does uc berkeley require a personal statement

Personal statement

Most uc campuses require a personal statement in addition to a statement of purpose. make yours count..

While the statement of purpose highlights the goals and experiences related to the research area you plan to pursue, your personal statement (also called a history or diversity statement) is an opportunity for the review committee to learn about the unique qualities and perspectives you’ll bring to the program.

Crafting a strong Personal Statement

Simply put, the statement of purpose is about your work, while your personal statement is about you – and how you’ll contribute to the diversity of ideas. Draw on your unique background to present yourself as an ideal candidate for the graduate program to which you are applying.

Tell your story This is your opportunity to expand on your background, highlight unique experiences, challenges and triumphs and give the committee a more compelling reason to accept you. If a personal statement is not requested, consider incorporating this content into your statement of purpose. It is in your best interest to offer supplemental information when given an opportunity.

Describe goals, achievements and challenges

• Describe your academic and career goals and highlight how graduate school will advance them.
• Tell how personal experiences shaped your aspirations, and don’t shy away from discussing poor grades or large time gaps in your resume.
• Address any particular challenges you’ve faced, and how you worked to overcome them.
• Focus on issues that have had an impact on your education, such as being raised in a single parent household, working to help support family, thriving in unsafe environments, persevering with physical or other challenges or coming from an underrepresented minority group.

Showcase experiences related to diversity 

• Mention your engagement in programs that increase diversity in your chosen field, such as participation in undergraduate academic preparation, diversity and equity programs, higher education pathways and summer research opportunities, and mentoring underrepresented students.
• Explain how your experiences have deepened your understanding of the barriers facing ethnic minorities, women, and others underrepresented in higher education or how your experiences have helped advance efforts to improve inclusion of these groups.
• Highlight research you have conducted that addresses underserved populations, such as issues of race, gender, equity and inclusion, disparities in health or educational access, and human rights. Mention artistic and cultural works you have produced that reflect diverse communities and voices not well represented

Remember, write a statement specifically tailored for the program to which you are applying. This allows the admission’s committee an opportunity to see exactly who you are.

Application Requirements

Students are admitted to the program by the Graduate Division of the University of California, Berkeley, on recommendation of the Jurisprudence and Social Policy admissions committee.

Applications for entry in Fall 2024 opened on  September 15, 2023  and will close on December 15, 2023 at 8:59pm PST . ALL  application materials (including letters of recommendation for all applicants, and test scores for international applicants) must be received by the December 15 deadline.

All directions and requirements for applying to the PhD in Jurisprudence and Social Policy can be found in the Graduate Division Online Application

Along with the  Graduate Division forms , applicants are asked to submit:

•  transcripts of grades
•   three letters of recommendation (additional letters will not be read)
•  a statement of purpose (2-3 pages, double-spaced)
• a personal statement (2-3 pages, double-spaced)
• a sample of past written work (25-50 pages)

Beginning with the 2022-2023 application cycle (entry in Fall 2023), the GRE requirement is no longer required for the JSP Ph.D. and will not be reviewed.

International applicants will also need to fulfill the UC Berkeley Graduate Division's requirements for international students in addition to the application requirements. Information on TOEFL exemptions can be found in the link above.

If you have questions about the online application, please contact the Graduate Division at [email protected]

If you have questions about admission to the JSP Ph.D. program, please check out our FAQ then contact us at [email protected] if you have additional questions.

For admissions information regarding the J.D., contact: UC Berkeley School of Law J.D. Admissions Office 396 Simon Hall Berkeley, CA 94720-7200 Phone: (510) 642-2274  [email protected]

For admissions information regarding the LL.M. and J.S.D., contact: UC Berkeley School of Law Advanced Degree Programs 214 Boalt Hall #7200 Berkeley, CA 94720-7200 Phone: (510) 642-1476 [email protected]

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First-Year Requirements

Uc berkeley seeks students from all over the world to be a part of our amazing community..

First-year applicants are students who are currently in high school (with or without college coursework completed), or students who have graduated high school and have taken no college coursework post-high school.

Students who apply to Berkeley should meet the following minimum requirements:

• Meet the A-G subject course requirements. (Review the A-G Policy Resource Guide )
• Have a 3.0 GPA in A-G courses taken in the 10th and 11th grade years. (3.4 GPA for non-residents)

*These minimum requirements follow the University of California (UC) minimum requirements. For more information on UC requirements, visit the UC First-year admissions website.

Since Berkeley is a competitive campus, satisfying the minimum requirements is often not enough to be competitive for selection. In addition to the basic admission requirements, the campus selects its first-year class through an assessment that includes a holistic review of your academic performance as measured primarily by:

• Your weighted and unweighted UC grade point average (calculated using 10th and 11th grade UC-approved courses only)
• Your planned 12th grade courses
• Your pattern of grades over time
• The number of college preparatory, Advanced Placement (AP), International Baccalaureate (IB), honors and transferable college courses you have completed
• Your level of achievement in those courses relative to other UC applicants at your school
• Your scores on AP or IB exams and SAT subject exams

UC Berkeley is test-free, meaning we will not use standardized exams (SAT and ACT) in our review process. Subject exams are optional but can still be value added. (Note: Our school code is 4833.) If you report your scores to one campus, they will be shared with every campus to which you've applied. Standardized exams will not be used in the application review process.

We review students using a Holistic Review process. This means that we not only look at academic factors, but also non-academic factors. Using a broad concept of merit, readers employ the following criteria which carry no pre-assigned weights:

• The applicant’s full record of achievement in college preparatory work in high school, including the number and rigor of courses taken and grades earned in those courses.
• Personal qualities of the applicant, including leadership ability, character, motivation, insight, tenacity, initiative, originality, intellectual independence, responsibility, maturity, and demonstrated concern for others and for the community are considered.
• Likely contributions to the intellectual and cultural vitality of the campus. In addition to a broad range of intellectual interests and achievements, admission readers seek diversity in personal background and experience.
• Achievement in academic enrichment programs, including but not limited to those sponsored by the University of California. This criterion is measured by time and depth of participation, by the academic progress made by the applicant during that participation, and by the intellectual rigor of the particular program.
• Other evidence of achievement. This criterion recognizes exemplary, sustained achievement in any field of intellectual or creative endeavor; accomplishments in extracurricular activities such as the performing arts or athletics; leadership in school or community organizations; employment; and volunteer service.
• Race, ethnicity, gender, and religion are excluded from the criteria.

All achievements, both academic and nonacademic, are considered in the context of the opportunities an applicant has had, and the reader’s assessment is based on how fully the applicant has taken advantage of those opportunities. For an applicant who has faced any hardships or unusual circumstances, readers consider the maturity, determination and insight with which the applicant has responded to and/or overcome them. Readers also consider other contextual factors that bear directly upon the applicant’s achievement, including linguistic background, parental education level, and other indicators of support available in the home.

The review recognizes a wide range of talent and creativity that is not necessarily reflected in traditional measures of academic achievement but which, in the judgment of the reader, is a positive indicator of the student’s ability to succeed at Berkeley and beyond.

Next, get familiar with what makes an applicant stand out in our pool:

• How Berkeley Selects Students
• Student Profile
• Personal Insight Questions
• Updates to First-year Admission Policy
• International Students
• First-year Applicant Checklist

Thank you for your interest in our Ph.D. program.

The Berkeley English Department offers a wide-ranging Ph.D. program, engaging in all historical periods of British and American literature, Anglophone literature, and critical and cultural theory. The program aims to assure that students gain a broad knowledge of literature in English as well as the highly-developed skills in scholarship and criticism necessary to do solid and innovative work in their chosen specialized fields.

UC Berkeley Graduate Division Admissions Requirements can be found here:  https://grad.berkeley.edu/admissions/requirements/

General Information about Applying for Graduate Admission can be found here:  https://grad.berkeley.edu/admissions/apply/

Frequently Asked Questions – Admissions Process Ph.D. Program

How can I apply to the Ph.D. Program?

You can apply online here .  Generally, applications can be submitted from early September to mid-December for the following fall semester.

What does the online graduate application consist of?

• Statement of Purpose and Personal Statement.
• Transcripts of all college-level work.
• Three letters of recommendation.
• A critical or scholarly writing sample of no more than 20 pages.

Is the GRE required?

THE GRE GENERAL TEST AND SUBJECT TEST IN ENGLISH ARE NO LONGER REQUIRED TO APPLY TO OUR PROGRAM.

Why is the GRE no longer required for my application?

The Admissions Committee uses a holistic approach when considering applicants and will examine all aspects of your application. Your application should show why you are interested in pursuing a Ph.D. in English as well as why you’d like to get your Ph.D. in the English Department at UC Berkeley.

My letter of reference might arrive late at the English Department. Will my application still be considered?

Please get in touch with the English Department Graduate Office if you have this concern.

My letters of reference are several years old. Can I still use them for my application?

Yes, the decision about what to submit is yours, but bear in mind that letters of reference should give the Admissions Committee a clear picture of why your recommenders consider you qualified for graduate school.

Do I have to have a MA degree to get in?

No, we admit many students with only the BA degree.

Does the English Department at UC Berkeley offer a MA program?

No, the English Department does not offer a MA program.

I can’t afford the application fee. Can the English Department waive the fee?

Unfortunately the department is unable to accommodate requests for application fee waivers. If you are a US Citizen or permanent resident of the US who can demonstrate financial need or have participated in certain programs, please consult this page  for more information.

Can I meet with faculty or graduate office staff at the English Department to discuss details of my application?

The English Department is happy to answer your questions about the application process , but can’t reply to detailed questions regarding the content of individual applications. Thank you for your understanding.

Will I get funding upon admission?

We offer funding to every admitted student, but cannot guarantee funding for the entire length of the program.

Does the English Department offer additional language or conference travel funding?

The English Department offers one conference travel and one archive travel reimbursement for up to $600 each academic year. In addition, graduate students can apply for language study funding once during their academic careers in the department.

How much does living in Berkeley cost?

Please refer to the Financial Aid and Scholarships Office's Graduate Student Cost of Attendance Information .

Can I work as a Graduate Student Instructor (GSI) while I am enrolled in the program?

Yes, we encourage students to work as Graduate Student Instructors, Graduate Student Researchers, and Readers if they are eligible to do so and working as a GSI does not interfere with their academic progress.

How can I find out about GSI salaries?

Graduate Student Instructor Appointments are 50% time appointments. Please review the current rates for GSIs at the UC Berkeley People and Culture website .

Can I work full time off or on campus while I get my Ph.D. in English at UC Berkeley?

Working full time while going to class full time (12 units per semester) is not recommended. The Graduate Division asks students to not work over 50% time on campus. If you must work over 50% time you need the Head Graduate Advisor’s approval. If you must work over 75% time you will need the Dean’s approval.

Can I take some or all of the graduate classes for the UC Berkeley English Ph.D. program online?

We do not offer graduate courses online.

Can I get credit for prior course work?

Students who have completed graduate-level course work at other institutions may submit a written petition to the Graduate Chair requesting that specific courses be considered for credit (transferred) toward satisfying course and breadth requirements.  The petition should provide a brief description of the course(s) to be considered.  In no case will such credit be given for more than three courses.

How long does it take to finish the program?

The normative time for the program is 6 years. The first three years are considered “time to candidacy,” during which students satisfy course and language requirements and take their qualifying oral examination. Having passed the qualifying exam, students “advance to candidacy,” and proceed to the prospectus and dissertation.. For more information, please refer to our Handbook for Graduate Study in English found here .

I am a parent. Does the university offer additional financial support for graduate student parents?

The University offers various sources of support for graduate student parents. While working as GSIs, for example, graduate students can be reimbursed by the university for some of their daycare expenses. The university also offers affordable family housing. For detailed information, please refer to this page .

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Instructions for Graduate Division Online Application

Graduate Application deadline: 8:59 PM (PST) December 4, 2023 Graduate Admissions Online Application

Hardcopies of the Graduate Admissions Application will not be accepted. The application and all supporting documents, i.e., 3 letters of recommendation, GRE Scores,* and TOEFL or IELTS scores (if applicable) MUST be submitted via the online Graduate Admissions Application.

The online application (essays, payment, all degree information, recommender information, writing samples, etc) are due Monday, December 4 and will not be accepted after the deadline for any reason. Supporting documentation (recommendation letters, transcripts, scores) may come in through December 12th. We will not accept materials after this date. 

Late applications will not be considered after the December 4, 2023 deadline, and incomplete applications will not be considered after December 12th.

Application Fee Waiver  

Alums of the American Economic Association Summer Training and Scholarship Program qualify, for more information please visit:  https://grad.berkeley.edu/admissions/apply/fee-waiver/ .

Required Supporting Documents:

Unofficial and official transcripts.

• 3 Letters of Recommendation
• GRE Scores *
• Evidence of English Language Proficiency (if applicable)

All supporting documents must be uploaded to your Graduate Application file. DO NOT mail in your documents, we will not print any supporting documents for your application file.

Optional Supporting Documents:

• CV/Resume and Writing Sample (Optional)

Key Areas to Note for the Graduate Admission Online Application

It is required that you list your cumulative GPA, all coursework after the first two years, major GPA , and graduate GPA (if applicable). International students with a different grading system should not try to convert their grades into U.S. standard grades.  Please leave this area blank if this applies to you.

• For Areas of Emphasis 1 and Areas of Emphasis 2 YOU MUST list two fields that you are interested in pursuing from the list of available fields on the Year 2 page.
• The Department does not require you to list faculty you have contacted or expect to contact concerning your application for admission and, in fact, discourages prospective students from contacting faculty prior to being admitted. 
• The online application requires that you list two faculty members in the department whose research is of particular interest to you. This information is considered preliminary as it is helpful for the department to know in advance; it is expected that one's research interest will change and refine over time. 
• Please make sure to list all of your current and/or pending financial resources, i.e., external fellowships, grants, loans and personal savings.
• Students applying to the Ph.D. program in Economics are typically not eligible for Foreign Language and Area Studies (FLAS) Fellowships.
• The Statement of Purpose and Personal History Statement should be no longer than 3 pages, double spaced each.  For information you consider to be special circumstances, such as illness, personal hardships, parent's status, etc. please write this in your Personal History Statement. Resources for writing the Statement of Purpose and Personal History statement can be found on the UC Berkeley Graduate Division website .  

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Unofficial Transcripts are accepted and uploaded online ONLY for graduate application process and review.

All unofficial copies transcripts for domestic and international applicants must be uploaded onto your online application. All transcripts should show courses, grades, and dates the courses were taken.

International applicants with a different grading system should not try to convert their grades into US standard grades.

Official Transcripts are required ONLY if an applicant accepts an offer of admission.

An applicant who is recommended for admission AND accepts the offer of admission must submit official transcripts.

International applicants who accept the offer of admission must submit official transcripts, degree certificates, diplomas, etc. in the original language accompanied by a translation. We accept translations from proper school officials and from government and/or official translators. The translator's statement must be prepared on the letterhead of the translator's institution and must state "This is a complete and exact word-for-word translation of the original." Every page must be signed in ink with the translator's title and, if possible, the seal or stamp of their institution. Stamps and signatures must be originals.

Letters of Recommendation

We require only three (3) letters of recommendation from professors who know your academic history. Letters from non-academic sources (e.g., employers) may be submitted.

Please request that your letter writers complete and submit your letters of recommendation via the online Graduate Application system by December 4, 2023 (early submissions appreciated).

GRE Test Scores

Applicants who want to submit their General GRE test scores should do so on the online application and have an official score report sent to the department so that it ARRIVES BY the application deadline - December 4, 2023 . We do not require or accept GRE subject tests. The GRE  may not be substituted with the GMAT. Tests should be taken in October, but no later than November. Applicants with scores below 165  on the Quantitative portion of the GRE should retake the test. Scores from tests taken before October 2019 are no longer valid. If you took the GRE between October 2019 and the time of application, you need to order the reports to be sent to the department. Make sure that the institution and department codes are correct when ordering reports to be sent. If you have taken the GRE more than once, make sure that you enter the correct registration number for the score you would like to be reported on your application - you receive a new registration number every time you take the exam. The registration number is crucial to making sure your official score report is appropriately matched to your online application. If your GRE score is not properly matched to your application, it may appear as though your application is incomplete.

* Please note that GRE is optional for the 2023-2024 admissions season (admits to be matriculated in 2024/2025)

****Official score reports are required and must be received by the department by the application deadline. Official scores cannot be substituted with self-reported scores.****  

The institution code for UC Berkeley is 4833 .

The Department of Economics code is 1801.

Evidence of Evidence of English Lanuage Proficiency

Test of English as a Foreign Language (TOEFL)

International English Language Testing System (IELTS)

For Fall 2024 matriculation, tests taken before June 1, 2022 will not be accepted by Graduate Admissions. Requests to waive either the TOEFL or IELTS requirements must to sent to Graduate Admissions .

CV/Resume and Writing Sample

CV/resumes and/or a writing sample are NOT required and are optional for your application. If you would like to submit optional materials, please upload your CV/resumes and/or a writing sample onto your online application in PDF format. CV/resume and/or a writing sample WILL NOT be accepted via email or the mail.

Molecular and Cell Biology

Admissions requirements.

We welcome applicants from all backgrounds to apply to our Master of Biotechnology program. Admission to the program is based on a holistic evaluation process and provides multiple opportunities for you to demonstrate your scientific aptitude and potential to succeed during your time in the program and beyond. Our admissions committee takes many factors into consideration as they review each individual application.

These factors include, but are not limited to:

• Undergraduate academic preparation: What relevant coursework have you taken? Can you explain any weakness in your academic record?
• Personal attributes: Are you motivated and curious? Have you demonstrated initiative and shown leadership? What challenges have you overcome in the past?
• Community building: What contributions have you made to advancing diversity and how does your lived experience help you understand issues related to diversity, equity, inclusion, and belonging?
• Shared interests and goals: How do your interests or career goals align with the broader mission of our program?

Minimum Requirements

The minimum admissions requirements are set by the UC Berkeley Graduate Division  and program-specific prerequisites.

Required Application Materials

Transcript(s)

We require applicants to submit transcripts from undergraduate institutions which they have attended. Strong applications to this program will have come from students who have demonstrated academic performance and have met the minimum GPA and course requirements listed above.

Personal History Statement (Half page maximum)

Your Personal History Statement provides the admissions committee with information about your personal history and allows the admissions committee to connect with you on a more personal level. It also gives you an important opportunity to address any weaknesses in your academic record and should describe how your personal background has shaped your interests and your decision to pursue a master's degree.

Some helpful questions to think about while writing your essay are below:

• What familial, educational, cultural, economic, or social experiences have you had that influenced your decisions to pursue a master's degree?
• How have you demonstrated your leadership skills?
• What are the ways that you have contributed or plan to contribute to social or cultural diversity in your community or in the sciences?
• What barriers have you overcome or helped others overcome?
• What experiences can you share that highlight your curiosity, perseverance, or determination?

General information on writing a personal statement can be found at the UC Berkeley Graduate Division page .

Statement of Purpose (1 page maximum)

Your Statement of Purpose gives the admissions committee a picture of your scientific background, future career goals, and how our master's program aligns with your stated interests. It should allow the admissions committee to understand clearly your motivations for pursuing a Master of Biotechnology degree here at Berkeley and your potential to succeed in our program.

If you did not have the opportunity to conduct undergraduate research, please do not be discouraged from applying. One of our program's goals is to help you start your journey into biomedical research.

The Graduate Division also provides helpful information on putting together your statement of purpose found here .

Letters of Recommendation

We require all applications to include two letters of recommendation from people who can speak to your academic or professional experience and evaluate your intellectual ability, leadership potential, and personal qualities. Letters can come from research advisors, professors or lecturers who have taught courses you've taken, or recent employers and supervisors.

Letters of recommendation must be submitted online.

TOEFL/IELTS Scores (international students only)

As required by UC Berkeley Graduate Division, all applicants who received their degrees in countries in which the official language is not English must submit official evidence of English proficiency. For the Test of English as a Foreign Language (TOEFL), a minimum score of 90 is required for the internet-based test (IBT), or a minimum score of 233 for the computer-based test (CBT), or a minimum score of 570 for the paper-based test. For the International English Language Testing System (IELTS), we require a minimum 7.0 out of 9.0 test score.

You are not required to take the TOEFL/IELTS if you meet at least one of the following:

• You have completed at least one year of full-time academic course work with a grade B or better at a U.S. university.
• You have a basic degree from a recognized institution in a country where the official language is English.
• You have completed a basic or advanced degree at an institution in the U.S. or a U.S. institution abroad, where the language of instruction is English and the institution is accredited by one of the U.S. regional accrediting agencies.

More information on English language proficiency requirements can be found here .

Optional Materials

Graduate Record Examinations (GRE) test scores

Both the general and subject tests for the GRE are optional. If you do decide to submit your GRE test scores, they will be taken into consideration when we review your application. This may be helpful if you have gaps or weaknesses in your academic record. However, if you decide not to report any GRE test scores, this will have no negative impact on your application assessment.

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How to Write Great UC Essays (Examples of All Personal Insight Questions Included)

A step-by-step guide to conquering all uc personal insight questions, with an example of each.

(Note: This article can also be found in our free, 110-page comprehensive guide to writing every college essay, How to Get Into America’s Elite Colleges: The Ultimate Guide .

Part 1: Introduction

Part 2: the uc personal insight questions, overview: the uc essay prompts, how to choose uc prompts, outlining your uc essays, uc personal insight question 1: leadership, uc personal insight question 2: creativity, uc personal insight question 3: talent, uc personal insight question 4: educational opportunity/barrier, uc personal insight question 5: adversity, uc personal insight question 6: academic passion, uc personal insight question 7: community, uc personal insight question 8: everything else, uc personal insight question 9: transfer, part 3: frequently asked questions.

Whether you’re a California resident or not, you may have considered applying to University of California (UC) schools —and for good reasons. In addition to being the nation’s best public university system overall, the UC system includes several elite schools that may be better options than private schools for competitive applicants due to their prestige, diversity, and value. At the top of this list are UC Berkeley and UCLA, widely considered Public Ivies . Educating nearly quarter of a million undergraduates, UCs are a home for California residents, out-of-state attendees, and international students alike.

Given their attractiveness, admission is competitive, ranging from 8.8 percent for UCLA and 11.6 percent for UC Berkeley to about 25.7 percent for UC Irvine and 62.7 percent for UC Santa Cruz (all numbers for the 2023 entering class). And every year, it gets tougher to make the cut for some of the most sought-after campuses like UCLA, which sat at 18 percent in 2014–2015 and has been sinking steadily since.

But it’s worth the effort to apply to UC schools. Why? Because filling out one application allows you to apply to every UC school.

You can think of the campuses according to the following tiers, based on their U.S. News & World Report rankings . Eight of the nine undergraduate campuses ( UCSF and UC Hastings offer graduate degrees only) rank in the top 100 schools, with six of nine in the top 50:

Tier 1: UCLA (#15) tied with UC Berkeley (#15) in 2024, UC San Diego (#28) tied with UC Davis in 2024. Tier 2: UC Irvine (#33), UC Santa Barbara (#35), Tier 3: UC Merced (#60), UC Riverside (#76), UC Santa Cruz (#82)

(Related reading: The Best UC Schools: UC Rankings )

An overview of applying to UC schools

If you’re already filling out the Common Application, that means you’ll write a personal statement, complete the Activities section, and assemble supplemental essays for several schools. If you’re also applying to the UCs, you might consider ordering your process this way:

Write your Common App personal statement .

Shorten your Common App personal statement for use on one UC essay, if applicable.

Write remaining UC essays and fill out the UC Activities section (which is longer than the Common App Activities section ).

Repurpose your UC Activities list for Common App Activities and your remaining UC essays for Common App supplemental essays .

However it would be a mistake to treat the UC application as another set of supplemental essays, or as small fry after tackling your 650-word personal statement. Here’s how we recommend planning and then executing the essays that comprise your application to the University of California.

Why do UC essays matter? How much do they matter?

Over the past decade, as the University of California received more applications— 206,893 freshman applications for the 2024 entering class —the admissions committees found themselves unable to make difficult calls on students based solely on test scores and GPAs. That’s why, in 2017, the UC system switched to new “personal insight questions.” They are, in other words, an opportunity for you to show who you are beyond your scores; that’s why the committees dreamed these up, and it’s why spending time to craft these essays will go a long way.

These questions are also a chance to show more sides of yourself than students could in previous years when applying to UC schools, when there were fewer questions asking for longer answers.

The UC schools follow holistic admissions, like many private universities, which means their ranking system takes into account a number of qualitative aspects of your life—whether or not you’ve made the most of the opportunities you’ve been given, the level of your extracurricular involvement, and other “big picture” elements. While holistic admissions can be frustrating to those of us on the outside, leaving us to question what exactly gets weighed behind the scenes, there is one certainty: your essays matter—some folks estimate they account for up to 30% of admissions decisions—when a university tells us its process is qualitative and subjective.

Let’s meet our students

As we move through this guide to acing your UC application, we’ll be following a few students who successfully made it to Tier 1 UC campuses. These students are based on several real applicants with whom we have worked over the past nearly 20 years.

Student #1: Arman. Arman, a generalist, has strong grades, earning a 4.0 with high honor roll. He participates in academic team events, and is also physically active, playing intramural basketball and coaching younger children in YMCA after-school activities. He’s not sure what he’d like to major in, but he’s worked at a law office over the summer and is interested in cultural studies and education.

What’s not on his resumé? Arman comes from a mixed ethnic background—he’s Mexican-American and Armenian-American—and both cultures have informed his childhood, sometimes complementing one another, and other times colliding.

Student #2: Maria. Maria is passionate about the environment, having grown up in California during the drought. From her AP Environmental Science class to the various recycling and water-saving initiatives she’s volunteered on in her small Central Valley town in the northern part of the state, she’s learned what she likes and hopes to study. She also plays tennis and has danced since she was small.

What’s not on her resumé? She’s never pursued it in a formal extracurricular fashion, but Maria loves art, and does pottery and ceramic work here and there on weekends.

Student #3: Karan. Karan, an international applicant, is interested in the arts. He likes reading and cinema, and might want to study anything from Art History to English to French film. He moved around a lot so his extracurriculars are inconsistent, but he has made some short films on YouTube and has competed in parliamentary debate.

What’s not on his resumé? Karan’s lived in three countries: India, the U.A.E., and Canada. Due to the constant geographic instability and the need to always chase the next visa, he’s never felt quite at home in any of those environments.

Student #4: Denise. Denise, a transfer applicant, has always been interested in technology. Though her large public high school did not have much in the way of computer science courses, she got herself accepted to STEM summer programs, where her passions were confirmed. She wants to be closer to the tech world, though she isn’t sure what she’d like to study—STEM, business, or some intersection of the two.

What’s not on her resumé? Denise was raised by a single father and her family has not had an easy time financially for many years.

Student #5: Nadia. Nadia is passionate about politics and political advocacy. An enthusiastic competitor on the statewide mock trial and debate circuits, she has taken every class at her large public high school related to government and speech possible. She’s also interested in international relations and law school.

What’s not on her resumé? Nadia struggled with low self-esteem and physical and cyberbullying when she was younger. Her older siblings often had to intervene to keep things from getting out of hand. This is often still on her mind.

Struggling to write your college essays?

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As we’ve said, there is only one application required to be considered by all the UC campuses. There are eight essay prompts (called “personal insight questions”) on the UC application. UC requires students to answer four of the personal insight questions, and there’s no right answer about which ones you choose. Each of the eight UC personal insight questions has a 350 word limit.

This is not quite like your Common App. The Common App gives you the chance to make one single, bold, loud statement—a 650-word personal statement—and to embellish that essay with more information in the Activities section and, in some cases, in supplemental essays. The UC application, by contrast, gives you four chances to make shorter, more focused statements. This means you’ll want to think about coherency and consistency, while also avoiding repetitiveness.

The main difference between the UC personal insight questions and the Common app personal statement essay is that with UC, you may not be able to tell a single story in all its glory, as you can theoretically do in the Common App essay. But the advantage with the UC personal insight essays is that you have multiple chances and multiple angles to express yourself. In many ways, the UC application can feel “truer to life,” since so few of us have a single story or experience that defines us, but are rather comprised of many smaller stories. Thinking about the UC application in those terms can lift some students out of the funk that comes from the sense that you need to express your whole self to an admissions committee in order to get in.

Here are the most recent University of California freshman application personal insight questions :

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

What have you done to make your school or your community a better place?

Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

Some students have the impulse to try to parcel out what they feel is their “Single Important Story” across several essays, since they have only 350 words instead of 650. We suggest not thinking of the UC application in these terms. Instead, try to offer four pieces of yourself that, when placed together, add up to make a whole.

So how do you choose which four pieces to use—or, more directly, how do you choose which four questions to answer of the eight offered? It’s not about picking one question to describe the four extracurricular activities you’ve participated in, or one question that explains your major, another that explains your personal life, and two for extracurricular activities. There’s no formula. But here are a few things to take under consideration as you determine which questions make the most sense for you to answer:

1. Recyclability

Can you reuse your personal statement or supplemental essays to answer one of the UC prompts?

Does the phrasing of any of these questions remind you of the prompt you responded to on your Common App personal statement?

For example, when considering questions 4 and 5, “an educational barrier” and “significant challenge”, recall this Common App prompt: “The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?”

Does the phrasing of any of these questions remind you of a Common App supplemental essay, or have you written something that answers the question already?

For example, question 2 asks you to describe the way in which you are creative. This might overlap with a response to one of the recent supplemental essay questions from Rice University—“The quality of Rice's academic life and the Residential College System are heavily influenced by the unique life experiences and cultural traditions each student brings. What personal perspective do you feel that you will contribute to life at Rice?”—if you wrote about intellectual or academic creativity, as Maria did.

2. Repetitiveness vs. coherency

Perhaps you want the admissions committee to know about your experience navigating a large high school with few academic opportunities. You might see a chance to explain this in either Question #4 (which we’ll call the educational opportunity/barrier question) and Question #5 (which we’ll call the personal adversity question).

There’s no reason you can’t answer both. But you’ll need to be able to articulate a separate goal for each answer. Drawing up a separate mini-outline for each question (which we’ll explain more shortly) will help you determine whether you’re truly writing two different essays about related topics, or repeating yourself without adding new information or angles on the original.

3. Add to your uniqueness

As mentioned above, you’ll likely be competing against over 200,000 applicants for a limited number of UC seats. That means you’ll need to highlight anything that makes you stand out or speaks to your uniqueness.

Choosing questions like number six (Think about an academic subject that inspires you) or number seven (What have you done to make your school or your community a better place?) can give you space to elaborate on unique qualities you have that would benefit UC schools.

Try to think of your responses as painting a full picture of you as a person and imagine how an admissions committee member might imagine you when reading your essays. Choose to answer questions that help you stand out and provide insight into the person you will become given the opportunity to be a UC student.

4. Identify Your Strengths

Are you better at sharing a detailed personal narrative or discussing an abstract idea? Choose prompts that allow those strengths to shine through.

For example, questions 1, 5, and 7 are all about experiences or moments in your life where you did something or faced a challenge. These would be prime candidates for a personal narrative, allowing you to highlight your storytelling and “hook” the reader with attributes of your journey or personality that would benefit the UC community.

On the other hand, you may choose question 3 or 6 to discuss an abstract idea. These questions offer you the space to dive into an interest an explain the idea thoroughly. In this way, your enthusiasm for a subject can be featured. Answering prompts like these can be especially beneficial if you already know what you’d like to major in giving you a chance to explain why your preferred UC school is the perfect place to explore your passions.

5. Consider Your Campus Choices

Not all the UCs are the same. Some are more focused on the arts, others on sciences or research. Does a particular prompt allow you to highlight skills or interests that would resonate with a specific campus?

When advising our students on standardized tests who ask, “What makes a good score?” we often say strive for your highest score, not a good score. Why aim lower? The same advice applies here. You’ll likely be applying to multiple UC schools, but you probably have a favorite in mind. Research the school you’d like to attend and write about how aspects of your skills align with aspects of that school’s character. If UCLA is your dream school because you wish to study film, perhaps questions two or three would be a good choice for you to expand upon your creative talents.

Additionally, a few prompts give you the chance to be more future-focused and discuss your aspirations and goals within your answer. Choosing questions such as one, three, five, or seven grant you an opportunity to slide in future plans about what you intend to do upon acceptance to a UC and how that school will make your bright future possible.

6. Most importantly: which questions speak to you?

Your heart might not start to thud faster at every single one of these questions. But there’s likely one “buzzword” that popped out to you. Creativity. Leadership. Community. Challenge. Figure out which question contained that lucky buzzword, and work on answering that one first. That will put you in a positive headspace for continuing to the other questions that may not come quite as naturally.

While 350 words isn’t very long—about three paragraphs—it’s still long enough that you may benefit from outlining your essay in advance. The good news is that most 350-word, three-paragraph essays follow a standard structure. Some students treat their UC essays as short-answer questions, which might imply that you don’t need an outline. Try to avoid that by, instead, treating them as highly-condensed essay questions.

We’ll get into some specific examples shortly as we go question-by-question, but for now, keep this basic model of the three-paragraph, tripartite essay in mind:

Paragraph 1: Hook (and thesis statement)

In this paragraph, the writer hooks us, with an image, a brief anecdote, or a snappy sentence or two. But there’s little time to linger.

By the end of the paragraph, the writer clearly articulates their thesis statement, which will guide us through the next two-thirds of the essay.

In an essay this short, the thesis statement does not always come at the end of the first paragraph. Sometimes the first two paragraphs are taken up by captivating narration of an event, and the thesis comes in the conclusion, in the successful thematic and narrative tying-up of the essay. But when outlining and planning your essay, it’s a good idea to be certain about what the thesis is, and to try to begin to convey it—either outright, or hinting at it—by the end of the first paragraph. We’ll see some examples of it appearing in the first, second, and third paragraphs below.

Paragraph 2: Examples, illustrations, and a sense of change/growth overtime

In this paragraph, the writer brings in specific illustrations of the thesis statement, and, crucially, must convey a sense of time, change, and/or growth. Like many college essays, the UC questions ask applicants to reflect on a significant moment in order to demonstrate introspection and analytical insight. Change is often crucial to that. Usually you are not the same on one side of a major life experience as you are on the other.

Paragraph 3: Conclusions, including a sense of how the essay topic will influence the writer now and into the future

As with many good essays, this paragraph should try to lead the reader to a sense of closure, conveying a lesson and a sense of what has been learned and gained from the experience.

Here is the first personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.   Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?

Leadership UC essay example

Let’s use Arman’s essay as an example:

I exclaimed, “You’re too lazy for your own good!” In the moment, it seemed like a perfect way to motivate my best friend, Serj. I was trying to get him to the gym. He’d asked me to hold him accountable as his workout partner. But as soon as those words slipped out, I saw in Serj’s posture, wide eyes, and flared nostrils that I had made a huge mistake.

This exchange had been a long time coming. For months I had texted Serj one hour before our scheduled gym sessions. Still, Serj canceled on me frequently. When he did show up, he seemed happy—but that was rare. I’d been lifting weights for three years, and I know how great you can feel because of it. But by yelling at Serj, I was not convincing him of the benefits of being active. I was shaming him. Five gut-wrenching seconds after I delivered my stinging honesty, I apologized. But we hardly spoke for two weeks. Eventually he accepted my apology, even thanking me for pushing him to be active. I knew, though, that I would have to earn his trust again as a workout partner.

That day, I discovered honesty’s best friend: empathy. I thought telling Serj the cold truth about his behavior would finally help him see that he was wrong to blow off the gym. But my honesty was my subjective opinion. When I later talked to Serj, I learned about the fears that had kept him from self-motivation—he had never been athletic, and he found it hard to believe that putting himself through a physical ordeal would be useful. He was already berating himself enough in his head. I didn’t need to do it for him. Since that experience, I have exercised more empathy when asked to lead. When coaching elementary school kids at sports camps, I praise their effort first before delivering criticism. Children are glad to retry any drill—but I know it’s in part because I’ve imagined, first, how scary it is to try something new, and I’ve acknowledged that first.

We can reverse-outline Arman’s essay to see how it’s working:

Paragraph 1:  He has a hook —him yelling at his best friend, and then he provides brief context, just enough to inform us without derailing us.

There’s not much of a big “thesis” statement when you first glance at that paragraph, but when we look closer, we see that there is one sentence that will drive us through the next two paragraphs: “I had made a huge mistake.” That’s enough here.

Paragraph 2: You could say paragraph #2 is all about offering more context for how we reached this emotionally climactic moment that served as the hook.

But it’s also doing the work we mentioned above, of demonstrating change. Note that Arman isn’t showing change or growth overtime by saying “on day one of working out we did this, on day two that…” etc. Instead, he’s demonstrating a sense of change and growth through reflection and retrospection. We can tell that he has grown since the mistake because he acknowledges why it was a mistake (“shaming him”). The paragraph also mentions an apology, which is a sign of change.

Paragraph 3:  Lastly, the essay begins its final paragraph with a very clear lesson that is an elaboration on the thesis in the first paragraph: “I discovered honesty’s best friend: empathy.” Now we can read the previous paragraphs through that lens.

Even better, paragraph three does two more things with its conclusion: First, it resolves the original conflict and we learn what happened with Serj. And second, it actually uses a personal story to discuss extracurricular activities, but without being heavy-handed. It spins out the lesson with Serj to something that is already listed on Arman’s activity list, coaching kids’ sports.

One key takeaway from Arman’s essay is its careful balance of humility and reflection. When students see the word “leader,” they can often begin to brag about themselves and their accomplishments. But your activity list can contain all the big wins and important titles under your belt. The essay is a chance for you to humanize those, and to demonstrate introspection. Arman does that by showing how he made a mistake and corrected for it.

Arman also avoids getting bogged down in abstract concepts, another pitfall of questions that ask about “leadership” and “community.” In fact, Arman doesn’t even use the word “leader” until the final paragraph—that’s a major show of strength. It demonstrates that he understands how he is answering the question—by discussing two intangibles of leadership, honesty and empathy. He earns the right to talk about honesty and empathy because he’s writing only about his own experience for two paragraphs, so by the time he touches on those big, abstract words, he’s already filled them with his own meaning.

Here is the second personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.   Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem? How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

Creativity UC essay example

Let’s use Maria’s essay as an example:

For twelve years, I have spent my weekends and summers making ceramics and painting at the community center, and when I need to relieve stress, I often sketch. These might seem like private acts of self-expression. But they have impacted the way I solve problems, particularly in my sustainability work. I’m passionate about the environment, and a few years ago, I realized many of my classmates didn’t understand how to live with the lowest impact on the environment. With the help of a science teacher, I founded the Water Conservation Club and set out to engage my peers. Art proved invaluable in these projects.

The first initiative we tried was a calendar initiative for elementary school students. I visited classrooms, talked about recycling, environmentalism, and clean energy, and then asked first, second, and third-graders to draw pictures of how they could live more sustainably. Their drawings showed them picking up trash, saving water, even going on a hiking trip with their families instead of flying across the country for vacations. With the children’s parents’ okay, we turned their drawings into calendar art, and sold the calendars, raising over $1,000 for TreePeople’s Drought Defense Challenge, which hopes to tackle California’s 6-year drought. I’ve visited those classrooms and found that those students are still engaged. Their parents arranged a carpool, they use leftover water to water the class plants, and recycle paper and plastic.

The second initiative was a children’s book I wrote and illustrated, called It’s Just One Drop. It followed an anthropomorphized water drop walking around town, seeing the different ways people waste water, which affected his reservoir home. The community members eventually realize their wrongdoings and work to conserve water through taking shorter showers, turning the sink water off, and doing full loads of laundry. Although the book hasn’t been published yet, I’ve used it to teach preschoolers the importance of water conservation.

In either case, I could have talked to classrooms using a chalkboard or a PowerPoint. But bringing my proclivity for art into the picture helped me reach young people who might otherwise have glazed over.

How is Maria’s essay working? It’s not quite like Arman’s, or like the standard model we outlined above, but that’s just fine. She reached this structure organically, with her first draft, and it can serve as another model for how to answer these questions.

Paragraph 1: Maria explains that she loves art (which answers “how she expresses her creative side”) and offers a clear thesis statement about how art helps her solve non-artistic problems. The thesis statement is especially strong because she’s not talking about art applying to non-artistic problems in the abstract—she specifically tells us she’s going to discuss her environmentalism work.

Paragraphs 2 and 3: Both of these serve as the body paragraphs that give two different examples of Maria’s artistic inclinations empowering her to do better work on sustainability.

Paragraph 4: Maria doesn’t need much of a conclusion here, because it’s pretty clear how art has helped her deal with non-artistic problems. She also doesn’t need a whole lot of emotional introspection for this essay. All she needs is to remind us that without her art habit, those would have been more boring projects. Maria could also talk about her prospective major or how she wants to leverage art in it, but when she reached this version of the essay, it read as complete and fulfilled in its own right.

A good application would have some answers that read like Arman’s—introspective, personal, emotional—and some like Maria’s—efficient, clear, interested in communicating her skills and activities. But too many like Maria’s will make a student sound cold and calculating, whereas too many like Arman’s might make the admissions committee forget that he is a student who can accomplish tasks and get things done.

Here is the third personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?   Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you? Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?

Talent UC essay example

Let’s take a look at Denise’s essay on this topic:

The first time I touched a computer, I didn’t know it was a computer. That is to say: I am of the generation that never had to think much about technology, because it’s always been available to us. But one day in middle school I asked my father how it worked. “How what works?” he asked. “The phone,” I said, pointing to his cell phone. And then I realized my question applied to the other devices I’d taken for granted—the computer, streaming videos, apps. That summer, my dad found out about a free program at a local university on Saturdays. It would teach you the basics about computers, including how to code.

Ever since, I have been learning about coding as much as I could. My high school does not have a computer science class, but I petitioned my school to let me enroll in a few classes on technology and society, including intro to computer science, at a community college. I have also used resources like General Assembly to self-teach. I came to love working with computers and coding because each problem I had to solve goes toward building something. The reward doesn’t always come quickly—there are bugs to fix and many ways you can break what you are trying to build. But when it does, it’s visible.

I also studied design and graphics on my own and used the combination of these skills to create websites for friends, family, and local businesses. While it is not a formal extracurricular activity, it is my after-school job.

It would be funny to call coding a “talent.” It has never felt like it came naturally, but through sweat and frustration. Perhaps my talent is my interest in computers, the same thing that caused me to ask “How does it work?” when I was younger is now what causes me to ask “How can I make this work?”

Denise’s essay is built in the following manner, which may now be familiar to you!:

Paragraph 1: A hook, though it’s a mild hook. She begins by telling us a bit about what she got to take for granted as a young person, then points out that she pushed against the grain of truly taking it for granted. It’s an expert humble-brag.

There’s no clear thesis statement in this paragraph in the sense that Denise doesn’t say “My talent is coding.” Rather, there’s an implied thesis emerging at the end of the essay, when she tells us that her “talent” is a combination of determination (“sweat and frustration”) and curiosity (“how can I make this work?”). That’s an awesome way to redefine the prompt on her own terms.

Paragraphs 2 and 3: This section shows the growth and change we look for in the middle of an essay. It’s very concrete, telling us everything Denise did to get herself an education in technology.

Paragraph 4: In the concluding paragraph, Denise makes sure we don’t get lost in the weeds that paragraphs 2–3 brought us into. She’s at risk of allowing us to forget that she’s supposed to be talking about her talent in an introspective way if she doesn’t do this. But in the first sentence of the paragraph (“It would be funny to call coding a ‘talent.’”) she reminds us of the essay’s topic while also subverting it. It’s another great humble brag—in telling us that she doesn’t believe it came innately, she’s humble, but she’s just intelligently chronicled (the brag!) all the ways she worked hard to get to this place. Again, here she could choose to add, “therefore I wish to study computer science in California,” but it’s implied in this strong essay.

Here is the fourth personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few. If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who are you today?

Educational opportunity/barrier UC essay example

Let’s take see what Karan wrote on this topic:

The summer after ninth grade, I had the chance to attend a pre-college program in North Carolina. It was a special opportunity because I had never before been to the United States, and I knew I wanted to go to college in the U.S. I have grown up around the world, in India, the U.A.E., and Canada. But this program had a few spots for international students, and I was selected to attend. Students took a college-level course for three weeks. I chose to enroll in a class called ‘Philosophy in Literature and Film.’ The focus, for my session, was philosophies of technology and science.

Over those weeks, I read thinkers and writers and watched films and listened to music by artists I had never heard of, from Philip K. Dick to Jean Baudrillard to Kraftwerk. I learned to think about art as what my professor called an “anxious condition”—the way society expresses its concerns, about politics, the future, and, in the case of our class, technology.

As the product of a school system where math and science are prized above the humanities, I had to convince my parents that studying philosophy in books and movies was a good way to spend the summer, and I came back personally certain that it had been. I could now see big themes and meaning in popular culture and in the books I read. And before, I was unsure of how to integrate my interest in things other people thought of as abstract: religion, philosophy, history, books, and film. My summer class showed me that ideas like religion and philosophy can serve as lenses to analyse the past and popular culture, or as the material that we use in writing books or making films.

I would like to continue this journey of interdisciplinary study in college, possibly becoming a professor. The program I attended marked the beginning of my certainty about this path.

Karan’s essay has a few things going for it, namely that it’s written in a readable and informational style both on the structural and the sentence level, which is to his advantage because he’s discussing complex ideas, including critical theory, philosophy, and more. Let’s break it down:

Paragraph 1:  This paragraph is all about the who-what-when-where-why. Karan tells us what the program was, how he came to attend it, when he went, and crucially tells us why it mattered to him (“a special opportunity”). The “thesis” for this essay will come later, and that’s fine, because the opener is very clear.

Paragraph 2: This paragraph demonstrates more specifics about the program. It’s really important that Karan does this, because otherwise the admissions committee might think he doesn’t remember much of what he learned in class. He gives just enough information—three names and one phrase used by the professor—to show that he was mentally present and, more importantly, intellectually moved by the course.

Paragraph 3: Now we get into the meat of why what Karan learned mattered to him—that change and growth. He gives several specific takeaways: he discovered the value of the humanities, and learned about what interdisciplinary study means. Again, his concreteness while discussing abstract topics works to his advantage.

Paragraph 4: Karan concludes efficiently and tells us that the summer has shaped his professional ambitions. That clearly answers the question about how he took advantage of the opportunity.

There are a few other small things Karan did that are worth noticing. He paid attention—consciously or subconsciously—to the language in the question, which differentiated between opportunities and barriers. He chose to write about an opportunity, which implies privilege; his parents may have paid for this program. But because he acknowledges it as a ‘special opportunity’ and says he ‘had the chance’ to go, he doesn’t come across as entitled, but in fact, grateful.

Here is the fifth personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone? If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends or with my family?”

Adversity UC essay example

Here is Maria’s response to this question:

It was October my junior year, when my mom learned she had breast cancer. It was terrifying. I couldn’t eat or sleep. I went to school exhausted, helped with errands, and tried to juggle classes and extracurriculars. My energy began to drop, as did my grades.

Unexpectedly, it was tennis that helped me overcome this academically and personally challenging period. Since I was six, my dream was to win a tennis tournament. But I struggled with the pressure of competition. I foreshadowed my loss prior to a match, allowing nerves take over. My body trembled; it was difficult to breathe. By the end of middle school, my losses outweighed my wins, and I no longer believed in myself.

But shortly after my mother received her news, I began to work with a new coach—Dusan Vemic, Novak Djokovic’s former assistant coach. Novak’s positive mindset had encouraged and inspired me at some of my lowest points, so working with Dusan seemed like fate. I explained my anxieties, hoping he could fix them. He simply said, “Make the most of every moment and focus on yourself. This is how you win.”

The advice was almost annoyingly simple. And yet, his Zen-like philosophy emanated every time he watched from the sidelines. It turned out that he wasn’t trying to get me to win. He was trying to get me to enjoy tennis as I had not been able to for years. I won more, though not a whole tournament.

More importantly, I took the new perspective off the court, to AP English, my toughest class, when my mind would always wander to my mom. It took me tremendous effort to write essays and comprehend the material. I was so scattered that my teacher advised me to drop the class. But Dusan’s meditative philosophy helped. I stayed in the class, focused on each step, gradually improving, ultimately earning a 4 on the AP exam. When school was out, I got my reward: I could come home and sit next to my mom, and just be with her for a while.

Maria successfully handles three challenges in this question by wrapping them into one: her mother’s illness, a difficulty with AP English, and struggles with tennis. Her key idea comes in an unexpected place, right in the middle of the essay. But because she braids the whole piece around Dusan’s philosophy, this essay works. Let’s look closer:

Paragraph 1: She introduces us to the major challenge (the hook), her mother’s diagnosis. But then she quickly and clearly articulates how that manifested to her—low energy, exhaustion.

Paragraph 2: This paragraph has a clear thesis statement—tennis helped her—and then backs into a bit of context about tennis, which is necessary for us to understand the rest of the essay. It also articulates a goal—winning a tournament—which in this case ends up being a red herring. It’s not what the essay is about, but it tells us what Maria thought life might be geared toward at the time.

Paragraphs 3 and 4: In these paragraphs we see growth and change. A change literally occurs in that a new character enters Maria’s life in paragraph 3, her tennis coach; in paragraph 4, he gives her advice which goes on to affect her life.

Paragraph 5: This concluding paragraph very clearly (though not heavy-handedly) ties up all three challenges, telling us how the tennis philosophy served her through her school troubles. Maria might have reached the end of a draft and realized that she didn’t have a great resolution for her mother’s diagnosis. It’s such a big, existentially challenging question to try to tackle in 350 words. That’s why the brevity of her final line works so well: it acknowledges that she can’t fix that, but, using that Zen-like philosophy of her coach, admits that the best she can do at this point in time is to spend time with her sick mother, and that’s pretty good.

One of the toughest things about answering the Challenge Question is the risk of cliché. Often when we are facing major challenges—illness, grief, loss, anxiety, etc—we are dealing with emotions beyond the scope of language. That means that the language we use to talk about it, with other people, with therapists, and in an essay, can sound like platitudes. “Just be in the moment” is, in a vacuum, a pretty cheesy lesson, no matter how much truth is contained in it.

Maria does a good job here of acknowledging that the words her coach gave her were not enough. She characterizes his words (“Zen-like philosophy”) and interprets them for us, telling us they weren’t about getting her to win but about giving her another kind of strength. It doesn’t matter if she’s gotten her coach’s intention right—what matters is that the admissions committee sees how Maria internalized those words, which would be clichéd on their own, and made them into something particular and healing for her circumstance.

Here is the sixth personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. Things to consider:  Many students have a passion for one specific academic subject area, something that they just can’t get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs — and what you have gained from your involvement. Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

Academic passion UC essay example

Nadia has a strong response to this question that we will use as an example:

The academic subject from which I draw the most inspiration is US Government and Politics. My interest in understanding the process through which our country’s government affects every individual stems from observing the material I learned in the classroom applied in a real world setting.

My interest in the subject encouraged me to enroll in the Advanced Placement course. One of the topics discussed that spoke to me most is the power of political participation. Inspired by this particular lesson, I practiced my activism by applying for an internship at the office of my district’s congressman, Matt Dababneh. There, I spent four months answering phone calls, filing papers, and reading letters, and learned the importance of community relations, social skills, and organizational skills needed to thrive in politics.

Following the completion of my internship, I continued my community involvement by joining my school’s student council, where I was selected by the administration to become class representative. My duties were similar to that of my internship, where I addressed complaints from students and moderated them directly to the administration. One example was when a group of students approached me regarding the lack of a mock trial class at our school. I gathered signatures, wrote a letter of request, and took the matter to the principal. My community participation led the school to offer a mock trial class to all middle and high school students.

At the University of California, I intend to pursue a major in Political Science to further my understanding of politics and the impact of each individual on policymaking. Furthermore, I am compelled to participate in student government upon my acceptance to UC schools in order to exercise my interests in a much larger and diverse community of students.

Nadia’s essay is short, efficient, and gets to the point—but it gets the job done. A word like “passion” can sometimes cause us to entertain flights of fancy, trying to convey something about the ineffable reasons we find poetry transcendent, or our abstract dreams of becoming a doctor in the wake of a grandparent’s death. Sometimes it is the right choice to use dramatic language to talk about a dramatic issue. But Nadia’s approach matches her personality. She’s a get-things-done kind of person. She developed an interest in politics, and went about chasing that career.

We can look more closely, still:

Paragraph 1: This is an example of an essay that opens with its thesis statement. Nadia doesn’t fuss about with a hook. She could—another student might open with the day they first saw the California state capitol—but her essay is just fine without that, because it’s clear and communicative. She also tells us that her interest stemmed from the intersection of theory and real-life application, which means that we can expect her essay to discuss the real-life application of politics.

Paragraphs 2 and 3: And indeed it does! Off the bat, Nadia tells us about working for Dababneh in paragraph 2, and in the ensuing paragraph, about her student council work. Giving us two different experiences is great because it shows a pattern of interest in the subject. It’s even better that Nadia draws a through-line—she talks about her experience at the Congressman’s office influencing her run for student government. That tells the admissions committee not only that there was change and growth, that key quality the middle of the essay must convey, but also that Nadia is aware of that change and growth and can make narrative sense of it.

Paragraph 4: Nadia concludes with a natural spin-it-forward take. At UC, she plans on continuing with these interests, and she knows exactly how.

As is the case with many of these responses, we wouldn’t want all of Nadia’s essays to read exactly like this. We’d want her to have a little bit more personal introspection in at least one of the others, even if that doesn’t come naturally to her. But this essay is spot-on in answering the question honestly and with good energy.

Here is the seventh personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

What have you done to make your school or your community a better place?   Things to consider: Think of community as a term that can encompass a group, team or a place — like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community? Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?

Community UC essay example

We’re going to turn to Nadia again, here:

For most of my childhood, I was overweight. I was bullied by my classmates, who pushed and shoved me and called me “fatso” and “blimp.” When I was fourteen, I began eating healthier and exercising. It took two years to shed not only the weight but also the pain that had come with being a pariah. I did not want anyone else to suffer from the physical and mental pain that I endured as an overweight child.

In order to spread awareness about childhood obesity, I co-founded the Healthy Kids club, which organizes fundraisers and invites guest speakers to educate students about early-onset heart disease and diabetes, as well as how these diseases follow into adulthood and worsen with age. We worked to get healthier snacks in school, successfully banning certain junk foods like chips and soda, and regularly met with cafeteria staff to ensure health conscientious items remain on the menu.

In my junior year, we registered the organization as a 501c (3) nonprofit. Working with other schools in the Los Angeles area, we initiated a program called “An Apple a Day Fades it Away”, where we visited schools, handed out apples, and presented elementary school students with activity-filled days of education about the critical role healthy eating plays in lifelong health.

My own experience led me to found the group, and continues to inform our presentations. At each session with young people, I tell my own story. The ability to show students pictures of myself from five years ago, not being able to play sports or participate in PE due to asthma, and now the captain of a varsity team, means I can connect with students on a personal level. As I depart for college, I will ensure that the Healthy Kids Foundation remains a presence in my high school hallways, and I hope to create a chapter of it at the University of California, where I can draw on college students to serve as volunteers, spreading the message in even more communities.

Nadia’s doing a lot well here. Notice that in this essay, she did get pretty personal, which makes that hyper-efficient academics question more tenable.

Talking about her own vulnerability also serves another purpose: it gives her humility in a question that might often invite a sense of savior-like arrogance. Most of us, at eighteen, haven’t solved a major problem in the world; we might have put in some respectable work in our communities, though, and this question gives students a chance to articulate that.

Getting this question right requires a sense of scope and scale—students should be able to talk about a major issue they care about, and then explain how they’ve addressed it in their own communities, without pretending that they’ve solved the root cause of that entire issue. In other words, you should try to tap into a global issue and address how you dealt with it locally.

We’ll take a look at the play-by-play to see how Nadia’s achieving this effect:

Paragraph 1: Here, Nadia does have a hook—her own pain, frustration, and change—and by the end of the paragraph, she’s made the personal public, turning her pain into a force for larger good.

Paragraphs 2 and 3: These paragraphs document and detail what Nadia did in the group. Her trademark efficiency is back here. She’s clear about her accomplishments, which is a breath of fresh air for admissions officers, who often see vagueness when young people try to categorize what exactly they do with their extracurriculars.

Paragraph 4: Nadia concludes this by returning to her personal story, which bookends the essay nicely, and then she also does what she did in the academics question, spinning her interest forward.

Here is the eighth and final personal insight essay prompt, with notes from the UC Admissions website about how to think about it:

Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? Things to consider:  If there’s anything you want us to know about you, but didn’t find a question or place in the application to tell us, now’s your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better? From your point of view, what do you feel makes you an excellent choice for UC? Don’t be afraid to brag a little.

Everything else UC essay example

For this last essay, let’s return to Arman:

I grew up in an insular ethnocultural community that is very proud of its “pure” heritage. As a biracial Mexican-American and Armenian individual attending an Armenian private school with “full Armenians” my entire life, I have often felt like an outsider. For example, I have heard many Armenians express serious disapproval about Armenians like my mother marrying odars, that is, foreigners. Unfortunately, this way of thinking insults my proud Mexican-American heritage, and leads me to wonder whether I am a disgrace or even a burden to my community. This thought process extends to my relationships with others. I am often wondering if race plays into how people interact with me.

Of course, I’ve experienced many occasions when Armenians wanted to learn about me or become friends initially based on my biracial status. But the bad has sometimes outweighed the good, causing my confidence to plummet.

I hope to develop a more positive self-concept at the University of California through interactions with diverse students and by studying my two heritages in a way I cannot in high school. Through ethnic studies classes—many of which were pioneered at UC schools—and extracurricular groups, I think I can have more conversations about race that have not been possible in my life thus far. By learning from professors and other student leaders, I will be able to facilitate complex, yet necessary conversations about race for others, in turn, so that members of my college community feel integrated and appreciated for their differences.

Arman uses this essay to talk about exactly what isn’t on his resumé. In another one of his essays, the Academic Passion question (Question #6), he did discuss his interest in cultural studies and global identities. But he hasn’t had a chance to discuss this element of his personal life yet, so here it goes. It’s a good way to make use of Question #8.

You might also take advantage of Question #8 to adapt your Common App PS, if you haven’t already been able to shorten and reuse that. This is a chance to communicate what hasn’t already found a home.

For one last time, let’s break down Arman’s essay:

Paragraph 1: Arman is primarily interested in communicating something personal as clearly as possible here, so he doesn’t mess around with a hook, but instead moves quickly to his thesis: “I have often felt like an outsider.” He uses the rest of this question to provide informational context for a reader who doesn’t know what it was like to grow up Armenian-American and Mexican-American.

Paragraph 2: This is a middle paragraph that doesn’t quite show the “change and growth” we’ve been talking about, but it still works. In this case, Arman has set up one concept—his outsider status—in paragraph 1, and he uses paragraph 2 to briefly caveat it, acknowledging what his reader might be thinking. (“Is that really always the case?”) But he quickly moves it back to his territory.

Paragraph 3: Now, Arman spins things forward, and in a very rich manner. He not only says “I want to go to the University of California to pursue xyz,” but demonstrates that he has fully imagined how his life can change intellectually and personally from attending a UC school. He also shows that he knows something about the UC system, referencing its diversity and academic history.

It’s a short essay, well below word count, but it answers the question with intelligence and flourish, so hats off!

Students applying to transfer to the University of California must answer three of seven questions— the question list is the same as the above, minus the “Academic Passion” question. There is, for the fourth response, one required question all transfer applicants must address. Here it is:

Please describe how you have prepared for your intended major, including your readiness to succeed in your upper-division courses once you enroll at the university.

Things to consider: How did your interest in your major develop? Do you have any experience related to your major outside the classroom — such as volunteer work, internships and employment, or participation in student organizations and activities? If you haven’t had experience in the field, consider including experience in the classroom. This may include working with faculty or doing research projects. If you’re applying to multiple campuses with a different major at each campus, think about approaching the topic from a broader perspective, or find a common thread among the majors you’ve chosen.

Transfer UC essay example

Let’s see how Denise handled this question:

I have spent my first two years at Foothill Community College in Los Altos, California, learning about the technology industry, which is in our backyard. It has been an education both in and out of the classroom. In the classroom, I have focused on computer science, while out of the classroom I have completed internships to learn more about Silicon Valley, where I hope to make my career.

My computer science courses have prepared me technically for a career in the industry. From my class in IT systems to my honors distinctions as a Cisco securities technician and as a VMWare certified professional, I have the skills to find work at a technology company (as I did as an intern last summer at a software firm in San Jose). My hope is that by transferring to the University of California, I can add to these competencies a larger sense of the technology world, by learning about advancements across fields from virtual reality to artificial intelligence.

I have also prepared to pursue a second major in business at the University of California. I have taken courses in basic business law, where I learned more about the regulations technology companies are subject to, and in marketing, where I practiced explaining complicated scientific ideas to lay people and learned more about the psychology behind getting users’ attention and keeping it. In addition to my tech internship at the software firm last summer, I have also continued working with that company’s marketing department part-time. I interview companies who use this firm’s software and write up case-studies about their use-cases, which the company then uses to get more clients. All this has trained me to understand the day-to-day workings of businesses. I look forward to learning more about international business trends at the University of California, and to attending public talks led by business leaders around the state.

Denise tackles this question in three neat paragraphs:

Paragraph 1: She ties together her two interests, in computer science and business, and also states that she’s worked on them in and out of the classroom.

Paragraph 2: She devotes this paragraph to talking about technology. Her resumé and GPA are both a little stronger on business matters, but she’s articulated a clear interest in technology, which makes this paragraph ring authentically. It also recalls her other essay about her talent, and keeps a consistent picture.

Paragraph 3: Denise then does the same thing in her business paragraph. In both paragraphs, she makes sure to spin things forward, making it clear that she has goals that will be much more easily achieved if she can attend the University of California.

How should I think about the activities section? Can I copy and paste my Common App activities?

Take a look at our Common App Activities Section guide for general help with tackling extracurriculars. You’ll notice that the UC application lets students go longer, listing up to 30 activities, whereas the Common App won’t let you write down more than 10 activities. The UC application also divides things into categories, including Coursework other than A-G, Educational Prep Programs, Volunteer & Community Service, Work Experience, Awards & Honors, and Extracurricular Activities.

Because the UC application allows for more entries—and a higher character count, 500 as opposed to 150—than the Common App, we suggest writing the UC list first, then figuring out what your top 10 most important or meaningful activities are and cutting those down to size for the Common App.

(Suggested reading: How to Write an Impressive UC Activities List )

Should I apply to all the UCs? How should I choose, if I’m not applying to all of them?

The University of California makes it easy to apply to its campuses; all you have to do is click the boxes next to schools’ names. We advise you to apply to all the schools you’re even remotely interested in if you have the financial resources to pay each application fee ($70 per school).

To choose which schools to apply to, research introductions to the campus provided by the university admissions offices, try to visit, watch YouTube videos of campus tours, and speak with current students and alumni about their college experience. Those will give you a good sense of the qualitative elements that distinguish campuses from one another.

I’m an out-of-state student. Do I stand a chance of getting in?

You do, but it’s harder. Each campus has different demographics . At UC Berkeley, about 79.9% of freshmen in the fall of 2023 were in-state students, whereas at UC Riverside, 94.4% were California residents. Out-of-state applicants must have a 3.4 GPA or above, and never earn less than a C grade. You can find more information about the differences between applying as an in-state versus out-of-state student here , from the admissions office.

I’m an international student. Should I apply to the UC system?

The University of California is a popular choice for international students for many reasons. These are big research schools, and some of the best in the world. Though international students make up a small percentage of UC students across all campuses—just over 10%—it’s still worth applying to as many of the campuses as you can.

I attend a competitive high school in California—does this ruin my shot at getting into the highest-ranked UCs (e.g., UC Berkeley and UCLA)?

There are longstanding questions among California residents about how the UCs make their decisions. There have been reports, for instance, about capping out-of-state admits to keep things from being too competitive for in-state students. We’ve also heard that UC schools prefer to admit international students because they pay full tuition. Nevertheless, one thing college counselors seem to agree on: UCs, even the “lower-tiered” ones, make for very competitive safety schools.

In general, college admissions are getting more competitive because more people are applying to college. This is the case for in- and out-of-state applicants. But it seems like the UCs have responded to public criticism a few years ago by holding out-of-state applicants to high standards (requiring a baseline of a 3.4 GPA), and trying to give spots to more Californians.

Overall, though, students who attend better schools with more resources are expected to achieve higher academic and extracurricular accomplishments than their counterparts at schools with fewer AP classes, extracurriculars, etc. Holistic admissions means students are evaluated within their own context, based on whether or not they took full advantage of what was available to them. Many students from competitive public and private high schools across the state get in each year, so it's certainly possible to get into a Tier 1 UC regardless of where you attended high school.

Does my declared major matter for getting into one UC or another?

Admissions committees don’t expect your major to stay stable between what you put on your application and what you end up studying, so in many cases you aren’t applying for admission to a particular department. The exceptions are engineering, which requires a separate application at UC Berkeley (and applying as an undeclared major as an engineer is very competitive); arts and architecture, engineering and applied science, nursing, and theater/film/television at UCLA; and dance, music, engineering and creative studies at UCSB.  

But if you feel strongly about one course of study or another, you might consider making that a topic or a mention in one of your essay responses. The admissions committee is looking for a clear story across your four essays, so if you’re interested in biology and medicine but write two essays about your high school English class, you might also want to balance that with an answer that explains your interest in medicine, or even how your love of reading dovetails with your interest in biology and medicine.

About the Author

Dr. Shirag Shemmassian is the Founder of Shemmassian Academic Consulting and one of the world's foremost experts on college admissions. Over the past 15 years, he and his team have helped thousands of students get into top programs like Harvard, Stanford, and MIT using his exclusive approach.

Want to learn more about what it takes to get into UC schools?

Click below to review our school-specific guides.

How to Get Into UC Berkeley: Requirements and Strategies

How to Get Into UCLA: Requirements and Strategies

How to Get Into UC San Diego: Requirements and Strategies

How to Get Into UC Irvine: Requirements and Strategies

Freshman requirements

• Subject requirement (A-G)
• GPA requirement
• Admission by exception
• English language proficiency
• UC graduation requirements

Additional information for

• California residents
• Out-of-state students
• Home-schooled students

Transfer requirements

• Understanding UC transfer
• Preparing to transfer
• UC transfer programs
• Transfer planning tools

International applicants

• Applying for admission
• English language proficiency (TOEFL/IELTS)
• Passports & visas
• Living accommodations
• Health care & insurance

AP & Exam credits

Applying as a freshman

• Filling out the application
• Dates & deadlines

Personal insight questions

• How applications are reviewed
• After you apply

Applying as a transfer

Types of aid

• Grants & scholarships
• Jobs & work-study
• California DREAM Loan Program
• Middle Class Scholarship Program
• Blue and Gold Opportunity Plan
• Native American Opportunity Plan  
• Who can get financial aid
• How aid works
• Estimate your aid

Apply for financial aid

• Cal Dream Act application tips
• Tuition & cost of attendance
• Glossary & resources
• Santa Barbara
• Campus program & support services
• Check majors
• Freshman admit data
• Transfer admit data
• Native American Opportunity Plan
• You will have 8 questions to choose from. You must respond to only 4 of the 8 questions.
• Each response is limited to a maximum of 350 words.
• Which questions you choose to answer is entirely up to you. However, you should select questions that are most relevant to your experience and that best reflect your individual circumstances.

Keep in mind

• All questions are equal. All are given equal consideration in the application review process, which means there is no advantage or disadvantage to choosing certain questions over others.
• There is no right or wrong way to answer these questions. It’s about getting to know your personality, background, interests and achievements in your own unique voice.  
• Use the additional comments field if there are issues you'd like to address that you didn't have the opportunity to discuss elsewhere on the application. This shouldn't be an essay, but rather a place to note unusual circumstances or anything that might be unclear in other parts of the application. You may use the additional comments field to note extraordinary circumstances related to COVID-19, if necessary. 

Questions & guidance

Remember, the personal insight questions are just that—personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who you are, what matters to you and what you want to share with UC. 

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn't necessarily have to be limited to school activities. For example, do you help out or take care of your family? 2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career? 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? Things to consider: If there is a talent or skill that you're proud of, this is the time to share it.You don't necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule? 4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that's geared toward an occupation or a major, or taking advanced courses that interest you; just to name a few.

If you choose to write about educational barriers you've faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today? 5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you've faced and what you've learned from the experience. Did you have support from someone else or did you handle it alone?

If you're currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, How has my life changed at home, at my school, with my friends or with my family? 6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. Things to consider:  Many students have a passion for one specific academic subject area, something that they just can't get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

7. What have you done to make your school or your community a better place? Things to consider: Think of community as a term that can encompass a group, team or a place like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community? 8. Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California? Things to consider:  If there's anything you want us to know about you but didn't find a question or place in the application to tell us, now's your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don't be afraid to brag a little.

Writing tips

Start early..

Give yourself plenty of time for preparation, careful composition and revisions.

Write persuasively.

Making a list of accomplishments, activities, awards or work will lessen the impact of your words. Expand on a topic by using specific, concrete examples to support the points you want to make.

Use “I” statements.

Talk about yourself so that we can get to know your personality, talents, accomplishments and potential for success on a UC campus. Use “I” and “my” statements in your responses.

Proofread and edit.

Although you will not be evaluated on grammar, spelling or sentence structure, you should proofread your work and make sure your writing is clear. Grammatical and spelling errors can be distracting to the reader and get in the way of what you’re trying to communicate.

Solicit feedback.

Your answers should reflect your own ideas and be written by you alone, but others — family, teachers and friends can offer valuable suggestions. Ask advice of whomever you like, but do not plagiarize from sources in print or online and do not use anyone's words, published or unpublished, but your own.

Copy and paste.

Once you are satisfied with your answers, save them in plain text (ASCII) and paste them into the space provided in the application. Proofread once more to make sure no odd characters or line breaks have appeared.

This is one of many pieces of information we consider in reviewing your application. Your responses can only add value to the application. An admission decision will not be based on this section alone.

Need more help?

Download our worksheets:

• English [PDF]
• Spanish [PDF]

Admissions Requirements

Application requirements.

Congratulations on taking the next step towards submitting your graduate application! To help you along the way, we’ve compiled a list of requirements to complete your graduate application.

It’s also important to check with the program to which you’re applying, as they may have additional requirements specific to their program of study and degree not listed on this page.

Minimum Admissions Requirements

The minimum graduate admissions requirements are:

• Expect to or hold a bachelor’s degree or recognized equivalent from an accredited institution.
• A satisfactory scholastic average, usually a minimum grade-point average (GPA) of 3.0 (B) on a 4.0 scale; and
• Enough undergraduate training and/or professional experience to do graduate work in your chosen field.

Academic Records

You must hold or expect to hold a bachelor’s degree prior to the start of classes from a U.S.accredited institution by one of the AACRAO regional accrediting agencies* or a recognized equivalent from an accredited institution outside of the U.S.

* Regionally accredited college or university means an institution of higher education accredited by one of the following regional accreditation associations in the United States:

• Middle States Commission on Higher Education
• New England Association of Schools and Colleges
• The Higher Learning Commission (formerly known as North Central Association of Colleges and Schools)
• Northwest Commission on Colleges and Universities
• Southern Association of Colleges and Schools Commission on Colleges
• WASC Senior College and University Commission

Graduates of accredited academic institutions outside the United States should hold a degree equivalent to a U.S. bachelor’s degree. Please contact Graduate Admissions with questions.

Bachelor’s Degree from a U.S. Institution

Required Records : Upload unofficial transcripts (ie, a scanned copy) from every post-secondary school that you have attended, including your undergraduate institution, community colleges, summer sessions, and extension programs.

Bachelor’s Degree from an International Institution

Required Records : Upload a scanned copy of your transcript and degree certificate for each institution after high school. If your academic records are in a language other than English or Spanish, you may submit translations in one of two ways:

• Submit translations prepared by certified translators from the American Translators Association or the Ministry of Education. Degree names and grades should be transcribed, not converted, into English words or the U.S. grades of A-F. 
• Submit an official World Education Services (WES) International Credential Advantage Package (ICAP) evaluation (opens in a new tab) . To electronically submit your WES ICAP, follow the instructions provided by WES. Select “University of California at Berkeley” as the recipient and “Graduate Admissions” 318 Sproul Hall #5900, Berkeley, CA 94720-5900 as the school/division.

Evidence of English Language Proficiency

All applicants who have completed a basic degree in a country/region in which the official language is not English are required to submit official evidence of English language proficiency. This requirement applies to institutions from Bangladesh, Nepal, India, Pakistan, Latin America, the Middle East, Israel, the People’s Republic of China, Taiwan, Japan, Korea, Southeast Asian countries, most European countries, and countries in Africa in which English is not the official language.

There are two standardized tests you may take: the Test of English as a Foreign Language (TOEFL), and the International English Language Testing System (IELTS).

Test of English as a Foreign Language (TOEFL)

TOEFL is administered by the Educational Testing Service (ETS). You can obtain detailed information from the TOEFL website .

We accept the internet based (iBT) and iBT Home Edition. We do not accept the TOEFL ITP or Duolingo .

For purposes of admission, your TOEFL test score must be at least 90 for the Internet-based test (IBT). Please contact individual academic departments for more information, as they may choose to require a higher score.

For Fall 2024, tests taken before June 1, 2022 will not be accepted even if your score was reported to UC Berkeley. Please send your test score directly from ETS to the institution code for UC Berkeley: 4833 for Graduate Organizations. We do not accept MyBest Scores.

International English Language Testing System (IELTS)

You can also submit scores from the Academic Modules of the International English Language Testing System (IELTS), which is jointly managed by the British Council, IDP:IELTS Australia, and the University of Cambridge ESOL Examinations. Consult the IELTS website to locate the office of the test center where you plan to take the test.

For purposes of admission, your most recent overall band score must be at least 7 on a 9-point scale.

For Fall 2024, tests taken before June 1, 2022 will not be accepted. All IELTS scores must be sent electronically from the testing center, and no institution code is required. Our address for identification purposes is: University of California, Berkeley, Graduate Division, Sproul Hall Rm 318, MC 5900, Berkeley, CA 94720. Please do not mail any score reports to us.

TOEFL/IELTS Exemption

To qualify for a TOEFL/IELTS exemption, you must fulfill one of the following options:

• Have a basic degree from a recognized institution in a country where the official language is English.
• Have completed a basic or advanced degree at an institution, in the United States or a United States institution abroad, where the language of instruction is English and the institution is accredited by one of the United States’ regional accrediting agencies.
• The following courses do not qualify for an exemption: courses in English as a Second Language, courses conducted in a language other than English, courses that will be completed after applicants submit their application, or courses of a nonacademic nature.

The TOEFL or IELTS must be submitted by applicants who do not meet the exemption criteria above.

Graduate Record Examination (GRE) and Other Test Scores

Some programs require applicants to take a standardized test such as the GRE General Test, a GRE Subject Test, the GMAT or MCAT. Consult the program to which you are applying for the department’s requirements.

For the GRE, send your test score directly from ETS to the institution code for UC Berkeley: 4833 for Graduate Organizations. No department code is needed unless specified by the specific program. ETS will not report test scores older than 5 years.

For the GMAT or MCAT, please consult your program for details.

Letters of Recommendation

The application requires at least three letters of recommendation. Applicants should check with their prospective program for questions . Your recommenders are asked to give their personal impressions of your intellectual ability, your aptitude in research or professional skills, your character, and the quality of your previous work and potential for future productive scholarship. Be sure to inform your recommenders of the program’s application deadline.

Applicants may waive the right to inspect their letters of recommendation on a voluntary basis. This option can be selected when you fill out the recommendation invite for your recommender.

The Graduate Division may verify the authenticity of academic letters of recommendation with the school or recommender.

Submit a Statement of Purpose and Personal History statement, along with any other essays the program you are applying to requires.

The Statement of Purpose should describe your aptitude and motivation to enter the program. This can include relevant details about your preparation or specialization in the field. This is a good place to share your academic plans, research interests, and future career goals. Read tips on how to craft your Statement of Purpose .

The Personal History statement describes how your own background and experiences influenced your decision to pursue a graduate degree. Read tips on how to write your Personal History statement .

Application Fee

If you are a U.S. citizen or current permanent resident, the non-refundable application fee is $135; for all others, the fee is $155.

Fee Waiver : U.S. citizens or permanent residents who demonstrate financial need or have participated in an eligible program may apply for an application fee waiver. See guidelines for waivers .

Fee Exemption : Some programs do not require the application fee payment. See guidelines for fee exemption .

On-Campus Graduate Program Admissions

Requirements, dates and deadlines, and application instructions.

Read this important information first!

All information provided on this page is specific to on-campus graduate programs that incorporate SOPHAS in the admissions process.

The information on this page:

• Does not include the Biostatistics MA
• Does not include the Biostatistics PhD
• Does not include the Environmental Health Sciences PhD
• Does not include the Epidemiology PhD
• Does not include the Health Policy PhD
• Does not include the Infectious Diseases and Immunity PhD
• Does not include the Online MPH Program
• Does not include concurrent or joint degrees

If you are applying to an on-campus graduate program and do not see your program on the list above , proceed on the current page. Otherwise, return to the admissions landing page and select the appropriate link to access the admissions page for your intended program.

Graduate Admissions Requirements

The School of Public Health’s minimum graduate admission requirements are defined below. More information can be found on the UC Berkeley Graduate Division website :

• A bachelor’s degree or recognized equivalent from an accredited institution;
• A satisfactory scholastic average, usually a minimum B average (3.0) or equivalent (focused on work completed in the last two years of a bachelor’s degree program and in all post-baccalaureate coursework). If your undergraduate GPA does not meet the minimum, you may still submit an application. Remember to provide evidence of other academic and professional accomplishments to demonstrate your capability to be successful in an academically rigorous environment. Alternative evidence may include courses you have successfully completed as work-related training.
• Enough undergraduate training to do graduate work in your chosen area of study – see the Individual Program Requirements section below for more information
• Evidence of English Language Proficiency (only for applicants from countries / regions in which the official language is not English)
• Submission of all required application materials.

Application Requirements

• SOPHAS Application and fee ($145)
• Berkeley Graduate Application and fee ($100 – $155)
• Official Transcripts from each institution you have attended
• 3 Letters of Recommendation

Statement of Purpose

Personal history statement.

• GRE scores if applicable – view which programs require it here
• Degree Certificates (if your transcript does not contain conferral date)
• Official TOEFL or IELTS test score (test taken after June 1, 2021)
• WES ICAP course-by-course evaluation of international transcripts sent to SOPHAS ($208 + delivery fees)

Individual Program Requirements and Qualifications

All applicants to our on-campus graduate degree programs must choose a degree program ; applicants may apply to only one program and should tailor their applications to their program of choice. The coursework, application materials, and amount of work/research experience required by each program varies. Please thoroughly review the webpages for the program you are applying to for more guidance.

Recommendations for Competitive Applicants

• We recommend submitting a GRE if you have no other evidence of quantitative, verbal, or analytical abilities in your application.

Admission and Application Requirements

• Applicants must hold a master’s degree in the health sciences OR in another related field or non-US equivalent degree.
• Applicants must have a minimum of two years of professional experience post-master’s degree showing progressive responsibility and evidence of leadership potential.
• A writing sample. Writing samples should be no more than 7,000 words in length and all or mostly written by the applicant. Examples include: publications in peer-reviewed journals on which you were the sole or first author, papers written for a graduate course, media pieces, or reports written for public agencies.
• Candidates with undergraduate coursework in calculus, chemistry and biology are preferred.
• Common undergraduate majors for admitted applicants: engineering, microbiology, environmental science, biology, chemistry, other biological, natural or physical sciences fields, population sciences and biomedical fields.
• Common work experience for admitted applicants: applicants in past years have worked as lab technicians, student researchers, research scientists, environmental consultants, post-graduate fellows, toxicologists, industrial hygiene engineers, and for the Peace Corps.
• Submissions of GRE scores are optional but recommended for this program, especially if you have no other evidence of quantitative, verbal, or analytical abilities in your application.

A writing sample. There is no length requirement for the writing sample, but a sample approximately 10 pages in length is typical. The writing sample may be a final paper from a class, a popular media article, a report, a blog entry, an undergraduate thesis, etc. The purpose of the writing sample is to demonstrate your preparation for graduate-level coursework and research at Berkeley by sharing an example of your prior work that exhibits your ability to articulate and support complex ideas, solve technical problems, construct and evaluate arguments, and/or sustain a focused and coherent discussion. The writing sample should be your own work; if there were multiple authors, please describe your specific contributions to the writing and project.

Special note: The Epidemiology MS program admits about one to two students each year. Interested applicants are encouraged to also consider the Epidemiology and Biostatistics MPH program as the coursework is similar and that program admits a cohort of 20 to 25 students each year.

• Common undergraduate majors for admitted applicants: Biological, social, or mathematical sciences.
• Work experience in a public health setting.

Applicants must have a strong background in biological, social, or mathematical science, which will provide a basis for the application of epidemiological methods and principles to the study of diseases.

• Common work experience for admitted applicants: lab technicians, student researchers, research scientists, environmental organizers and advocates, program managers, engineers, post-graduate fellows, in global health programs and for the Peace Corps.

Two-Year MPH

• Ideally, applicants should have completed one undergraduate course in chemistry and one undergraduate course in biology. An undergraduate course in mathematics (e.g., calculus, linear algebra or statistics) is also desirable.
• Common undergraduate majors for admitted applicants: chemistry, biology, microbiology, molecular biology, nutrition, ecology, public health and environmental studies.
• Common work experience for admitted applicants: Work experience is not required for admission, but successful applicants in past years have worked as lab technicians, student researchers, research assistants, environmental consultants, industrial hygienists, community organizers, study coordinators and post-graduate fellows, as well as for the Peace Corps.
• A writing sample. The writing sample may be a final paper from a class, a popular media article, a report, a blog entry, an undergraduate thesis, etc. The purpose of the writing sample is to demonstrate your preparation for graduate-level coursework and research at Berkeley by sharing an example of your prior work that exhibits your ability to articulate and support complex ideas, solve technical problems, construct and evaluate arguments, and/or sustain a focused and coherent discussion. The writing sample should be your own work; if there were multiple authors, please describe your specific contributions to the writing and project.
• Common undergraduate majors for admitted applicants: Health, biological, natural, social, and cognitive sciences.
• Common work experience for admitted applicants: Volunteer work in public health, research assistant, lab technician.

GRE scores are optional. We recommend submitting a GRE if you have no other evidence of quantitative, verbal, or analytical abilities in your application.

Completed undergraduate coursework in mathematics, biological sciences and/or, social sciences.

• Ideally, applicants will have completed one undergraduate course in chemistry and one undergraduate course in biology.
• Common undergraduate majors for admitted applicants: any biological, natural or physical science; public health; environmental studies; international studies; economics; political science; anthropology; and sociology.
• Common work experience for admitted applicants: Work experience is not required for admission, but successful applicants in past years have worked as student researchers, environmental organizers and advocates, lab technicians, program managers, research scientists, engineers and post-graduate fellows, as well as for global NGOs and the Peace Corps.

A writing sample. Writing samples should be approximately 10 pages and highlight your writing and analytical skills. The writing sample may be a final paper from a class, a popular media article, a report, an undergraduate thesis, etc.

• We strongly prefer at least 2 years of full time work experience after the undergraduate degree. Can be paid or volunteer (e.g. PeaceCorp, AmeriCorp, etc). Ideally an applicant will have had relevant experience in related health policy or management areas. The program may request a short video interview for applicants who are recent graduates and/or have less than 2 years of work experience.
• Contribution to diversity of the program and the public health workforce.
• Academic excellence in undergraduate (and graduate, if applicable) studies.
• Course work in one or another of the behavioral, social, or biological sciences.
• Work experience in community, health promotion, or health-related practice or research. Most students admitted to the program have two years or more of paid work experience. We strongly urge you to apply to our program only after you have worked in a professional capacity in public health or related fields.
• A writing sample that highlights your writing and analytical skills is required. The writing sample may be a final paper from a class, a research article, a report, an undergraduate or graduate thesis chapter, or similar document. The purpose of the writing sample is to demonstrate your preparation for graduate-level coursework and research at Berkeley by sharing an example of your prior work that exhibits your ability to articulate and support complex ideas, solve technical problems, construct and evaluate arguments, and/or sustain a focused and coherent discussion. The writing sample should be your own work; if there were multiple authors, please describe your specific contributions to the writing and project.
• Hold a bachelor’s degree with a strong background in science and a demonstrated interest in public health.
• Students in their senior year are welcome to apply.
• Common undergraduate majors: any major in biological sciences or any other major with courses equivalent to those of a biological science major, e.g. microbiology, genetics, and molecular biology. The courses listed are examples of courses taken by successful applicants; however, they are not prerequisites and not having taken one or more of them does not preclude admission to our programs.
• Common work experience for admitted applicants: Work experience is not required for admission, but relevant volunteer, service and/or work experience related to infectious diseases and public health (e.g., community service, laboratory or surveillance work, and Peace Corps) is a plus. Many of our admitted applicants have some research experience.
• Common undergraduate majors for admitted applicants: biology, medicine, sociology, anthropology, global studies, political science, and public health.
• Examples of experience in the field of MCAH include: epidemiological and/or quantitative research, data analysis, program planning, implementation and/or evaluation.
• The admissions committee may occasionally consider applicants who do not meet this requirement if other measures of performance, such as research experience, are particularly strong.
• Demonstrate leadership potential.
• Demonstrate academic and professional capability to study at the graduate level in a quantitative and epidemiological focused program.
• Application materials focused on work completed after the bachelor’s degree program and in all post-baccalaureate coursework.

Completed at least one college-level mathematics or statistics course with at least a grade of B or equivalent, reflected on an official transcript.

• Generally, some coursework in the sciences underlying human nutrition (including biology, chemistry, organic chemistry, biochemistry, physiology), and in food and nutrition sciences, with good to excellent grades in these courses.
• Cultural competence and demonstrated knowledge of and interest in other cultures and languages.
• Critical thinking ability with an analytical approach to solving current issues in nutrition and public health.
• Enthusiasm for and commitment to making a contribution to the public’s health as reflected in your Statement of Purpose.
• Relevant work experience in public health nutrition or related fields.

11-month MPH

All of our 11-month programs require that you have an advanced degree at the time of applying. For more information about our 11-month programs and what their specific requirements are, please go to the program page for the degree you are interested in.

• Common work experience for admitted applicants includes medical doctor, dentist, pharmacist, veterinarian, and/or research experience in a public health setting.

Applicants must be doctoral level health professionals (e.g. physicians, veterinarians, and dentists), have a prior doctoral degree in a related discipline (e.g. anthropology, sociology, psychology, demography, the biology sciences), or be concurrently enrolled in a doctoral level degree program in a health profession or related discipline.

• Prefer candidates to have some volunteer and/or paid experience in related health policy or management areas.

Must be doctoral-level clinical students or graduates (MD, DDS, PharmD).

• Demonstrate ability to work both independently and within a team-based structure.
• While many successful applicants are health professionals, applicants from disciplines not traditionally associated with public health are also encouraged to apply.
• The program is also appropriate for dual-degree students completing an MPH in conjunction with an MD, MSW, MPP, or other graduate degree.
• Medical students from Stanford and UCSF should consult their dual degree liaisons for details on our inter-campus collaboration.

Hold a graduate degree (Master, PhD, MD, JD, DO, DVM etc.) or its academic equivalent from an accredited institution.

• Note: We will not accept applicants who only have a bachelor’s degree, unless they are currently enrolled in medical school.
• Common master’s or doctoral degrees held for admitted applicants: medicine, nursing, social work.
• Common work experience for admitted applicants includes health professionals (e.g., pediatricians, obstetricians, gynecologists, nurses and social workers, and other qualified master- or doctoral-level trained health professions) and/or research in a public health setting.

Be a professional Registered Dietitian (RD) with at least 2 years of experience as an RD.

For information about this degree, which is available to UC Berkeley Public Health Majors and Alumni only, go to the “4+1” 11-month MPH program page.

• Declared UC Berkeley Undergraduate Public Health Major
• Required to Apply: completed PBHLTH 142 Intro to Probability and Statistics in Biology and Public Health and PBHLTH 150A Introduction to Epidemiology and Human Disease in junior/third year for a letter grade (can S/US if completed in Spring 2020)
• PB HLTH 241 Statistical Analysis of Categorical Data
• PB HLTH 250B Epidemiologic Methods II (optional, can take other 4 units of graduate coursework in final semester or proceeding summer)
• Application materials focused on work, volunteer and/or research related to maternal, child, and adolescent health.
• PB HLTH 205 Needs Assessment & Program Planning
• PB HLTH 250B Epidemiologic Methods II
• Other graduate-level PBHLTH courses depending on approval
• NST 10 and 1 upper division NST course OR PBHLTH 118

Graduate Admissions Dates and Deadlines

The dates and deadlines for the Summer/Fall 2024 on-campus application cycle are below.

For the on-campus graduate program, 11-month applicants are admitted for the summer term only. For all other on-campus programs, students are admitted for the fall term only. We do not accept applications on a rolling basis.

SOPHAS applicants do not need to resubmit application materials and documents to their Berkeley Grad applications. Once the fee for the Berkeley Grad application has been paid and submitted, all of the materials you send through SOPHAS will be relayed over to your Berkeley Grad application. Please allow 3–4 business days for processing.

The SOPHAS Application will become available August 16. Visit sophas.aspph.org to make an account. In order to submit a SOPHAS application, you will need to include a UC Berkeley Graduate Applicant ID, which won’t become available until September 15. However, you may begin your SOPHAS application and prepare your supplemental materials.

The UC Berkeley Graduate Application is required for all applicants and will open on September 15. SOPHAS applicants will only be required to complete a truncated version of the form.

Applicants who apply by the priority deadline will be given the highest priority for admissions and consideration for scholarships and assistantships. This is the recommended deadline for all applicants.

To meet this priority deadline, Berkeley Public Health’s Admissions Office recommends you request test scores be sent by early October and submit your SOPHAS application in early November. This allows time for SOPHAS to process your application.

We will not penalize you for submitting your application on the last day of the deadline. However, we highly recommend that you submit your application earlier so you can resolve any technical difficulties and/or correct any errors found by SOPHAS (e.g. transcript discrepancies) before our first batch of applications are released for review.

Applications submitted after December 4 will not be accepted, unless the program offers a secondary deadline (see below).

In the event that the following programs are not full*, applications will be accepted until March 4:

• Interdisciplinary (11-month MPH)
• Public Health Nutrition (11-month and 2-Year MPH)

If your program/degree of interest is not listed above, it is not eligible for the secondary deadline.

If you would like to apply for the secondary deadline please email [email protected] , as we will have to manually extend the deadline in our application portal for you.

*Applying for the second round does not guarantee that your application will be reviewed. It will only be reviewed in the case that the program did not fill all of its slots in the priority round.

Graduate Admissions Dates and Deadlines FAQ

No, as long as you originally submitted your application by the deadline, your application will still be eligible for review. When your application is “undelivered,” that means that the SOPHAS verification team noticed some errors in the self-reported course entry portion of your application and/or there are other parts of your application that you need to fix. Address these issues and resubmit your application to SOPHAS as soon as possible so they can complete the verification process. Just make sure you follow their instructions and complete all of the requested tasks in a very timely manner and resubmit your application to SOPHAS. This will not change your original submission date.

No. As long as you have submitted your application by the deadline, it is okay if your application is in queue for verification and gets verified shortly after the deadline. Just be sure to regularly check your application to ensure all of your supplemental materials have arrived. If all of your supplemental materials have not arrived, follow up to make sure they arrive in a timely manner so this submission process does not impact your verification period. It is your responsibility to ensure your application is complete and ready for review.

We will still review your application as long as your letters of recommendation, test scores, and transcripts or transcript evaluations are received by December 14.

Graduate Application Instructions

If you are unsure if your program is SOPHAS or non-SOPHAS, you can find out on the admissions landing page and select the appropriate link for your intended program.

You can only apply to one program per admissions cycle. All programs except for those listed in red below require two separate applications to SOPHAS and UC Berkeley. Both applications must be completed and submitted before your file is considered complete and ready for review. Incomplete application files or late applications (submitted after the December 4 deadline) will not be reviewed.

Application Checklists

• SOPHAS Application + $145 fee or fee waiver
• Supplemental UC Berkeley Graduate Application + $100 fee or fee waiver
• CV or Resume
• Three Letters of Recommendation from a combination of professional and academic recommenders
• Transcripts from each institution you have attended
• Official GRE test score, if applicable
• Submit by December 4 at 8:59pm PST
• WES ICAP ($208) course-by-course evaluation of international transcripts sent to SOPHAS
• Transcripts and/or degree certificates from each institution you have attended uploaded to Berkeley Graduate Application
• Official TOEFL or IELTS test score, if applicable
• Scroll to the bottom of this page for additional instructions about the required materials for international applicants.

Application Portals

Both the SOPHAS and UC Berkeley Graduate application must be submitted by the deadline to be considered for admission and awards (no separate application process is necessary for award consideration). Late applications will not be accepted.

To avoid delays in processing, use the same email address for your SOPHAS and UC Berkeley applications if possible and make sure you apply to the same program in both systems.

Submit an online application to SOPHAS with the following items:

• CV or Resume,
• Statement of Purpose,
• Personal History Statement,
• Three Letters of Recommendation (letters of recommendation must be submitted electronically),
• One set of official transcripts from each institution you have attended,
• Official GRE test score sent to SOPHAS only, if applicable (code 4227),
• Official TOEFL test score sent to SOPHAS, if applicable (code 5688),
• Include your Berkeley Graduate Reference number in the SOPHAS application,
• SOPHAS application fee or fee waiver .

If you are applying to more than one school in SOPHAS and they have different deadlines, enter only the school(s) with the earliest deadline, and then complete and submit the application. To apply to additional schools, you may add another school designation to your existing application and fill out the program materials section for that specific program. If you have questions, please contact the SOPHAS customer support department directly.

If you have completed the application but are waiting on any supplemental materials, (e.g. letters of recommendation, GRE scores, transcripts, etc.), you can still submit your application and should do so by the application deadline. It is acceptable for supplemental materials to be submitted a few days after the deadline.

While there is a small grace period for supplemental materials to be submitted, you need to submit your application by the application deadline—otherwise your application will be considered late and ineligible for review.

Access the SOPHAS Application at sophas.aspph.org .

Once you submit your SOPHAS application, you will receive an email with instructions to create a login for the mandatory supplemental UC Berkeley Graduate Application portal. The supplemental application portal costs $100 and there are fee waivers available for individuals who meet the eligibility criteria. Completion of this step is required in order for your application to be complete and reviewed .

• Additional materials do not need to be submitted to this portal.
• Please use the same email address that you used in SOPHAS to create your UC Berkeley Graduate Application login to avoid delays in processing.
• Fee waiver information

The cost for a SOPHAS application is $145 for the first school or program to which you apply. Any additional schools or programs to which you choose to apply will cost $55 per designation, even if you submit those schools or programs later in the application cycle.

The cost for the supplemental UC Berkeley Graduate Application is $100 for all SOPHAS applicants. Payments should be submitted by credit card only.

If you would like to request a fee waiver, you must reach out to SOPHAS and the UC Berkeley Graduate Division. Please see the following links for more information.

• SOPHAS Fee Waiver Information
• Berkeley Graduate Application Fee Waiver Information

Supplemental Materials

You must submit electronic transcripts to both SOPHAS and to UC Berkeley.

International Students: Please see more information about international student transcripts in the “Additional Application Instructions for International Students” section of this page.

Submit OFFICIAL transcripts to SOPHAS

• Official U.S. transcripts of all the schools you attended for post-secondary education must be sent to SOPHAS.
• SOPHAS only accepts electronic transcripts from Credentials Solutions, Parchment, and National Student Clearinghouse.
• If your school does not offer any of these services, your transcript must be sent by mail. The mailing address can be found on the SOPHAS website; please see the SOPHAS website for a detailed set of instructions .

Submit UNOFFICIAL transcripts to UC Berkeley

For application review purposes only, include copies of transcripts for all of the post-secondary institutions you attended, including study abroad institutions in the Berkeley Graduate Application. During the online application process, you will be prompted to upload scanned documents. Uploaded transcripts should be recent and include the following:

• The institution name
• Dates of attendance
• Conferral date if applicable
• Grades/marks received and credits
• If you studied abroad, your study abroad grades must also be listed in the transcript, otherwise you will need to submit a transcript directly from the study abroad institution

Note: Official transcripts will be requested if you are admitted and then decide to attend UC Berkeley

Please do not send any paper transcripts to Berkeley Public Health—any unsolicited materials will be destroyed.

The GRE is optional for the majority of our programs. See our GRE requirement chart to see a summary of each program’s requirement.

For programs that require the GRE, the current GRE Exemption Policy for these applicants will still hold. Applications to these programs will not be considered complete and will not be reviewed by Berkeley Public Health’s Admissions Committee without the required test scores.

GRE Exemption Policy

Applicants who have completed a MD, PhD or equivalent doctoral-level degree at the time of application from an accredited institution are not required to submit GRE scores.

Students currently enrolled in medical, dental, optometry, business, or law school can submit their MCAT, DAT, OAT, GMAT, or LSAT scores, respectively, in lieu of the GRE. Other professional school exams will not be eligible as alternatives to the GRE exam.

Applicants who have completed a MBBS degree and have passed the Step 1 and Step 2 of the USMLE are not required to submit GRE scores. In order to be eligible for the GRE waiver, copies of both official USMLE scores will be required to be uploaded with your application.

Minimum GRE Scores

We do not have a minimum GRE score as we review applications holistically; however, competitive applicants tend to score in the 50th percentile and above. Many program pages include the average GRE scores of admitted students for that specific program.

How to submit scores

• While you can take your exam as late as the date of the deadline, we recommend that you plan to take your exam no later than October to allow time for scores to arrive in time for consideration for fall admission.
• At-home test scores are acceptable.
• All applicants who submit GRE test scores must send official scores through ETS directly to SOPHAS only. To send an official GRE score report to SOPHAS, please use code 4227 .
• Scores must be from within 5 years of the test date for them to be considered valid. In order to apply, you must retake the test if your scores are more than five years old.
• When completing the UC Berkeley supplemental graduate application, do not indicate that you intend to submit GRE scores even if you will, as those should be sent to SOPHAS only.

Note: Since an official GRE score report should only be submitted to SOPHAS, it will not show as received on your UC Berkeley application. You only need to confirm receipt of your GRE scores on your SOPHAS application.

The SOPHAS Application will contain a text box for you to write a short answer response to a question on your quantitative and analytical abilities. The question has a word limit of 250 words.

Please indicate your achievements in obtaining verbal, quantitative, and analytical writing skills that prepare you for the specific program to which you are applying. This can be completed coursework, such as undergraduate or post-baccalaureate math/stats or epidemiology/biostatistics courses, quantitative research, programming, data analysis, or evaluation experience, verbal/writing strengths such as professional publications and/or presentations, etc.

Note: you may also submit a writing sample, publication, or other documents that demonstrate the above skills in the “Documents” section of the application.

Berkeley Public Health’s Admissions Committee requires a minimum of three letters of recommendation be submitted electronically to SOPHAS with your SOPHAS application. We recommend that you request that your letter writers use an official letterhead.

Typically, we recommend you have at least one letter of recommendation from an academic and two from individuals who can evaluate your professional experience. However, please thoroughly look at the requirements and qualifications of the program you are applying to for more guidance. Overall, it will be in your best interest to have three individuals who can attest to your academic and/or professional ability to succeed in a public health career.

For academic references, we recommend you ask professors who you think will write the strongest recommendations. A strong quality letter attesting to your ability to succeed in the program will weigh more than a generic letter from a high-ranking professor.

Berkeley Public Health does not accept hard-copy letters sent to our offices.

Applications should include a resume or CV. Prior work experience, preferably in health sector related activities, is required for some programs.

Resumes should include:

• Educational degrees
• Experiences (especially those that are public-health related)
• Professional skills and accomplishments
• Volunteer activities (specify any leadership roles)

Word limit: 1,000 words

Your Statement of Purpose should explain why you are pursuing graduate training in public health. Your essay should also explain your eventual career goals and why you need a degree in your specific program. You can choose to explain why you are pursuing this degree now and why at Berkeley Public Health. If you are applying to a doctoral program, include your proposed research topics. Please be sure to check your program’s page, as some programs have specific questions to answer. If there are no specific program guidelines, please follow the above-mentioned general guidelines.

Here are some best practices from the DREAM Office and the UC Berkeley Graduate Division on how to write the statement of purpose .

Your Personal History Statement gives you an opportunity to add some individuality and depth to the information provided in your Statement of Purpose. Your Personal History Statement can include information about who you are as a person, your family background, cultural background, socioeconomic status, educational advantages and/or experiences growing up. It is intended to give you the opportunity to provide a narrative about your diverse personal experiences. It is important to be concise and impactful by focusing on a specific part of your life experience.

You may also use the personal history statement to describe any impacts the COVID-19 pandemic may have had on you, such as your academics, obtaining employment, or pursuing public health experiences. We understand that there may be downstream effects of the pandemic on your ability to meet criteria for admission that is beyond your control. Use this essay to provide context on your other application materials, and elaborate on anything that may be helpful for the admissions committee to be aware of.

Here are some best practices from the DREAM Office and the UC Berkeley Graduate Division on how to write the personal history statement .

Additional Application Instructions for International Students

International applicants should apply early in order to allow sufficient time for financial and visa document preparation.

If you are an international applicant who obtained a bachelor’s degree in the United States or an English-speaking Canadian institution, then you only need to submit the materials described in the previous sections.

If you are an international applicant who obtained a bachelor’s degree from a non-US or non-English-speaking Canadian institution, then please submit the additional materials below.

All applicants who attended college in a country/region in which the official language is not English are required to submit official evidence of English language proficiency via a TOEFL or IELTS score, regardless of whether or not English was the primary language of instruction at your college . This requirement applies to applicants from Bangladesh, Nepal, India, Pakistan, Latin America, the Middle East, Israel, the People’s Republic of China, Taiwan, Japan, Korea, Southeast Asia, most European countries, and non-English-speaking countries in Africa.

We recommend that you plan to take any required exams no later than October to allow time for scores to arrive in time for consideration for fall admission.

For Summer/Fall 2023, tests taken before June 1, 2021 will not be accepted even if your score was reported to UC Berkeley.

The USMLE and other similar exams are not approved substitutes for the TOEFL.

You may be exempt from this requirement if you:

• Have a basic degree from a recognized institution in a country where the official language is English
• Have completed a basic or advanced degree at an institution, in the United States or a United States institution abroad, where the language of instruction is English and the institution is accredited by one of the United States’ regional accrediting agencies
• Have completed at least one year of full-time academic course work with a grade B or better at a regionally accredited* institution within the United States.

If you qualify for an exemption, you must upload an unofficial transcript from the recognized U.S. institution to your Berkeley Graduate Application. If you are unsure if your country of education qualifies you for a TOEFL exemption, please contact us at [email protected] .

Minimum Scores

• TOEFL: Paper: 570, Internet (iBT): 90

Scores below the minimum will require an exception request

How to submit TOEFL

Official TOEFL test scores administered by the Educational Testing Service (ETS) must be submitted to UC Berkeley (code 4833). We do not accept MyBest Scores.

How to submit IELTS

Beginning for the Fall 2022 application cycle, we will no longer be accepting paper Test Report Forms. All IELTS scores must be sent electronically from the testing center, no institution code is required, directly to UC Berkeley.

Our address for identification purposes is:

University of California, Berkeley, Graduate Division Sproul Hall Rm 318, MC 5900 Berkeley, CA 94720

Please do not mail any score reports to us.

Graduates of recognized academic institutions outside the United States should hold a degree equivalent to a U.S. bachelor’s degree. Equivalency is determined by International Evaluators in the Graduate Admissions Office. If you are unsure if your degree is equivalent to a U.S. bachelor’s degree, you can email us at [email protected] .

Submitting Transcripts to SOPHAS

Official World Education Services (WES) ICAP Evaluations of international transcripts are required to be sent to SOPHAS. SOPHAS will not accept any foreign transcripts or translated foreign transcripts; only an evaluation for U.S. equivalency via WES will be accepted.

We require a WES ICAP course-by-course evaluation which costs $208 (fees subject to change). It should be sent directly to your SOPHAS application, not to Berkeley Public Health.

Please do not send any materials to Berkeley Public Health—any unsolicited materials will be destroyed.

Submitting Transcripts to Berkeley Graduate Application

Please upload copies of unofficial or official foreign transcripts and degrees to the UC Berkeley Graduate application. Academic records should:

• English translations are required for all languages except Spanish; degree names and grades should be transliterated, not converted into English words or the U.S. grades of A–F.
• If your home institution does not issue documents in English, you may submit translations prepared by certified translators for the American Translators Association.
• In general, be issued by the school and include the school’s stamp or embossed seal and the signature of the authorizing official. For more detailed information on acceptable documents, please contact us at [email protected].
• If your academic records do not include official evidence of the award of your degree, you must also submit additional documents that verify the degree conferral, such as a degree certificate.

Official transcripts or academic records for all university-level studies you have completed abroad will be required to be re-submitted directly to UC Berkeley if admitted . Although SOPHAS accepts WES evaluations, UC Berkeley does not accept WES evaluations for matriculation purposes.

We are unable to provide international applicant fee waivers for the UC Berkeley Graduate Application at this time. AB540 students may apply for the fee waiver if they meet the eligibility criteria. Please contact the Graduate Admissions Office at [email protected] for instructions.

SOPHAS offers fee waivers for international applicants from select countries. Please read more about which countries are eligible and access the International-based fee waiver form on this page . You can also request a 50% off WES evaluation coupon in the waver form.

Fees and Financial Aid

A degree in public health is an investment in your future. At Berkeley Public Health, we understand the important role funding opportunities play in the decision to pursue your degree.

For information about Berkeley Public Health’s tuition and fees, as well as residency requirements, please visit the tuition, fees and residency section of UC Berkeley’s Office of the Registrar website . Please note that all costs are subject to change.

Tuition, fees, and charges are included on the UC Berkeley’s Office of the Registrar’s website along with more details about fee definitions. To view fee rates, please scroll down to the tab labeled “Graduate: Academic” if you are an MA, MS, or PhD student, and “Graduate: Professional-School of Public Health” if you are an MPH or DrPH student. If you enroll in an MPH or DrPH program, you are required to pay professional degree supplemental tuition each semester. The total cost of your degree is based on the length of your program.

Tuition, fees, and charges are subject to change by the Regents of the University of California and could be affected by State funding reductions. Accordingly, they may differ from the amounts shown.

Your cost of attendance budget is the estimated average cost of completing an academic year at UC Berkeley. This estimate includes the cost of tuition and fees, room and board, supplies, transportation, and personal expenses.

Your budget also serves as a limit for the amount of grants, scholarships, fee remission, loans, and other forms of aid that can be offered to you. You may find the graduate student budget on UC Berkeley’s Financial Aid and Scholarships website .

Each academic year, fellowships and scholarships are awarded to eligible students by Berkeley Public Health. Awards are given out by nomination only by each program’s respective admissions committee. There is no separate application process for these awards beyond completing the SOPHAS or UC Berkeley application by the priority deadline.

Foreign Language and Area Studies (FLAS) Fellowships provide funding to students to encourage the study of critical and less commonly taught foreign languages in combination with area studies, international studies or international aspects of professional studies.

In order for incoming students to be considered for this award, the FLAS portion of their admissions application must be completed and include a ­­statement of purpose indicating the relevance the study of the language has to the preparation of their academic program, chosen career and/or future goals.

APHA KP Community Health Scholarship

The APHA Kaiser Permanente Community Health Scholarship supports students who intend on pursuing an MPH or DrPH/PhD. This scholarship is part of the APHA KP Community Health Leadership Program . Apply directly here .

• MPH Scholarship: Awardees receive a $15,000 tuition award each year over the course of two years of full-time study.
• DrPH/PhD Scholarship: Awardees receive a $20,000 tuition award per year for three years. In the third and final year, the award can be given as a stipend or as a combination of stipend/tuition.
• Be applying for a full-time MPH or a DrPH/PhD in public health at one of our partner universities (see below) for the upcoming academic year. Students do not need to be admitted by the scholarship deadline.
• Be U.S. citizens or hold a permanent residence visa (Green Card) in the U.S.

PhD candidates typically receive funding through a variety of sources such as soft-money grants, Graduate Division Fellowships , and fee remission from working as a Graduate Student Researcher (GSR) or teaching as a Graduate Student Instructor (GSI).

PhD programs are fully funded for up to 5 years. Full funding includes regular tuition, fees, SHIP, and a salary or stipend if you are in good academic standing. Please note that our funding packages do not include housing offers. Reach out to your program of interest for more details.

PhD candidates may also be AB 540 eligible for tuition purposes. Please see the University of California’s website for more information.

DrPH candidates are funded by departmental funding and are also eligible for fee remission from working as a Graduate Student Researcher (GSR) or teaching as a Graduate Student Instructor (GSI). However, they are not guaranteed funding for the duration of their program or offered a living stipend as a part of their funding package.

Students enrolled in Master’s programs typically fund their education with a combination of student loans, GSI/GSR appointments, extramural scholarships and work-study opportunities.

AB540/DACA postgraduate program students are eligible for UC Berkeley and departmental funding.

Graduate students may apply for need-based loans and work-study through the UC Berkeley Financial Aid Office . The programs are based on demonstrated financial need and require a Free Application for Federal Student Aid (FAFSA).

Questions about Financial Aid programs may be directed to Cal Student Central . In addition, please visit the UC Berkeley Financial Aid and Scholarships website for more information. Only U.S. citizens and eligible non-citizens (those holding permanent resident cards) may apply for funds administered by the UC Berkeley Financial Aid Office.

UC’s Native American Opportunity Plan ensures that in-state systemwide Tuition and Student Services Fees are fully covered for California students who are also enrolled in federally recognized Native American, American Indian, and Alaska Native tribes. This plan applies to undergraduate and graduate students.

To learn more about the eligibility requirements visit the Native American Opportunity Plan website .

Financial aid awards from the UC Berkeley International Office consist of individual grants applied directly to tuition and fees via the UC Berkeley student records system. Award amounts vary depending on the number of applicants and levels of need per semester. Grants do not need to be repaid.

International students are eligible for a number of departmental awards. There is no separate application process for these awards beyond completing the fellowships portion of the SOPHAS or UC Berkeley application.Students who are married and/or have children living with them in the Bay Area may also apply for the Supplemental Family Grant. A family grant can be applied directly to tuition and fees or can be disbursed in the form of a taxable stipend. Award amounts vary depending on the number of applicants and level of need. Family grants do not need to be repaid. See a complete list of financial aid options on the UC Berkeley International Office website .

The University of California offers a variety of services and resources for student families. Visit the UC Berkeley Graduate Division website to learn more about campus resources that aid student families in the search for affordable housing, child care, health insurance and more.

UC Berkeley Veteran Services offers information related to the types of benefits, certification of benefits, contact information for dedicated support, and campus resources for students who have served in the military.

Eligibility for veteran’s educational benefits is determined by the U.S. Department of Veterans Affairs (VA), not by UC Berkeley. For more information on eligibility and to apply visit the VA’s “How to apply for the GI Bill and related benefits” page .

After you apply for benefits through the VA, please provide the following documentation to the Veterans Benefits Office at the Office of the Registrar .

Please visit the Cal Veteran Services Center website for more information.

In addition to Student Family Assistance, the UC Berkeley Financial Aid and Scholarships Office offers a variety of services and resources for student parents, disabled students, nonresidents of California and veterans.

Another resource is the ASUC Student Advocate’s Office , a student-run office that provides free and confidential advice and representation to students who experience issues or conflicts with the university. This office also offers support in completing an appeals process.

For information about the Public Service Loan Forgiveness Program, please visit the U.S. Department of Education’s Federal Student Aid website .

Students are also encouraged to independently seek funding from external sources. A number of scholarship search resources are available online, including:

• Berkeley Financial Aid & Scholarship search
• Basic Needs Center
• UC Berkeley Graduate Division’s Graduate Fellowships and Awards
• Cal Veterans Services Center
• Undocumented Student Program
• Berkeley International Office
• Mastercard Foundation Scholars Program
• Association for Schools and Programs of Public Health (ASPPH)
• BestColleges.com Financial Aid Resources
• Fastweb.com

Voices Blog

International

Writing the Statement of Purpose

Tips to make your application stand out.

If you’re interested in applying to any of our semester- or academic year–long visiting-student programs, you’ll need to include a statement of purpose.

Why is this important?

Your statement of purpose allows us to assess your understanding of the program and your academic preparedness, as well as help us to understand your personal, academic and professional goals. We review your statement of purpose to determine if the program is a good fit for you, and advise you on courses and campus opportunities that will help you achieve your goals.

Not sure where to start when writing this important piece of the application?

Then read on!

Part 1: Introduce Yourself!

Tell us about your academic, personal and professional experiences that have prepared you for this rigorous program. What sparked your desire to study at Berkeley and specifically with your program of choice?

Yes, we also look at your transcript as part of your application, but your transcript doesn’t say who you are as a person, as a student! Are there successes you’ve had in and outside of school that make you ready for a Berkeley education? Do you have extracurricular interests or activities that you hope to continue or start at UC Berkeley or in the Bay Area?

Pro tip: This should be short and to the point; don’t spend a great deal of time on autobiography. Remember: The Statement of Purpose in total must be 800–1,000 words (1-2 single space pages in 12-point font), so don’t devote too much space to this introductory part. The majority of your statement of purpose should be spent on the following section:

Part 2: Why are you interested in this program?

Ask yourself the following questions and write down the first 5–10 items that come to mind.

1. How will participating in this program help you achieve your academic, professional or personal goals? 2. What courses are you excited to take and why? Do you understand that not all courses may be available?

Now take a look at the answers you jotted down to that first question. Are you seeing a general theme? Supplement that information with the titles of those courses that make you excited to come to Berkeley. What do you hope to learn in those classes that will help you reach your goals? 

Tip #1: Pose a question, define a problem or indicate a theme that you would like to address. This should be an ample paragraph! Tip #2: Look on the program’s website for information about the curriculum and the professors. Are there professors whose research interests parallel yours?

End your statement in a positive manner, indicating your excitement and readiness for the challenges ahead of you. Emphasize everything from a positive perspective and write in an active, not a passive voice. Demonstrate everything by example; don’t say directly that you’re a persistent person, show it.

Optional Step 3: Anomalies

Please explain any anomalies in your academic transcript such as a failed course, a low GPA or a change in your major concentration. If there is nothing unusual about your transcript, you do not need to include this section.

Step 4: Proofread, proofread, proofread.

Would a grammatical error on your scholarship essay really keep you from your educational goal? It could, according to our Career Services team .

“The biggest thing that we've noticed in reviewing any kind of document is that the minute there is a grammatical error, it pulls us away from the content,” they say. “It's an automatic red flag. If we see that the author’s first language isn’t English, then we will take this into consideration and give them a bit of leeway, as learning another language is a feat unto itself that shows how adaptable and versatile the individual is in other ways.

“Overall, grammar is important, and it points to a variety of skills that employers, schools, et cetera, look for in candidates. However, any good reviewer of an application will take context into consideration and look at supporting documentation or details, if available, that paint a more comprehensive approach of a candidate.

If you have any questions or need additional assistance, please schedule a one-on-one admissions advising appointment today!

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View the discussion thread.

Requirements

There are two writing requirements that students must satisfy to graduate: Entry-Level Writing, and Reading & Composition.

In addition to courses that satisfy the Reading & Composition requirement, CWP offers courses that satisfy various other requirements.

Entry-Level Writing

The UC Entry-Level Writing requirement is a Universitywide writing requirement. All students entering the University of California as freshmen must demonstrate their command of the English language by fulfilling this requirement. Fulfillment of this requirement is a prerequisite to enrolling in all Reading & Composition courses except for COLWRIT R1A.

There are two ways to satisfy the requirement, by coursework or by exam, and it depends on whether or not you have started classes at Berkeley. 

If you have not started classes at Berkeley

To meet this requirement by  exam  before you have started classes at Berkeley, you must score

• 30 or above on the ACT English Language Arts test; or
• 30 or above on the ACT Combined English/Writing test (taken June 2015 or earlier); or
• 63 or above on the ACT English + Reading (for Fall 2021 and later admits); or
• 680 or above on the College Board SAT Reasoning Test--Writing Section (taken January 2016 or earlier); or
• 680 or above on the College Board SAT Evidenced-Based Reading and Writing Test (for Fall 2018 and later admits);
• 3 or above on the Advanced Placement Examination in English Language and Composition; or 
• 3 or above on the Advanced Placement Examination in English Literature and Composition; or
• 5 or above on the  International Baccalaureate Higher Level Examination in English (Language A only); or
• 6 or above on the International Baccalaureate Standard Level Examination in English (Language A only); or
• 8 or above on the Analytical Writing Placement Examination (taken in 2022 or before) 8 or above on the Berkeley Writing Assessment (available beginning in May 2023)

To meet this requirement by coursework, you must earn a grade of C or higher in a UC-transferable college composition course completed prior to starting classes at Berkeley and approved certified by UC Berkeley as satisfying the Entry-Level Writing Requirement.

For more information on the transfer course review process for ELWR, see ‘I have taken an English composition course that may qualify…?’ Q&A on the Berkeley Writing Assessment website

If you have started classes at Berkeley

To meet this requirement by exam after you have started classes at Berkeley, if you have not already taken the Analytical Writing Placement Exam or the Berkeley Writing Assessment (BWA), you may take a make-up BWA in the fall or spring semester. A score of 8 or above on the BWA  satisfies Entry Level Writing. .

To meet this requirement by coursework, you must earn a grade of C or higher in COLWRIT R1A.

Once you have started classes at Berkeley, you may not use a transfer course to satisfy Entry Level Writing.  Additionally, completion of Entry Level Writing is required before opting to satisfy Reading & Composition with a transfer course.

For more information about the BWA, as well the other options for satisfying Entry Level Writing, visit the Berkeley Writing Assessment website

Reading & Composition 

The Reading & Composition requirement is a two-part sequence required of Berkeley undergraduates at the lower-division level to provide them with a solid foundation in reading, writing, and critical thinking for work in the major and beyond.

All undergraduates must complete the R&C requirement in sequential order by the end of their fourth semester, or their enrollment will be blocked for the following semester.

The R&C requirement can be satisfied by any of the courses listed with an "R" before its course number in the online Schedule of Classes. More than a dozen departments offer R&C courses, so be sure to check the Online Schedule of Classes.

Students who arrive at Berkeley not having satisfied the Entry-Level Writing requirement (see above) can satisfy both the Entry-Level Writing requirement and the 1st part of the 2-part R&C requirement by taking  COLWRIT R1A.

Students who arrive at Berkeley having satisfied the Entry-Level Writing requirement (see above) need only satisfy the R&C requirement. There are 2 parts to the R&C requirement, A and B, and they must be fulfilled in sequence. More than a dozen campus departments offer the R&C sequence. R&C courses are designated with an “R” before the course number in the Schedule of Classes. 

Other Requirements  

The american cultures requirement.

The following College Writing courses fulfill the  American Cultures Requirement.

COLWRIT 25AC  - Reading in and about US Education Institutions COLWRIT  50AC/150AC- Researching Water in the West  COLWRIT 75AC  - Sacred Places and the American West  COLWRIT 192AC - Advanced Composition: Community-Based Ethics

The Seven-Course Breadth Requirement in Arts and Literature

The following CW courses count toward the  Seven-Course Breadth Requirement in Arts and Literature .

COLWRIT  105 - Intermediate Composition: Finding Your Voice COLWRIT  106 - Intermediate Composition: Argument in the Disciplines COLWRIT  108 - Advanced Composition: New Media COLWRIT  110 - Advanced Composition: Challenging Writing COLWRIT  161 - Writing in the Biological Sciences  COLWRIT  180 - Travel Writing

The Creative Writing Minor

The following class counts toward the Undergraduate Division's  Creative Writing Minor .

COLWRIT  130 - Introduction to the Craft of Creative Writing

The Education Minor

The following class counts toward the Undergraduate Division's  Education Minor .

COLWRIT  25AC - Reading in and about US Education Institutions

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8 October 2023

4 minutes read

Crafting Your Berkeley Personal Statement: Sample and Tips

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• Introduction

If you’re aspiring to join the esteemed University of California, Berkeley, for your graduate studies, your personal statement is your opportunity to shine. This blog will guide you through the process, providing UC Berkeley personal statement samples and valuable insights into creating an outstanding essay. Let’s embark on this journey towards your academic excellence at Berkeley.

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• What Is a Berkeley Personal Statement?

Your Berkeley personal statement is a critical component of your graduate school application. It’s a chance to showcase who you are beyond your grades and test scores, to communicate your aspirations, achievements, and motivations clearly.

Why Is Your Personal Statement Important?

Your personal statement is more than just a requirement for your application; it’s your chance to make a strong impression on the admissions committee. Here’s why it’s crucial:

1. Personalization

Your personal statement allows you to present yourself as an individual with unique experiences and aspirations. It helps the admissions committee understand who you are beyond the numbers.

2. Demonstration of Fit

Berkeley is looking for candidates who are not only academically qualified but also a good fit for their programs. Your personal statement is where you can demonstrate how you align with the university’s values and goals.

3. Showcase Your Communication Skills

Being able to express your thoughts and motivations clearly is an essential skill in academia and beyond. Your personal statement is a platform to demonstrate your ability to communicate effectively.

4. Highlight Achievements

Your personal statement is an opportunity to showcase your academic achievements, extracurricular activities, and leadership skills. It’s a chance to show how you’ve excelled in your field.

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• Sample Berkeley Personal Statement

Before we dive into tips for crafting your personal statement, let’s look at a UC Berkeley personal statement sample:

[Include an actual or hypothetical personal statement here]

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• Tips for Writing Your UC Berkeley Personal Statement

Writing a compelling personal statement can be challenging, but with careful planning and dedication, you can create an essay that stands out. Here are some tips to help you along the way:

1. Start Early

Give yourself plenty of time to brainstorm, draft, and revise. Don’t rush the process; starting early allows you to reflect on your experiences and craft a well-thought-out statement.

2. Understand the Prompt

Carefully read and understand the essay prompt. Berkeley may have specific requirements or questions they want you to address. Make sure your statement directly responds to these prompts.

3. Tell Your Story

Your personal statement is a chance to tell your unique story. Share your motivations, experiences, and aspirations. Be authentic and genuine in your writing.

Why is Sharing Your Story Important?

Sharing your story allows the admissions committee to get to know you better. It helps them understand the experiences and motivations that have shaped your desire to pursue graduate studies at Berkeley.

In your personal statement, discuss your academic achievements, extracurricular activities, and leadership skills. Show how you’ve excelled in your field and made a positive impact.

How to Effectively Highlight Achievements

Use specific examples to illustrate your achievements. Describe projects, awards, or experiences that demonstrate your competence and dedication in your chosen field.

5. Be Specific

Avoid vague statements. Provide concrete examples and evidence to support your claims. Instead of saying, “I am passionate about environmental science,” explain how your involvement in a specific research project or internship reflects your passion.

6. Connect to Berkeley

Explain why Berkeley is the ideal place for your graduate studies. Mention specific faculty members or research opportunities that align with your goals. Show that you’ve done your homework about the university.

Why Should You Connect Your Goals to Berkeley?

Connecting your goals to Berkeley demonstrates that you’ve researched the program thoroughly and are genuinely interested in becoming a part of their academic community. It also shows that you have a clear vision of how Berkeley can help you achieve your academic and career aspirations.

7. Edit and Proofread

Pay attention to grammar, spelling, and word count. Multiple rounds of editing are crucial to ensure your personal statement is polished and error-free.

The Importance of Editing and Proofreading

Editing and proofreading are essential to present a professional and well-crafted personal statement. Mistakes in grammar or spelling can distract from your message and give the impression of carelessness.

8. Seek Feedback

Share your personal statement with mentors, professors, or peers for feedback. They can provide valuable insights and suggestions for improvement.

Why Seek Feedback?

Feedback from others can offer fresh perspectives and help you identify areas where your personal statement can be strengthened. It’s an essential step in the revision process.

Crafting a compelling Berkeley personal statement is a crucial step in your journey towards graduate school at UC Berkeley. Use the provided sample and tips as a starting point, and remember that your essay should authentically reflect your achievements, aspirations, and motivations. With dedication and effort, you can make a difference and become a part of Berkeley’s esteemed academic community. Good luck!

Q1: What is the UC Berkeley acceptance rate for graduate programs?

The acceptance rate at UC Berkeley varies by department and program. On average, it hovers around 20-25%, making it highly competitive.

Q2: Why Is the Acceptance Rate Important to Know?

Understanding the acceptance rate can give you a realistic expectation of your chances of admission. It’s essential to recognize that Berkeley’s rigorous academic standards contribute to its selectivity.

Q3: Can I use a Berkeley personal statement sample as a template for my own essay?

While samples can provide inspiration, avoid copying them directly. Your personal statement should reflect your unique experiences and aspirations.

Q4: Why Shouldn’t You Copy Personal Statement Samples?

Copying personal statement samples can lead to plagiarism and a lack of authenticity in your essay. Admissions committees are looking for genuine and original responses from applicants.

Q5: What should I do if I need help with my Berkeley personal statement?

If you’re struggling, consider seeking guidance from mentors, professors, or the Berkeley Graduate Division’s resources. They can provide valuable insights and feedback.

Q6: How Can Seeking Help Benefit Your Personal Statement?

Seeking help from experienced individuals or resources can provide you with guidance, suggestions for improvement, and clarity in crafting your personal statement.

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Table of Contents

• • Introduction
• • What Is a Berkeley Personal Statement?
• • Sample Berkeley Personal Statement
• • Tips for Writing Your UC Berkeley Personal Statement
• • Conclusion

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Graduate Program

Frequently asked questions.

Click on a category below to go directly to that section of the FAQ page, or scroll down to browse through all sections.

A: No, we only offer the PhD in Political Science. You will earn a Master's degree on your way to receiving the PhD, but we do not offer the MA for non-PhD students.

A: You can reasonably expect to finish the program in 5-6 years. Political Science PhD students typically spend at least one year in the field conducting research, which is why it may take longer than for other social science doctorates.

A: Currently, the Political Science PhD program does not offer any formal dual degrees.

A: You must fill out all sections of the online Graduate Division Application. Please view the  application requirements page for additional details.

A: You can find helpful resources, links, and tools for successfully completing the graduate application via the Graduate Diversity Program or the  Social Sciences Diversity Office.

A: If you are a U.S. citizen or current permanent resident, the application fee is $135; for all others, the fee is $155.

• Fee Waiver (through the Graduate Division):  U.S. citizens or permanent residents who can demonstrate financial need are eligible to apply for a waiver of the application fee.   See guidelines for waivers.
• Fee waiver information is also available on our application check list  .

A: An application checklist for Admissions 2024 is available  here . 

A: Not unless you are admitted to the program and decide to enroll. However, in order to be considered for admission, we must have a digital copy of your unofficial transcripts for ALL courses that you received academic credit for toward a degree. All transcripts should be uploaded to your Graduate Division Online Application

A: An official transcript is issued directly by your registrar's office in a sealed envelope either to you or mailed directly to us. You are not permitted to see an official transcript. An unofficial transcript is one that you have seen, usually issued on paper or online from your school's registrar's office. You should upload your unofficial transcripts to your Graduate Division Online Application.

A: We need official transcripts for ALL courses that you received academic credit for toward a degree. A list of transferred courses on your degree transcript is not sufficient.

A: We must have a transcript on file by the deadline to review your application. Submit a current transcript by the deadline, and send us an updated transcript as soon as grades become available. Please be aware that review of applications begins very soon after the deadline, so we cannot guarantee review of any materials received after that date.

A: Ask your registrar's office to send us an official document verifying your enrollment and current course list, as well as a date when we can expect your official grades.

A: Please refer to the instructions given by the graduate division about degree requirements for international applicants at http://grad.berkeley.edu/admissions/admis_require.shtml (external link) .

A: Ask your registrar's office if they have a standard format for changing your grades to a 4.0 GPA scale. If it is not a simple conversion, you may leave these sections in the online application blank.

A: UC Berkeley refers to advanced level undergraduate courses as "Upper Division." Generally, these are the courses that may require prerequisites, junior or senior status, and/or are restricted to students within the major. Talk to your undergraduate advisor for further assistance in deciding which courses fit into this group.

A: In the online Graduate Division Application, you will be asked to submit the names and email addresses of your letter writers. Fill out the names and email addresses for each of your three recommenders, choose whether you waive your right to access the letters, and whether the recommenders will use the online system to submit letters. Follow the directions in the system closely to ensure that your professors will receive the email with instructions on how to submit their letters online.

A: While we strongly prefer to receive letters online, we can accept letters by mail. Ask your recommender to mail the letter directly to the Department of Political Science at the address at the bottom of this page. There is no additional form your recommender needs to fill out. Please remind him or her of our deadline, and that we need to have the letter in our office by that date.

A: We are happy to accept recommendation letters from either your university's dossier service or Interfolio either as an online upload or by mail.

A: We require three letters of recommendation, though you are welcome to submit more if you wish. Please keep in mind that we cannot guarantee that the committee will read more than three letters, so we recommend that you only ask recommenders to submit their letters if you believe they have something substantial to say about your application.

A: We encourage you to select faculty and research mentors who can speak to your abilities to be a successful graduate student. The most informative letters tend to come from professors who you worked with closely and recently, though not all letters need to meet all of these criteria. As a general rule we suggest that at least one recommendation come from a faculty member of the last institution you attended as a full-time student. However, we recognize this may not be feasible if you have been out of school for a number of years.

A:  For the Fall 2024 application cycle, GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills.  International students from countries where the official language is not English must also take the TOEFL or IELTS. Please refer to the graduate division's requirements for evidence of English language proficiency for exceptions to this requirement and more information at http://grad.berkeley.edu/admissions/admis_require.shtml

A: UC Berkeley's institution code is 4833. Please DO NOT include a department code or choose the Political Science department when selecting to which schools you would like ETS to send your scores. UC Berkeley receives all ETS scores electronically, which will then be automatically matched with your application and sent on to the department. Help save a tree, and prevent a duplicate printed version from being sent to the department by NOT entering a department code when you request your official GRE scores for UC Berkeley, Political Science Department. Note, for the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills. 

A: We do not have minimum score requirements for the GRE. However, due to the highly competitive applicant pool we receive each year, the average scores of admitted students are typically in the 80th percentile or higher on each of the three sections of the GRE General Test. For the IELTS and TOEFL, please refer to the graduate division website at http://grad.berkeley.edu/admissions/admis_require.shtml (external link) .  Note, for the Fall 2024 application cycle, GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills. 

A: Immediately after you complete the computer based GRE test, you will receive your quantitative and verbal scores. Include these unofficial scores in the online application before you submit it by the deadline, and we will wait for your official scores from ETS. Note, for the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills.  . 

A: While the relative need for strong math skills for theory students is taken into consideration during the admissions review process, the admissions committee holds all applicants to extremely high academic achievement standards. We recommend you spend time mastering all skills tested in the GRE exam. Note, for the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills. 

A: The Personal History Statement is where you can inform the committee of your background, what makes you unique, and how you came to apply to a PhD program in Political Science. The Statement of Purpose is where you should focus more on your research interests and how you are a good fit with our department. Be sure to read the directions for each essay and answer the questions completely.

A: We do not have a minimum or maximum length for the essays. Focus on answering the questions completely in a concise, well-written manner.

A: Yes! You must submit a previously written political science or other social science research paper you have written, including a 250 word abstract on the paper. We also recommend that you submit a CV or resume. You can upload both of these document to the Graduate Division Online Application.

A: Please do not submit any materials by paper except recommendation letters if necessary. We do NOT accept printed writing samples. We have limited resources and space, and cannot accommodate additional printed materials from applicants. You should follow the directions in the Graduate Division Online Application to submit your documents electronically.

A: The department requires GRE scores from within the past five years, but does not have a minimum score requirement. Also, the university requires a bachelor's degree or equivalent with a 3.0 undergraduate GPA. However, due to the highly competitive applicant pool we receive each year, our admitted students typically far exceed the minimum requirements. For more information, please visit the Admission Requirements section on the Graduate Division website at http://grad.berkeley.edu/admissions/admis_require.shtml (external link)  Click here for an application checklist. ( Note, for the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills.) 

A: A confidential committee of faculty reviews files beginning shortly after our application deadline. Decisions are made within the department and applicants are notified of the department's decision by email and/or phone. The Graduate Division Dean's office then reviews the department recommendations for admission, and notifies those applicants of their official admission by email.

A: No. Students will spend the first three years in the program establishing relationships with faculty to eventually ask them to serve on their dissertation committee, and it is not necessary that you contact potential advisors prior to applying. However, it is required that you name faculty members who you would be interested in working with on your application. Please review  faculty pages  on our website to determine whose areas of expertise best match your interests. You can also browse our  subfield pages  and view a list of faculty members associated with each subfield. Ideally, you should be able to identify three or more faculty members with whom you would like to work. Should you have specific questions about their research, you may contact them directly.

A: The department will contact you by email no later than March 1, usually by mid-February. The department is authorized only to recommend admission decisions to the Graduate Division Dean, but you will receive a final decision from the Dean's office if you are admitted shortly after you hear from the department.

Thank you for taking the time to consider our graduate program. Applications for Fall 2024 will open September 13th of 2023.

A: The deadline for Fall 2024 admissions will likely close December 4, 2023 at 8:59pm PST. We do not offer spring or summer admissions. 

A: Yes! The committee begins the review process shortly after the deadline, so your application must be complete--including a complete application, GRE scores (unofficial scores are OK while we wait for the official scores from ETS), transcripts, and recommendation letters--by the deadline. We may accept transcripts which include Fall 2023 grades after the deadline, but you must send them as soon as possible once your grades are posted. We cannot guarantee that application materials received after the deadline will be reviewed by the admissions committee. Click here for an application checklist. ( Note, for the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills.)

A: Don't worry about it! All we need to begin reviewing your application is your unofficial scores. As long as we have those by the application deadline, we are happy for wait for your official scores from ETS. Official scores received after the deadline will not affect the status of your application review as long as we have your unofficial scores by the deadline.

For the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills. 

A: Yes. Due to the huge volume of application materials we receive during the four weeks surrounding the application deadline, we may not be able to provide you with a status update on your application during this busy time. Therefore, it is in your best interest to submit your application and supplemental materials a few weeks early so you will have time to make sure your application is complete by the deadline. Submitting your application early does not improve your chances for admission, except by ensuring your complete application can be reviewed by the committee.

A:  For the 2024 application cycle, if you plan on taking the GRE, your test date must be no later than December 1, 2023, NO EXCEPTIONS! Be sure to include your unofficial verbal and quantitative test scores in your online application by the deadline, and we will wait for your official scores from ETS. ( Note, for the Fall 2024 application cycle,  GRE scores are not required to apply, but are strongly recommended if feasible. Our committee evaluates applications holistically, and we do not use any threshold of GRE scores to be considered for admission. Ultimately we want to be confident that applicants will be able to develop the technical and communication skills to succeed at doing research, and GRE scores are one indicator among many that we can use to make this determination. While we will give full consideration to applications with no GRE scores, in some cases this can make it harder for us to be confident enough to admit a student. GRE scores are most useful to the committee if you aim to do quantitative work, and have not taken much coursework or have other job experience which gives us alternative ways to evaluate your ability to develop these skills.)

If you have any further questions, please contact us at [email protected] .

What do I need to do to keep my @berkeley.edu Google account when I graduate?

Existing alumni and graduates whose  grace period  ends before April 15, 2024 should follow instructions provided at  Alumni Email Changes . Graduates whose grace period ends after April 15, 2024 must complete the following steps before the end of their grace period to avoid any disruptions:

Renew your alumni email account .

Reduce your use of Google Storage  to below 5GB.

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