the first chapter of my own story had just been written.”

A ruling prompts pivots on essay topics

Like many students, Max Decker of Portland, Oregon, had drafted a college essay on one topic, only to change direction after the Supreme Court ruling in June.

Decker initially wrote about his love for video games. In a childhood surrounded by constant change, navigating his parents’ divorce, the games he took from place to place on his Nintendo DS were a source of comfort.

But the essay he submitted to colleges focused on the community he found through Word is Bond, a leadership group for young Black men in Portland.

As the only biracial, Jewish kid with divorced parents in a predominantly white, Christian community, Decker wrote he constantly felt like the odd one out. On a trip with Word is Bond to Capitol Hill, he and friends who looked just like him shook hands with lawmakers. The experience, he wrote, changed how he saw himself.

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“It’s because I’m different that I provide something precious to the world, not the other way around,” he wrote.

As a first-generation college student, Decker thought about the subtle ways his peers seemed to know more about navigating the admissions process. They made sure to get into advanced classes at the start of high school, and they knew how to secure glowing letters of recommendation.

If writing about race would give him a slight edge and show admissions officers a fuller picture of his achievements, he wanted to take that small advantage.

His first memory about race, Decker said, was when he went to get a haircut in elementary school and the barber made rude comments about his curly hair. Until recently, the insecurity that moment created led him to keep his hair buzzed short.

Through Word is Bond, Decker said he found a space to explore his identity as a Black man. It was one of the first times he was surrounded by Black peers and saw Black role models. It filled him with a sense of pride in his identity. No more buzzcut.

The pressure to write about race involved a tradeoff with other important things in his life, Decker said. That included his passion for journalism, like the piece he wrote on efforts to revive a once-thriving Black neighborhood in Portland. In the end, he squeezed in 100 characters about his journalism under the application’s activities section.

“My final essay, it felt true to myself. But the difference between that and my other essay was the fact that it wasn’t the truth that I necessarily wanted to share,” said Decker, whose top college choice is Tulane, in New Orleans, because of the region’s diversity. “It felt like I just had to limit the truth I was sharing to what I feel like the world is expecting of me.”

Spelling out the impact of race

Before the Supreme Court ruling, it seemed a given to Imani Laird that colleges would consider the ways that race had touched her life. But now, she felt like she had to spell it out.

As she started her essay, she reflected on how she had faced bias or felt overlooked as a Black student in predominantly white spaces.

There was the year in math class when the teacher kept calling her by the name of another Black student. There were the comments that she’d have an easier time getting into college because she was Black.

“I didn’t have it easier because of my race,” said Laird, a senior at Newton South High School in the Boston suburbs who was accepted at Wellesley and Howard University , and is waiting to hear from several Ivy League colleges. “I had stuff I had to overcome.”

In her final essays, she wrote about her grandfather, who served in the military but was denied access to GI Bill benefits because of his race.

She described how discrimination fueled her ambition to excel and pursue a career in public policy.

“So, I never settled for mediocrity,” she wrote. “Regardless of the subject, my goal in class was not just to participate but to excel. Beyond academics, I wanted to excel while remembering what started this motivation in the first place.”

Will schools lose racial diversity?

Amofa used to think affirmative action was only a factor at schools like Harvard and Yale. After the court’s ruling, she was surprised to find that race was taken into account even at some public universities she was applying to.

Now, without affirmative action, she wondered if mostly white schools will become even whiter.

It’s been on her mind as she chooses between Indiana University and the University of Dayton, both of which have relatively few Black students. When she was one of the only Black students in her grade school, she could fall back on her family and Ghanaian friends at church. At college, she worries about loneliness.

“That’s what I’m nervous about,” she said. “Going and just feeling so isolated, even though I’m constantly around people.”

The first drafts of her essay focused on growing up in a low-income family, sharing a bedroom with her brother and grandmother. But it didn’t tell colleges about who she is now, she said.

Her final essay tells how she came to embrace her natural hair. She wrote about going to a mostly white grade school where classmates made jokes about her afro. When her grandmother sent her back with braids or cornrows, they made fun of those too.

Over time, she ignored their insults and found beauty in the styles worn by women in her life. She now runs a business doing braids and other hairstyles in her neighborhood.

“I stopped seeing myself through the lens of the European traditional beauty standards and started seeing myself through the lens that I created,” Amofa wrote.

“Criticism will persist, but it loses its power when you know there’s a crown on your head!”

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Should college essays touch on race? Some feel affirmative action ruling leaves no choice

When the supreme court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions..

By The Associated Press

5:20 AM on Mar 28, 2024 CDT

CHICAGO — When she started writing her college essay, Hillary Amofa told the story she thought admissions offices wanted to hear. About being the daughter of immigrants from Ghana and growing up in a small apartment in Chicago. About hardship and struggle.

Then she deleted it all.

“I would just find myself kind of trauma-dumping,” said the 18-year-old senior at Lincoln Park High School in Chicago. “And I’m just like, this doesn’t really say anything about me as a person.”

When the Supreme Court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions decisions. For many students of color, instantly more was riding on the already high-stakes writing assignment. Some say they felt pressure to exploit their hardships as they competed for a spot on campus.

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Related: Gov. Abbott issues executive order fighting antisemitism at Texas colleges

Amofa was just starting to think about her essay when the court issued its decision, and it left her with a wave of questions. Could she still write about her race? Could she be penalized for it? She wanted to tell colleges about her heritage but she didn’t want to be defined by it.

In English class, Amofa and her classmates read sample essays that all seemed to focus on some trauma or hardship. It left her with the impression she had to write about her life’s hardest moments to show how far she’d come. But she and some of her classmates wondered if their lives had been hard enough to catch the attention of admissions offices.

“For a lot of students, there’s a feeling of, like, having to go through something so horrible to feel worthy of going to school, which is kind of sad,” said Amofa, the daughter of a hospital technician and an Uber driver.

This year’s senior class is the first in decades to navigate college admissions without affirmative action. The Supreme Court upheld the practice in decisions going back to the 1970s, but this court’s conservative supermajority found it is unconstitutional for colleges to give students extra weight because of their race alone.

Still, the decision left room for race to play an indirect role: Chief Justice John Roberts wrote universities can still consider how an applicant’s life was shaped by their race, “so long as that discussion is concretely tied to a quality of character or unique ability.”

“A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination,” he wrote.

Scores of colleges responded with new essay prompts asking about students’ backgrounds. Brown University asked applicants how “an aspect of your growing up has inspired or challenged you.” Rice University asked students how their perspectives were shaped by their “background, experiences, upbringing, and/or racial identity.”

Do schools ‘expect a sob story’?

When Darrian Merritt started writing his essay, he knew the stakes were higher than ever because of the court’s decision. His first instinct was to write about events that led to him going to live with his grandmother as a child.

Those were painful memories, but he thought they might play well at schools like Yale, Stanford and Vanderbilt.

“I feel like the admissions committee might expect a sob story or a tragic story,” said Merritt, a senior in Cleveland. “And if you don’t provide that, then maybe they’re not going to feel like you went through enough to deserve having a spot at the university. I wrestled with that a lot.”

Related: Texas colleges risk millions if they break DEI ban, lawmaker says

He wrote drafts focusing on his childhood, but it never amounted to more than a collection of memories. Eventually he abandoned the idea and aimed for an essay that would stand out for its positivity.

Merritt wrote about a summer camp where he started to feel more comfortable in his own skin. He described embracing his personality and defying his tendency to please others. The essay had humor — it centered on a water gun fight where he had victory in sight but, in a comedic twist, slipped and fell. But the essay also reflects on his feelings of not being “Black enough” and getting made fun of for listening to “white people music.”

“I was like, ‘OK, I’m going to write this for me, and we’re just going to see how it goes,’” he said. “It just felt real, and it felt like an honest story.”

The essay describes a breakthrough as he learned “to take ownership of myself and my future by sharing my true personality with the people I encounter. ... I realized that the first chapter of my own story had just been written.”

Ruling prompts pivots on essay topics

Like many students, Max Decker of Portland, Ore., had drafted a college essay on one topic, only to change direction after the Supreme Court ruling in June.

Decker initially wrote about his love for video games. In a childhood surrounded by constant change, navigating his parents’ divorce, the games he took from place to place on his Nintendo DS were a source of comfort.

But the essay he submitted to colleges focused on the community he found through Word is Bond, a leadership group for young Black men in Portland.

As the only biracial, Jewish kid with divorced parents in a predominantly white, Christian community, Decker wrote he constantly felt like the odd one out. On a trip with Word is Bond to Capitol Hill, he and friends who looked just like him shook hands with lawmakers. The experience, he wrote, changed how he saw himself.

“It’s because I’m different that I provide something precious to the world, not the other way around,” he wrote.

As a first-generation college student, Decker thought about the subtle ways his peers seemed to know more about navigating the admissions process. They made sure to get into advanced classes at the start of high school, and they knew how to secure glowing letters of recommendation.

If writing about race would give him a slight edge and show admissions officers a fuller picture of his achievements, he wanted to take that small advantage.

His first memory about race, Decker said, was when he went to get a haircut in elementary school and the barber made rude comments about his curly hair. Until recently, the insecurity that moment created led him to keep his hair buzzed short.

Related: Dallas approves more than $30 million in contracts to improve sidewalks citywide

Through Word is Bond, Decker said he found a space to explore his identity as a Black man. It was one of the first times he was surrounded by Black peers and saw Black role models. It filled him with a sense of pride in his identity. No more buzzcut.

The pressure to write about race involved a tradeoff with other important things in his life, Decker said. That included his passion for journalism, like the piece he wrote on efforts to revive a once-thriving Black neighborhood in Portland. In the end, he squeezed in 100 characters about his journalism under the application’s activities section.

“My final essay, it felt true to myself. But the difference between that and my other essay was the fact that it wasn’t the truth that I necessarily wanted to share,” said Decker, whose top college choice is Tulane, in New Orleans, because of the region’s diversity. “It felt like I just had to limit the truth I was sharing to what I feel like the world is expecting of me.”

Spelling out the impact of race

Before the Supreme Court ruling, it seemed a given to Imani Laird that colleges would consider the ways that race had touched her life. But now, she felt like she had to spell it out.

As she started her essay, she reflected on how she had faced bias or felt overlooked as a Black student in predominantly white spaces.

There was the year in math class when the teacher kept calling her by the name of another Black student. There were the comments that she’d have an easier time getting into college because she was Black.

Related: Federal appeals court questions legality of Texas immigration law

“I didn’t have it easier because of my race,” said Laird, a senior at Newton South High School in the Boston suburbs who was accepted at Wellesley and Howard University, and is waiting to hear from several Ivy League colleges. “I had stuff I had to overcome.”

In her final essays, she wrote about her grandfather, who served in the military but was denied access to GI Bill benefits because of his race.

She described how discrimination fueled her ambition to excel and pursue a career in public policy.

“So, I never settled for mediocrity,” she wrote. “Regardless of the subject, my goal in class was not just to participate but to excel. Beyond academics, I wanted to excel while remembering what started this motivation in the first place.”

Will schools lose racial diversity?

Amofa used to think affirmative action was only a factor at schools like Harvard and Yale. After the court’s ruling, she was surprised to find that race was taken into account even at some public universities she was applying to.

Now, without affirmative action, she wondered if mostly white schools will become even whiter.

It’s been on her mind as she chooses between Indiana University and the University of Dayton, both of which have relatively few Black students. When she was one of the only Black students in her grade school, she could fall back on her family and Ghanaian friends at church. At college, she worries about loneliness.

“That’s what I’m nervous about,” she said. “Going and just feeling so isolated, even though I’m constantly around people.”

The first drafts of her essay focused on growing up in a low-income family, sharing a bedroom with her brother and grandmother. But it didn’t tell colleges about who she is now, she said.

Her final essay tells how she came to embrace her natural hair. She wrote about going to a mostly white grade school where classmates made jokes about her afro. When her grandmother sent her back with braids or cornrows, they made fun of those too.

Over time, she ignored their insults and found beauty in the styles worn by women in her life. She now runs a business doing braids and other hairstyles in her neighborhood.

“I stopped seeing myself through the lens of the European traditional beauty standards and started seeing myself through the lens that I created,” Amofa wrote.

“Criticism will persist, but it loses its power when you know there’s a crown on your head!”

By Collin Binkley, Annie Ma and Noreen Nasir of The Associated Press

The Associated Press

Eclipse-viewing chances in Dallas-Fort Worth area ‘not looking good,’ weather service says

Dashcam footage shows ‘scary’ dallas crash possibly connected with chiefs wr rashee rice, a race against time: one family’s plight to treat their son’s rare muscle wasting disease, what we know about the at&t data breach affecting millions of current and former customers, dallas pd seeks kansas city chiefs’ rashee rice in relation to crash. here’s what we know.

The War at Stanford

I didn’t know that college would be a factory of unreason.

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ne of the section leaders for my computer-science class, Hamza El Boudali, believes that President Joe Biden should be killed. “I’m not calling for a civilian to do it, but I think a military should,” the 23-year-old Stanford University student told a small group of protesters last month. “I’d be happy if Biden was dead.” He thinks that Stanford is complicit in what he calls the genocide of Palestinians, and that Biden is not only complicit but responsible for it. “I’m not calling for a vigilante to do it,” he later clarified, “but I’m saying he is guilty of mass murder and should be treated in the same way that a terrorist with darker skin would be (and we all know terrorists with dark skin are typically bombed and drone striked by American planes).” El Boudali has also said that he believes that Hamas’s October 7 attack was a justifiable act of resistance, and that he would actually prefer Hamas rule America in place of its current government (though he clarified later that he “doesn’t mean Hamas is perfect”). When you ask him what his cause is, he answers: “Peace.”

I switched to a different computer-science section.

Israel is 7,500 miles away from Stanford’s campus, where I am a sophomore. But the Hamas invasion and the Israeli counterinvasion have fractured my university, a place typically less focused on geopolitics than on venture-capital funding for the latest dorm-based tech start-up. Few students would call for Biden’s head—I think—but many of the same young people who say they want peace in Gaza don’t seem to realize that they are in fact advocating for violence. Extremism has swept through classrooms and dorms, and it is becoming normal for students to be harassed and intimidated for their faith, heritage, or appearance—they have been called perpetrators of genocide for wearing kippahs, and accused of supporting terrorism for wearing keffiyehs. The extremism and anti-Semitism at Ivy League universities on the East Coast have attracted so much media and congressional attention that two Ivy presidents have lost their jobs. But few people seem to have noticed the culture war that has taken over our California campus.

For four months, two rival groups of protesters, separated by a narrow bike path, faced off on Stanford’s palm-covered grounds. The “Sit-In to Stop Genocide” encampment was erected by students in mid-October, even before Israeli troops had crossed into Gaza, to demand that the university divest from Israel and condemn its behavior. Posters were hung equating Hamas with Ukraine and Nelson Mandela. Across from the sit-in, a rival group of pro-Israel students eventually set up the “Blue and White Tent” to provide, as one activist put it, a “safe space” to “be a proud Jew on campus.” Soon it became the center of its own cluster of tents, with photos of Hamas’s victims sitting opposite the rubble-ridden images of Gaza and a long (and incomplete) list of the names of slain Palestinians displayed by the students at the sit-in.

Some days the dueling encampments would host only a few people each, but on a sunny weekday afternoon, there could be dozens. Most of the time, the groups tolerated each other. But not always. Students on both sides were reportedly spit on and yelled at, and had their belongings destroyed. (The perpetrators in many cases seemed to be adults who weren’t affiliated with Stanford, a security guard told me.) The university put in place round-the-clock security, but when something actually happened, no one quite knew what to do.

Conor Friedersdorf: How October 7 changed America’s free speech culture

Stanford has a policy barring overnight camping, but for months didn’t enforce it, “out of a desire to support the peaceful expression of free speech in the ways that students choose to exercise that expression”—and, the administration told alumni, because the university feared that confronting the students would only make the conflict worse. When the school finally said the tents had to go last month, enormous protests against the university administration, and against Israel, followed.

“We don’t want no two states! We want all of ’48!” students chanted, a slogan advocating that Israel be dismantled and replaced by a single Arab nation. Palestinian flags flew alongside bright “Welcome!” banners left over from new-student orientation. A young woman gave a speech that seemed to capture the sense of urgency and power that so many students here feel. “We are Stanford University!” she shouted. “We control things!”

“W e’ve had protests in the past,” Richard Saller, the university’s interim president, told me in November—about the environment, and apartheid, and Vietnam. But they didn’t pit “students against each other” the way that this conflict has.

I’ve spoken with Saller, a scholar of Roman history, a few times over the past six months in my capacity as a student journalist. We first met in September, a few weeks into his tenure. His predecessor, Marc Tessier-Lavigne, had resigned as president after my reporting for The Stanford Daily exposed misconduct in his academic research. (Tessier-Lavigne had failed to retract papers with faked data over the course of 20 years. In his resignation statement , he denied allegations of fraud and misconduct; a Stanford investigation determined that he had not personally manipulated data or ordered any manipulation but that he had repeatedly “failed to decisively and forthrightly correct mistakes” from his lab.)

In that first conversation, Saller told me that everyone was “eager to move on” from the Tessier-Lavigne scandal. He was cheerful and upbeat. He knew he wasn’t staying in the job long; he hadn’t even bothered to move into the recently vacated presidential manor. In any case, campus, at that time, was serene. Then, a week later, came October 7.

The attack was as clear a litmus test as one could imagine for the Middle East conflict. Hamas insurgents raided homes and a music festival with the goal of slaughtering as many civilians as possible. Some victims were raped and mutilated, several independent investigations found. Hundreds of hostages were taken into Gaza and many have been tortured.

This, of course, was bad. Saying this was bad does not negate or marginalize the abuses and suffering Palestinians have experienced in Gaza and elsewhere. Everyone, of every ideology, should be able to say that this was bad. But much of this campus failed that simple test.

Two days after the deadliest massacre of Jews since the Holocaust, Stanford released milquetoast statements marking the “moment of intense emotion” and declaring “deep concern” over “the crisis in Israel and Palestine.” The official statements did not use the words Hamas or violence .

The absence of a clear institutional response led some teachers to take matters into their own hands. During a mandatory freshman seminar on October 10, a lecturer named Ameer Loggins tossed out his lesson plan to tell students that the actions of the Palestinian “military force” had been justified, that Israelis were colonizers, and that the Holocaust had been overemphasized, according to interviews I conducted with students in the class. Loggins then asked the Jewish students to identify themselves. He instructed one of them to “stand up, face the window, and he kind of kicked away his chair,” a witness told me. Loggins described this as an effort to demonstrate Israel’s treatment of Palestinians. (Loggins did not reply to a request for comment; a spokesperson for Stanford said that there were “different recollections of the details regarding what happened” in the class.)

“We’re only in our third week of college, and we’re afraid to be here,” three students in the class wrote in an email that night to administrators. “This isn’t what Stanford was supposed to be.” The class Loggins taught is called COLLEGE, short for “Civic, Liberal, and Global Education,” and it is billed as an effort to develop “the skills that empower and enable us to live together.”

Loggins was suspended from teaching duties and an investigation was opened; this angered pro-Palestine activists, who organized a petition that garnered more than 1,700 signatures contesting the suspension. A pamphlet from the petitioners argued that Loggins’s behavior had not been out of bounds.

The day after the class, Stanford put out a statement written by Saller and Jenny Martinez, the university provost, more forcefully condemning the Hamas attack. Immediately, this new statement generated backlash.

Pro-Palestine activists complained about it during an event held the same day, the first of several “teach-ins” about the conflict. Students gathered in one of Stanford’s dorms to “bear witness to the struggles of decolonization.” The grievances and pain shared by Palestinian students were real. They told of discrimination and violence, of frightened family members subjected to harsh conditions. But the most raucous reaction from the crowd was in response to a young woman who said, “You ask us, do we condemn Hamas? Fuck you!” She added that she was “so proud of my resistance.”

David Palumbo-Liu, a professor of comparative literature with a focus on postcolonial studies, also spoke at the teach-in, explaining to the crowd that “European settlers” had come to “replace” Palestine’s “native population.”

Palumbo-Liu is known as an intelligent and supportive professor, and is popular among students, who call him by his initials, DPL. I wanted to ask him about his involvement in the teach-in, so we met one day in a café a few hundred feet away from the tents. I asked if he could elaborate on what he’d said at the event about Palestine’s native population. He was happy to expand: This was “one of those discussions that could go on forever. Like, who is actually native? At what point does nativism lapse, right? Well, you haven’t been native for X number of years, so …” In the end, he said, “you have two people who both feel they have a claim to the land,” and “they have to live together. Both sides have to cede something.”

The struggle at Stanford, he told me, “is to find a way in which open discussions can be had that allow people to disagree.” It’s true that Stanford has utterly failed in its efforts to encourage productive dialogue. But I still found it hard to reconcile DPL’s words with his public statements on Israel, which he’d recently said on Facebook should be “the most hated nation in the world.” He also wrote: “When Zionists say they don’t feel ‘safe’ on campus, I’ve come to see that as they no longer feel immune to criticism of Israel.” He continued: “Well as the saying goes, get used to it.”

Z ionists, and indeed Jewish students of all political beliefs, have been given good reason to fear for their safety. They’ve been followed, harassed, and called derogatory racial epithets. At least one was told he was a “dirty Jew.” At least twice, mezuzahs have been ripped from students’ doors, and swastikas have been drawn in dorms. Arab and Muslim students also face alarming threats. The computer-science section leader, El Boudali, a pro-Palestine activist, told me he felt “safe personally,” but knew others who did not: “Some people have reported feeling like they’re followed, especially women who wear the hijab.”

In a remarkably short period of time, aggression and abuse have become commonplace, an accepted part of campus activism. In January, Jewish students organized an event dedicated to ameliorating anti-Semitism. It marked one of Saller’s first public appearances in the new year. Its topic seemed uncontroversial, and I thought it would generate little backlash.

Protests began before the panel discussion even started, with activists lining the stairs leading to the auditorium. During the event they drowned out the panelists, one of whom was Israel’s special envoy for combatting anti-Semitism, by demanding a cease-fire. After participants began cycling out into the dark, things got ugly.

Activists, their faces covered by keffiyehs or medical masks, confronted attendees. “Go back to Brooklyn!” a young woman shouted at Jewish students. One protester, who emerged as the leader of the group, said that she and her compatriots would “take all of your places and ensure Israel falls.” She told attendees to get “off our fucking campus” and launched into conspiracy theories about Jews being involved in “child trafficking.” As a rabbi tried to leave the event, protesters pursued him, chanting, “There is only one solution! Intifada revolution!”

At one point, some members of the group turned on a few Stanford employees, including another rabbi, an imam, and a chaplain, telling them, “We know your names and we know where you work.” The ringleader added: “And we’ll soon find out where you live.” The religious leaders formed a protective barrier in front of the Jewish students. The rabbi and the imam appeared to be crying.

S aller avoided the protest by leaving through another door. Early that morning, his private residence had been vandalized. Protesters frequently tell him he “can’t hide” and shout him down. “We charge you with genocide!” they chant, demanding that Stanford divest from Israel. (When asked whether Stanford actually invested in Israel, a spokesperson replied that, beyond small exposures from passive funds that track indexes such as the S&P 500, the university’s endowment “has no direct holdings in Israeli companies, or direct holdings in defense contractors.”)

When the university finally said the protest tents had to be removed, students responded by accusing Saller of suppressing their right to free speech. This is probably the last charge he expected to face. Saller once served as provost at the University of Chicago, which is known for holding itself to a position of strict institutional neutrality so that its students can freely explore ideas for themselves. Saller has a lifelong belief in First Amendment rights. But that conviction in impartial college governance does not align with Stanford’s behavior in recent years. Despite the fact that many students seemed largely uninterested in the headlines before this year, Stanford’s administrative leadership has often taken positions on political issues and events, such as the Paris climate conference and the murder of George Floyd. After Russia invaded Ukraine, Stanford’s Hoover Tower was lit up in blue and yellow, and the school released a statement in solidarity.

Thomas Chatterton Williams: Let the activists have their loathsome rallies

When we first met, a week before October 7, I asked Saller about this. Did Stanford have a moral duty to denounce the war in Ukraine, for example, or the ethnic cleansing of Uyghur Muslims in China? “On international political issues, no,” he said. “That’s not a responsibility for the university as a whole, as an institution.”

But when Saller tried to apply his convictions on neutrality for the first time as president, dozens of faculty members condemned the response, many pro-Israel alumni were outraged, donors had private discussions about pulling funding, and an Israeli university sent an open letter to Saller and Martinez saying, “Stanford’s administration has failed us.” The initial statement had tried to make clear that the school’s policy was not Israel-specific: It noted that the university would not take a position on the turmoil in Nagorno-Karabakh (where Armenians are undergoing ethnic cleansing) either. But the message didn’t get through.

Saller had to beat an awkward retreat or risk the exact sort of public humiliation that he, as caretaker president, had presumably been hired to avoid. He came up with a compromise that landed somewhere in the middle: an unequivocal condemnation of Hamas’s “intolerable atrocities” paired with a statement making clear that Stanford would commit to institutional neutrality going forward.

“The events in Israel and Gaza this week have affected and engaged large numbers of students on our campus in ways that many other events have not,” the statement read. “This is why we feel compelled to both address the impact of these events on our campus and to explain why our general policy of not issuing statements about news events not directly connected to campus has limited the breadth of our comments thus far, and why you should not expect frequent commentary from us in the future.”

I asked Saller why he had changed tack on Israel and not on Nagorno-Karabakh. “We don’t feel as if we should be making statements on every war crime and atrocity,” he told me. This felt like a statement in and of itself.

In making such decisions, Saller works closely with Martinez, Stanford’s provost. I happened to interview her, too, a few days before October 7, not long after she’d been appointed. When I asked about her hopes for the job, she said that a “priority is ensuring an environment in which free speech and academic freedom are preserved.”

We talked about the so-called Leonard Law—a provision unique to California that requires private universities to be governed by the same First Amendment protections as public ones. This restricts what Stanford can do in terms of penalizing speech, putting it in a stricter bind than Harvard, the University of Pennsylvania, or any of the other elite private institutions that have more latitude to set the standards for their campus (whether or not they have done so).

So I was surprised when, in December, the university announced that abstract calls for genocide “clearly violate Stanford’s Fundamental Standard, the code of conduct for all students at the university.” The statement was a response to the outrage following the congressional testimony of three university presidents—outrage that eventually led to the resignation of two of them, Harvard’s Claudine Gay and Penn’s Liz Magill. Gay and Magill, who had both previously held positions at Stanford, did not commit to punishing calls for the genocide of Jews.

Experts told me that Stanford’s policy is impossible to enforce—and Saller himself acknowledged as much in our March interview.

“Liz Magill is a good friend,” Saller told me, adding, “Having watched what happened at Harvard and Penn, it seemed prudent” to publicly state that Stanford rejected calls for genocide. But saying that those calls violate the code of conduct “is not the same thing as to say that we could actually punish it.”

Stanford’s leaders seem to be trying their best while adapting to the situation in real time. But the muddled messaging has created a policy of neutrality that does not feel neutral at all.

When we met back in November, I tried to get Saller to open up about his experience running an institution in turmoil. What’s it like to know that so many students seem to believe that he—a mild-mannered 71-year-old classicist who swing-dances with his anthropologist wife—is a warmonger? Saller was more candid than I expected—perhaps more candid than any prominent university president has been yet. We sat in the same conference room as we had in September. The weather hadn’t really changed. Yet I felt like I was sitting in front of a different person. He was hunched over and looked exhausted, and his voice broke when he talked about the loss of life in Gaza and Israel and “the fact that we’re caught up in it.” A capable administrator with decades of experience, Saller seemed almost at a loss. “It’s been a kind of roller coaster, to be honest.”

He said he hadn’t anticipated the deluge of the emails “blaming me for lack of moral courage.” Anything the university says seems bound to be wrong: “If I say that our position is that we grieve over the loss of innocent lives, that in itself will draw some hostile reactions.”

“I find that really difficult to navigate,” he said with a sigh.

By March, it seemed that his views had solidified. He said he knew he was “a target,” but he was not going to be pushed into issuing any more statements. The continuing crisis seems to have granted him new insight. “I am certain that whatever I say will not have any material effect on the war in Gaza.” It’s hard to argue with that.

P eople tend to blame the campus wars on two villains: dithering administrators and radical student activists. But colleges have always had dithering administrators and radical student activists. To my mind, it’s the average students who have changed.

Elite universities attract a certain kind of student: the overachieving striver who has won all the right accolades for all the right activities. Is it such a surprise that the kids who are trained in the constant pursuit of perfect scores think they have to look at the world like a series of multiple-choice questions, with clearly right or wrong answers? Or that they think they can gamify a political cause in the same way they ace a standardized test?

Everyone knows that the only reliable way to get into a school like Stanford is to be really good at looking really good. Now that they’re here, students know that one easy way to keep looking good is to side with the majority of protesters, and condemn Israel.

It’s not that there isn’t real anger and anxiety over what is happening in Gaza—there is, and justifiably so. I know that among the protesters are many people who are deeply connected to this issue. But they are not the majority. What really activates the crowds now seems less a principled devotion to Palestine or to pacifism than a desire for collective action, to fit in by embracing the fashionable cause of the moment—as if a centuries-old conflict in which both sides have stolen and killed could ever be a simple matter of right and wrong. In their haste to exhibit moral righteousness, many of the least informed protesters end up being the loudest and most uncompromising.

Today’s students grew up in the Trump era, in which violent rhetoric has become a normal part of political discourse and activism is as easy as reposting an infographic. Many young people have come to feel that being angry is enough to foment change. Furious at the world’s injustices and desperate for a simple way to express that fury, they don’t seem interested in any form of engagement more nuanced than backing a pure protagonist and denouncing an evil enemy. They don’t, always, seem that concerned with the truth.

At the protest last month to prevent the removal of the sit-in, an activist in a pink Women’s March “pussy hat” shouted that no rape was committed by Hamas on October 7. “There hasn’t been proof of these rape accusations,” a student told me in a separate conversation, criticizing the Blue and White Tent for spreading what he considered to be misinformation about sexual violence. (In March, a United Nations report found “reasonable grounds to believe that conflict-related sexual violence,” including “rape and gang rape,” occurred in multiple locations on October 7, as well as “clear and convincing information” on the “rape and sexualized torture” of hostages.) “The level of propaganda” surrounding Hamas, he told me, “is just unbelievable.”

The real story at Stanford is not about the malicious actors who endorse sexual assault and murder as forms of resistance, but about those who passively enable them because they believe their side can do no wrong. You don’t have to understand what you’re arguing for in order to argue for it. You don’t have to be able to name the river or the sea under discussion to chant “From the river to the sea.” This kind of obliviousness explains how one of my friends, a gay activist, can justify Hamas’s actions, even though it would have the two of us—an outspoken queer person and a Jewish reporter—killed in a heartbeat. A similar mentality can exist on the other side: I have heard students insist on the absolute righteousness of Israel yet seem uninterested in learning anything about what life is like in Gaza.

I’m familiar with the pull of achievement culture—after all, I’m a product of the same system. I fell in love with Stanford as a 7-year-old, lying on the floor of an East Coast library and picturing all the cool technology those West Coast geniuses were dreaming up. I cried when I was accepted; I spent the next few months scrolling through the course catalog, giddy with anticipation. I wanted to learn everything.

I learned more than I expected. Within my first week here, someone asked me: “Why are all Jews so rich?” In 2016, when Stanford’s undergraduate senate had debated a resolution against anti-Semitism, one of its members argued that the idea of “Jews controlling the media, economy, government, and other societal institutions” represented “a very valid discussion.” (He apologized, and the resolution passed.) In my dorm last year, a student discussed being Jewish and awoke the next day to swastikas and a portrait of Hitler affixed to his door.

David Frum: There is no right to bully and harass

I grew up secularly, with no strong affiliation to Jewish culture. When I found out as a teenager that some of my ancestors had hidden their identity from their children and that dozens of my relatives had died in the Holocaust (something no living member of my family had known), I felt the barest tremor of identity. After I saw so many people I know cheering after October 7, I felt something stronger stir. I know others have experienced something similar. Even a professor texted me to say that she felt Jewish in a way she never had before.

But my frustration with the conflict on campus has little to do with my own identity. Across the many conversations and hours of formal interviews I conducted for this article, I’ve encountered a persistent anti-intellectual streak. I’ve watched many of my classmates treat death so cavalierly that they can protest as a pregame to a party. Indeed, two parties at Stanford were reported to the university this fall for allegedly making people say “Fuck Israel” or “Free Palestine” to get in the door. A spokesperson for the university said it was “unable to confirm the facts of what occurred,” but that it had “met with students involved in both parties to make clear that Stanford’s nondiscrimination policy applies to parties.” As a friend emailed me not long ago: “A place that was supposed to be a sanctuary from such unreason has become a factory for it.”

Readers may be tempted to discount the conduct displayed at Stanford. After all, the thinking goes, these are privileged kids doing what they always do: embracing faux-radicalism in college before taking jobs in fintech or consulting. These students, some might say, aren’t representative of America.

And yet they are representative of something: of the conduct many of the most accomplished students in my generation have accepted as tolerable, and what that means for the future of our country. I admire activism. We need people willing to protest what they see as wrong and take on entrenched systems of repression. But we also need to read, learn, discuss, accept the existence of nuance, embrace diversity of thought, and hold our own allies to high standards. More than ever, we need universities to teach young people how to do all of this.

F or so long , Stanford’s physical standoff seemed intractable. Then, in early February, a storm swept in, and the natural world dictated its own conclusion.

Heavy rains flooded campus. For hours, the students battled to save their tents. The sit-in activists used sandbags and anything else they could find to hold back the water—at one point, David Palumbo-Liu, the professor, told me he stood in the lashing downpour to anchor one of the sit-in’s tents with his own body. When the storm hit, many of the Jewish activists had been attending a discussion on anti-Semitism. They raced back and struggled to salvage the Blue and White Tent, but it was too late—the wind had ripped it out of the ground.

The next day, the weary Jewish protesters returned to discover that their space had been taken.

A new collection of tents had been set up by El Boudali, the pro-Palestine activist, and a dozen friends. He said they were there to protest Islamophobia and to teach about Islam and jihad, and that they were a separate entity from the Sit-In to Stop Genocide, though I observed students cycling between the tents. Palestinian flags now flew from the bookstore to the quad.

Administrators told me they’d quickly informed El Boudali and his allies that the space had been reserved by the Jewish advocates, and offered to help move them to a different location. But the protesters told me they had no intention of going. (El Boudali later said that they did not take over the entire space, and would have been “happy to exist side by side, but they wanted to kick us off entirely from that lawn.”)

When it was clear that the area where they’d set up their tents would not be ceded back to the pro-Israel group willingly, Stanford changed course and decided to clear everyone out in one fell swoop. On February 8, school officials ordered all students to vacate the plaza overnight. The university was finally going to enforce its rule prohibiting people from sleeping outside on campus and requiring the removal of belongings from the plaza between 8 p.m. and 8 a.m. The order cited the danger posed by the storm as a justification for changing course and, probably hoping to avoid allegations of bias, described the decision as “viewpoint-neutral.”

That didn’t work.

About a week of protests, led by the sit-in organizers, followed. Chants were chanted. More demands for a “river to the sea” solution to the Israel problem were made. A friend boasted to me about her willingness to be arrested. Stanford sent a handful of staff members, who stood near balloons left over from an event earlier in the day. They were there, one of them told me, to “make students feel supported and safe.”

In the end, Saller and Martinez agreed to talk with the leaders of the sit-in about their demands to divest the university and condemn Israel, under the proviso that the activists comply with Stanford’s anti-camping guidelines “regardless of the outcome of discussions.” Eight days after they were first instructed to leave, 120 days after setting up camp, the sit-in protesters slept in their own beds. In defiance of the university’s instructions, they left behind their tents. But sometime in the very early hours of the morning, law-enforcement officers confiscated the structures. The area was cordoned off without any violence and the plaza filled once more with electric skateboards and farmers’ markets.

The conflict continues in its own way. Saller was just shouted down by protesters chanting “No peace on stolen land” at a Family Weekend event, and protesters later displayed an effigy of him covered in blood. Students still feel tense; Saller still seems worried. He told me that the university is planning to change all manner of things—residential-assistant training, new-student orientation, even the acceptance letters that students receive—in hopes of fostering a culture of greater tolerance. But no campus edict or panel discussion can address a problem that is so much bigger than our university.

At one rally last fall, a speaker expressed disillusionment about the power of “peaceful resistance” on college campuses. “What is there left to do but to take up arms?” The crowd cheered as he said Israel must be destroyed. But what would happen to its citizens? I’d prefer to believe that most protesters chanting “Palestine is Arab” and shouting that we must “smash the Zionist settler state” don’t actually think Jews should be killed en masse. But can one truly be so ignorant as to advocate widespread violence in the name of peace?

When the world is rendered in black-and-white—portrayed as a simple fight between colonizer and colonized—the answer is yes. Solutions, by this logic, are absolute: Israel or Palestine, nothing in between. Either you support liberation of the oppressed or you support genocide. Either Stanford is all good or all bad; all in favor of free speech or all authoritarian; all anti-Semitic or all Islamophobic.

At January’s anti-anti-Semitism event, I watched an exchange between a Jewish attendee and a protester from a few feet away. “Are you pro-Palestine?” the protester asked.

“Yes,” the attendee responded, and he went on to describe his disgust with the human-rights abuses Palestinians have faced for years.

“But are you a Zionist?”

“Then we are enemies.”

My Davidson | A Student Blog Photo Essay: English Scholars Go to AWP Conference

In February, Abbott Scholars in Davidson College’s English Department had the opportunity to attend the AWP (Association of Writers & Writer Programs) Conference in Kansas City. Check out their photos and reflections. 

About the Authors

Isabel smith '24: poetry & book fairs.

The Abbott Scholars Program allows students to spend a year crafting either a scholarly or creative thesis on a topic of their choice, working alongside a director, a reader, and the other scholars. You get an extended period of time to produce strong writing, opportunities to talk with visiting authors, and the ability to request funding for related research and travel.

Abbott Scholars

One travel opportunity is the chance to attend the Association of Writers & Writer Programs (AWP) conference, which seven of us went to in February of this year. This year, the conference was in Kansas City, and it lasted three days: Thursday to Saturday. Each of us individually picked what panels to go to each day. I am writing a poetry thesis, so the first talk I attended was “Sound and Color: Poets and Visual Artists in Exquisite Exchange.” The presentation was my favorite of all of them because of how illuminating and beautiful it was. Each poet had partnered with a visual artist, and they shared the process of working in tandem to create together, displaying photographs, blurbs of text exchanges, paintings, and finally, the finished poetry. Due to this experience, I decided to incorporate visual art into my own practice, and I have since begun working on finding available art as well as creating some myself. Additionally, my mother is a painter and my father is a poet, so I was very excited to share what I had learned with the both of them.

Throughout the few days, I attended panels on drafting tips and tricks (featuring Davidson Professors Parker and Shavers), sharing elegies, queer post-religious poetry, and trans poetics, all of which were a pleasure and incredibly helpful. Another important aspect of the conference was the bookfair. It was a labyrinth, spanning an entire floor of the huge conference center. Besides fun and silly booths — like one labeled “Poetic Help”  — the bookfair featured presses, literature reviews, and MFA programs, so I got the chance to talk to experts in the field of writing and publishing. They also tended to give out free books, excitingly, so I got quite the haul, all of which I can’t wait to read. At night, the seven of us — Tavie Kittredge, Michael Chapin, Nate Bagonza, Mason Davis, Taylor Dykes, Abby Morris, and myself — would explore the city, including events put on by AWPers. We went out to dinner together and attended the keynote, a poetry reading at a cat cafe, and a Rock & Roll-themed reading. It was amazing to bond with my peers and explore a new city. Thanks to the funding of the Abbott Scholars Program, I know much more about how to pursue a future in writing.

Michael Chapin ’24: Surrounded by Passionate Writers

The seven of us traveling together really solidified the bonds we’ve been building over the past semester and allowed us to spend time together outside of our thesis work, whether that was over Thai or ramen for dinner or just taking the time to explore the city. 

Getting to spend that time at AWP was incredibly special because, for me at least, it was the first time being surrounded by people deeply connected and committed to writing in all its forms. We attended events ranging from poetry readings at cat cafés to queer narrative presentations in speakeasy bars. 

My personal highlight of the conference was listening to Jericho Brown deliver the keynote speech in which he called on us to challenge the world as we know it — to challenge book bans and our perception of the world as impossible to change. Brown asked why we can’t imagine a better world while acknowledging that a better world is not created without a fight. A quote from the speech that has stuck with me in the weeks since was his question: “If the fight is against fascism, who do we need to be if we lose that fight?” And then, who do we need to be to win?

Trying a taste of Kansas City barbecue!

Exploring the streets of Kansas City.

Mason Davis '24: The Impact of AWP

The best part of the conference? Talking to authors, talking to MFA directors, talking to independent publishers … Being honest about what I wanted to know and not feeling awkward about lacking experience was so valuable. 

The best single moment I had was cornering Susan Choi and telling her how much I loved  Trust Exercise . She seemed so delighted that I loved the book, which warmed my heart. AWP carried an infectious feeling of immense creative potential that has stuck with me vividly.

Now that I’ve seen a piece of the literary world, I want to be a part of it. I loved talking about books and the book-world all day. It felt a bit like the Davidson College campus except that  everyone wants to do creative writing. That was a dream for me. I felt sad coming back to reality ... Sitting side-by-side with people who have just done a fantastic reading, or highly regarded editors, or publishers etc. etc. made me feel like my goals are imminently possible. There is so, so much writing out there and so many people making it work, somehow. If they can do it, so can I. 

I'd also been skeptical about MFA programs (how will I afford it? is it even necessary?), but meeting all those MFA students and directors has convinced me that I'd be doing myself a serious disservice by not applying to programs in the next 1-5 years, depending on where life takes me. Not to get ahead of myself.

I want to express my gratitude to the Abbott family (and personally Susan, who was so wonderful to share a dinner with) for the opportunity to, in a sense, role-play as a 'real' writer for an extended weekend and get to try on those shoes. I liked how they fit. I can only speak with certainty for myself, but I know I felt (re)invigorated in becoming a person of letters.

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• March 26, 2024
• My Davidson