personal statement examples uc berkeley

18 UC Berkeley Essay Examples that Worked (2024)

If you want to get into the University of California, Berkeley in 2022, you need to write strong Personal Insight Question essays.

In this article I've gathered 18 of the best University of California essays that worked in recent years for you to learn from and get inspired.

What is UC Berkeley's Acceptance Rate?

UC Berkeley is one of the top public universities and therefore highly competitive to get admitted into.

This past year 112,854 students applied to Berkeley and only 16,412 got accepted. Which gives UC Berkeley an overall admit rate of 14.5%.

And as of 2022, the University of California no longer uses your SAT and ACT when deciding which students to admit.

UC Berkeley Acceptance Scattergram

This means that your Personal Insight Questions are even more important to stand out in the admissions process. That is, your essays are more heavily weighed.

If you're trying to get accepted to UC Berkeley, here are 18 of the best examples of Personal Insight Questions that got into Berkeley.

What are the UC Personal Insight Question Prompts for 2022-23?

The Personal Insight Questions (PIQs) are a set of eight questions asked by the UC application, of which students must answer four of those questions in 350 words or less.

Here are the Personal Insight Question prompts for this year:

• 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?

18 UC Berkeley Personal Insight Question Examples

Here are the 18 best Berkeley essays that worked for each Personal Insight Question prompt #1-8.

If you're also applying to UCLA, check out more unique UCLA essays from admitted students.

UC Berkeley Example Essay #1

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UC PIQ #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. (350 words max)

From an early age I became a translator for my mother anytime we went out in public. This experience forced me to have conversations with adults from a young age. It made me become a great communicator, while helping my parents overcome their language barrier.

Being a communicator has allowed me to lead. When I joined my school’s National Honor Society I was given the opportunity to lead. Applying the skills I used from being my mother’s translator I was able to do what no one else could, make the calls and start the club’s most successful event to date an annual Food Drive at a local Albertson’s, which collects over one ton of food every November. Also developing events like an egg hunt at the local elementary school, a goods drive for the Children’s Hospital of Los Angeles, and stabilizing a volunteer partnership with a local park. I have been able to grow as a leader, who actively communicates and brings parties together, planning events and having them run smoothly with minor issues. For instance, last year there was an issue with the homeless shelter not picking up the food for the food drive. In a spur of the moment solution I managed for club member’s parents to collectively deliver the food. My ability to communicate benefited me allowing me to find a solution to an unanticipated problem.

Throughout the four years I have been in journalism I have led; mentoring younger writers and improving the way the paper operates. Staying after hours, skyping with writers about their articles all helped establish my role as a leader, who is always supporting his team. I have done this while writing over 100 articles, editing tons of pages, and managing deadlines. I learned that while being a leader requires effort, it is the passion like I have for journalism that motivates me to lead in my community.

Being a leader so far in my life has taught me that I need to communicate, be passionate, and pass on my knowledge helping cultivate future leaders, who can expand and supersede my work.

UC PIQ #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. (350 words max)

Video games have cultivated my creative thought process. When I was a toddler I invented a game I would play with my brothers. It was nothing along the lines of Hide-and-Seek or Tag, but rather, it was meant to mimic a role-playing video game. It was called "Guy" and came with its own story, leveling system, and narrative story. While seemingly impossible to translate the mechanics of a video game into real life, the "Guy" trilogy provided hundreds of hours of fun to pass hot summer days and escape the harsh reality of our parents arguing and eventual divorce.

This thought process translated into my educational career. have always thought of a tough class or test as a video game. This mostly due to my excessive amounts of video games I played as a child through middle school (especially 7th grade). Each year comes bigger and "stronger" challenges, bigger and stronger bosses to defeat. My senior year will have me face the most powerful boss yet; full AP course load on top of heavy club involvement and community college classes.

Many thought of this "secret boss" as an impossible challenge; something that could never be beaten. No one from my school has ever attempted to take on such a challenge, let alone defeat it. That is probably what excites me about it. In a game, messing around with lower level enemies is fun for a while, but gets boring when it is too easy. The thought of a challenge so great and difficult makes the victory even more rewarding. Stormy skies, heavy rain, and epic boss battle music; I'll take that over a peaceful village any day. In the future, I seek to use this thinking to drive research. I think of abstract physics concepts like secret door and levels that need to be proven true or just a myth in the game. One day, I can make my own discovery of a secret "cheat code' that can help everyone who plays a little game called life.

UC PIQ #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (350 words max)

I’ve always hated the feeling of clammy hands, the needless overflow of adrenaline rushing through my veins, and the piercing eyes that can see through my façade—the eyes that judge me. I felt like this debilitating anxiety that I suffered through was something I could not avoid when doing the thing I was most afraid of—public speaking. I still felt every sweat droplet run down my skin before each speech, and this anguish never completely dissipated. Fortunately, I learned to moderate my fear in high school when I decided to join the speech and debate program. My anxiety has slowly faded in intensity as I’ve gained certitude and poise with every tournament, and every chance I’m given to speak on behalf of others; this talent has allowed me to be a voice for the voiceless.

Out of all the national tournaments that I’ve competed in, the MLK invitational holds a distinct place in my heart. It was my first invitational tournament in which I competed exclusively in Lincoln Douglas debate. I only had two weeks to prepare myself since it was finals week, while my competitors had upwards of two months to prepare. I was fortunate to break into the final round, as my years of experience helped me to articulate and explain my few arguments more effectively, while also refuting my opponent’s.

I realized that the extent of one’s knowledge is useless if it cannot be made known in a way that is clear to others. I learned that preparation is necessary, but one can be so focused on what they are going to say that they don’t hear the arguments presented. I kept an open and ready mind for various claims and strategies which left me free to adapt to the opponent’s argumentative style each round. This ability to think on my feet has served me well in countless debates, speeches, and presentations. I continuously use these skills to become a better and more active listener in my daily interactions as well.

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My greatest skill is my ability to remember things really well, whether they be minute details or important information that should not be forgotten. Over time, I’ve had a knack for remembering details most people would not even bother to remember, such as old test scores, atomic masses, and other details involving numbers. My friends have always marveled at my ability to remember all these numbers. When I was in chemistry class, we used the periodic table so much that I soon began to remember the atomic mass of the more common elements, and even the molecular mass of common compounds like glucose or water. One of my best friends, who is undoubtedly the smartest person in our class, even finds it crazy that I can remember all these numbers and always tells me that my memory of numbers is amazing. I also used my memory to learn and remember how to solve the Rubik's cube, which amazes my friends, as they find it to be complex with many different, possible combinations.

This skill that I have developed, however, isn’t completely under my control, as sometimes I just remember random and irrelevant facts without really trying to do so. I recall one weekend when my eight-year-old cousin was attempting to memorize the digits of pi: I remembered them along with him, learning up to forty digits in just one day. The skill is seemingly natural and not something I have worked hard to develop, as I may be able to use my memory to my advantage, or it can be a disadvantage. It helps when I have multiple tests in one day, or a test with many questions where I have to remember a lot of information, such as finals. Sometimes, however, it is a disadvantage when I remember information during a test that is not relevant to the topic, such as random dates, names, or song lyrics, to name a few. This skill is very important to nonetheless, as it has assisted me all throughout my life in many tests and challenges involving memory.

UC PIQ #4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. (350 words max)

At 10:30 pm on a hot, summer, Wednesday night, you would expect my friends and me to be having the time of our lives and going out on crazy high school adventures— but instead, we were actually stuck in a chemistry laboratory trying to map out the Lewis structure of sulfuric acid.

Over the summer of my sophomore year, my friends and I enrolled into ‘Introduction to Chemistry’, an evening course at our local community college. As a six-week summer course, I spent two hours in lecture, two hours in the laboratory, and another two hours studying on my own for four days a week for six weeks. It was evident that I struggled with adjusting to the pace of college when I received 19% on a quiz. I felt left behind, exhausted, and overall pathetic. No matter how many hours I spent studying, I couldn’t keep up. But instead of giving up, I picked up certain strategies like reading the material the night before, rewriting my notes, and joining a study group; eventually working my way up to a B.

At the end of that summer, I learned so much more than just chemistry. On top of having the raw experience of what college is like, my chemistry experience taught me that it is okay to fail. I discovered that failure is an essential part of learning. Coming to this realization inspired me to take more college courses and rigorous courses in high school. I transformed into a hungry learner, eager to fail, learn, and improve. By seizing the opportunity to take this course, I pushed myself beyond my limits. This experience and realization changed how I wanted to pursue the rest of high school, college, and life in general.

I walked into my first day of the chemistry class expecting to walk out with an A; but thankfully, I didn’t. Instead, I walked out of that class with a taste of the college experience and a principle that I now live by-- that it is okay to fail, as long as you get back up.

The relationship I cultivated with my school's college center, by simply being inquisitive, has been most significant. Over my years in high school the college center became my 2nd home, where I learned about extra opportunities and triumphed with help from counselors.

For instance, with help from my school’s college center I applied and was accepted as an LAUSD Superintendent Summer Scholar this past summer. The program selected 15 juniors out of over 450 applicants to work in one of 15 departments, and I was chosen to work for the communications department, which received over 70 applications – making me 1 of 70. Interning for LAUSD at their 29 floor high rise was very eye-opening and exposed me to working in communications alongside seasoned professionals. The opportunity gave me the chance to meet the Superintendent and school board members, who are politically in charge of my education. As part of the communications department I learned how the district operates a network of over 1,300 schools and saw how the 2nd largest school district shares info with stakeholders through universal press releases, phone calls, and the district homepage.

I wrote several articles for the district publication and worked with public information officers who taught me the principles of professionalism and how to communicate to over 1 million people. Recently, I was called from the district to become a part of their Media Advisory Council working alongside district heads, representing the students of LAUSD.

Working for LAUSD furthered my passion to pursue careers in both communication and education. I have always had a desire to be a journalist and the internship assured me of that. I want to write stories bringing student issues from areas like mine to light. Being exposed to the movers and shakers that control education in Los Angeles has heavily motivated me to become an educator and at some point become a school board member influencing the education students like me receive.

Support from the college center has spawned opportunities like a life-changing internship and set me on course for a future full of opportunity.

“Give me liberty, or give me death!”, I proudly exclaimed, finishing up a speech during my first Individual Event competition for Speech and Debate, also known as Forensics Workshop. Public speaking was always one of my shortcomings. During countless in-class presentations, I suffered from stage-fright and anxiety, and my voice always turned nervous and silent. I saw Speech and Debate as a solution to this barrier that hindered my ability to teach and learn. With excessive practice, I passed the tryout and found myself in the zero-period class. All of my teammates, however, joined because they loved chattering and arguing. I had the opposite reason: I despised public speaking.

I was definitely one of the least competitive members of the team, probably because I didn’t take the tournaments very seriously and mainly worried about being a better speaker for the future. Throughout the daily class, I engaged in impromptu competitions, speech interpretations, spontaneous arguments, etc... Throughout my two years on the team, my communication, reciting, writing, and arguing skills overall improved through participation in events such as Impromptu, Original Oratory, Oratorical Interpretation, Lincoln Douglas Debate, and Congress. I even achieved a Certificate of Excellence in my first competition for Oratorical Interpretation -- where we had to recite a historical or current speech -- for Patrick Henry’s “Give Me Liberty, or Give Me Death.”

I decided to quit Speech and Debate because I felt as if it has completed its purpose. After this educational experience, my communications skilled soared, so I could perform better in school, especially on essays and presentations. Leaving this activity after two years gave me more time to focus on other activities, and apply communications skills to them. In fact, I even did better in interviews (which is how I got into the Torrance Youth Development Program) and even obtained leadership positions in clubs such as Math Club and Science Olympiad Through my two years in Speech and Debate, I believe I became a much better thinker, speaker, and leader. Taking advantage of this opportunity boosted my self-esteem and overall made high school a better experience.

UC PIQ #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? (350 words max)

Although many would say that hardships are the greatest hindrance on a person, my hardships are my greatest assets. The hardships I have overcome are what push and drive me forward. If I had not gone through the failures of my 7th grade year I may have been satisfied as a B or C student. It is easy for us to use our hardships as excuses for not doing work, however, this is a mistake that many people make.

Through my struggles and failure, I have realized an important truth: I am not special. The world will continue to go on and expect me to contribute no matter what I have gone through. Everyone endures some type of obstacle in their life; what makes people different is how they handle them. Some sit around and cry "boo-hoo" waiting for people to feel sorry for them. Others actually take action to improve their situation.

Through hard work, I have been able to outperform my peers, yet I know there is still room for improvement. The thought of actual geniuses in top universities excited me; I long to learn from them and eventually surpass them, or perhaps enter a never ending race for knowledge with them. I used to live an hour away from school. I would have to wake up and be dropped off at a donut shop at 4 in the morning and then walk to school at 6:30 am. After school, I would have to walk to the public library and stay for as long as it was open then wait outside and get picked up around 9:30 pm. I am reluctant to retell this story; not because I am ashamed, but because it is not important. It doesn't matter what hardships I have endured, they do not determine who I am. What matters is what I have done.

At the start of high school, I saw nothing but success. From grades to extracurricular activities, everything seemed to be going smoothly. However, as my sophomore year progressed, this wave of success was soon swamped by a wave of disillusionment. I struggled to perform in Calculus and as a Vice-President, but instead of looking for a solution, I looked for excuses. Ultimately, when I was forced to face my two F’s and my lost elections, the world came crashing down. The vision I had meticulously planned out for the future seemed to shatter before my eyes. My self-confidence plummeted to an all-time low. I thought my life was over.

However, my response to this failure was what would ultimately determine the direction my life would take. In the end, I made the right choice: instead of continuing to blind myself with a false narrative that cast all the blame off my own shoulders, I admitted to my own shortcomings and used this experience as a lesson to grow from.

In doing so, I learned to focus on the aspects of my life that I was truly passionate about instead of spreading myself too thin. I learned to face challenges head-on instead cowering at the first sign of difficulty, even if it meant asking others for help. I learned to accept and utilize my own differences to create my own unique leadership style. Most importantly, rather than letting this mistake define me, I ignited a sense of determination that would guide me back on the right path no matter how many obstacles I encounter.

Looking back, this tragic mistake was a double-edged sword. While it definitely leaves a stain on my record, it is also likely that I wouldn’t have been able to find the same success a year later without the lessons I gained from this experience. At the end of the day, while I still grimace every time I contemplate my sophomore year, I understand now that this mistake is what has allowed me to develop into the person I am today.

Throughout my childhood, I grew up in a nine-person household where the channels of our TV never left the Filipino drama station and the air always smelled of Filipino food. But the moment I left home, I would go to a typical suburban elementary school as an average American kid at the playground. I grew up in a unique position which I both love and hate: being a second-generation Filipino American.

I love being a second-generation immigrant. I have the best of both worlds. But I also hate it. It chains me to this ongoing struggle of living under the high expectations of immigrant parents. How could I hate the part of me that I loved the most?

Growing up, I lived under the constant academic stress that my parents placed on me. Their expectations were through the roof, demanding that I only bring home A’s on my report card. My entire academic career was based on my parent’s expectations. Their eyes beat down on every test score I received. I loved them so much, but I could only handle so much. The stress ate me alive, but I silently continued to work hard.

Living under this stress is the biggest ongoing challenge of my life thus far. Until last year, I never understood why my parents expected so much from me. Finally being old enough to understand my parent’s point of view, I realize that they set these high expectations in the hopes that one day, all of the pain and struggles it took to get to America will pay off. Since then, I’ve overcome the high expectations of my parents by converting their pressure into a fireball of ambition and motivation, deeply ingrained in my mentality.

This intense desire to succeed in America as a second-generation immigrant is something that has and always will fuel my academic drive. As the first person in my family to go to college in America, I’ve made it my life aspiration to succeed in academics in the honor of my family-- a decision made by me.

UC PIQ #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. (350 words max)

Understanding the past helps us make better choices in today’s society. History provides us with the views of people and politics, the ethnic origin of people, and much more. At the base of all history, there is an intensive culmination of research which hopes to address or bring light to a story.

My passion for history began while digging deep into own family’s story, researching the history of Latin America, and the origins of the city I was raised in.

For example, when I first saw my favorite show Avatar The Last Airbender, I spent hours researching the mythology of the show which in the process made me learn about the philosophy of China: daoism, Confucius, and the mandate of heaven. Anything can be put within a historical framework to understand the context; every decision, tv show, and law has a history and that is exactly what I love. History forces us to take into account the voices of the past before we can attempt to plan for the future.

History has helped me become a more effective writer for the school paper. It has made me think like a attorney, revisiting old cases, and writing up a winning argument in a mock trial. Thinking like a historian has helped me make sense of the current political climate and motivated me to help start Students For Liberty, at my school’s campus where political ideologies are shared respectfully.

Learning, about history drives my inquisitive nature — I demonstrated this desire by volunteering at a local museum to learn more about the origins of my community in Carson. Ultimately, learning about the Dominguez family who established the Harbor Area of LA.

In terms of academics and performance, I have passed both of my history AP exams in World and U.S. history — being the 2nd person in my school’s history to do so. Studying history in highschool has nurtured my love for social science, which I hope to continue in college and throughout my life.

Ever since I was little, I have possessed a unique fascination for nature and the way it interacts with itself. As I sat in the prickly seats of old tour buses and the bilingual tour guide has silenced himself for the dozens of passengers that have closed their curtains and fallen into deep slumber, I would keep my eyes glued to the window, waiting to catch a glimpse of wild animals and admiring the beautiful scenery that mother nature had pieced together. At Outdoor Science Camp, while most of my friends were fixated on socializing and games, I was obsessed with finding every organism in the book. Nothing else caught my attention quite like ecology.

As high school dragged on and the relentless responsibilities, assignments, and tests washed away the thrill of learning, ecology was one interest that withstood the turmoil. At the end of a draining day, I would always enjoy relaxing to articles detailing newly discovered species or relationships between species.

This past summer, I was able to further this interest when a unique opportunity to volunteer abroad caught my eye. Flying over to the beautiful tropical shorelines of the Dominican Republic, I was able to dive into the frontlines of the battle against climate change, dwindling populations, and habitat destruction brought about by mankind, and I enjoyed every moment of it.

While everyone was obviously ecstatic about snorkeling in the crystal blue waters, only I was able to retain that same excitement about trekking through knee thick mud and mosquito infested forests to replant mangrove trees. While tracking animal populations, my heart leaped at the sight of every new species that swam right in front of my eyes. Even when it came to the dirty work of building structures to rebuild coral and picking up trash along the beach, I always found myself leading the pack, eager to start and do the most.

From this experience, I realized that pursuing the field of ecology was what I could picture myself doing far into the future, and this was how I was going to impact the world.

UC PIQ #7: What have you done to make your school or your community a better place? (350 words max)

Originally I saw volunteer work as a nuisance. I felt that it was an unnecessary "requirement" for college. I felt that someone decided to do volunteer work while in high school and now it has become the norm and is essentially required for college. Once I began to get involved, however, I found a true appreciation for the work I was doing.

I loved helping people and, as always, wanted to challenge myself. I worked at the Bellflower Volunteer center and tutored kids every day available, as well as helping out with large special events put on by the city. I then joined Key Club and made it my mission to attend every single event no matter what; even going to the lengths to walk for 4 hours starting at 5 in the morning (it was still dark outside) for a 2-hour beach clean up. I then became Service Event Coordinator and also made it my mission to have an event every week, while attending all of them, while still working at the Volunteer Center. I also started a tutoring program in math at my school as I really enjoy helping my peers academically.

It always warmed my heart to see fellow ninjas( our division mascot) at events I had planned, friends and neighbors at Bellflower events, and CSF members at tutoring.I am always willing to help people with anything. If someone needs my help I will stop whatever I am doing to help in any way that I can. Lending a helping hand is an important part of our society; however, a helping hand cannot do anything if the other hand does not reach for it as well. We need to be able to help ourselves first before others can help us. I tried to create a community where I could help people, but also people could help themselves so that there is no reason for anyone to not be able to achieve their goals and aspirations.

Throughout my childhood, the phrases “get good grades” and “make money” constantly harassed my every waking moment. Life seemed pointless, a never-ending cycle of trying to make more money to create artificial happiness. However, through partaking in my middle school’s ASB, I discovered my love for helping others, and I realized that I wanted to make my life about changing the world and leaving behind a better future for the generations to come.

In an attempt to live up to this philosophy, I have performed hundreds of hours of community service. From volunteering at a senior home to distributing food to the homeless, there is no doubt that I have made a substantial impact on those around me.

Despite all this, my most significant contributions are the ones that take place every day and are often undocumented. Picking up trash, staying long after my job is complete to help other groups, or even saying, “Thank you. Have a nice day,” to anyone who has provided a service for me are just a few examples. While they seem insignificant, these small actions add up.

However, above all, my biggest contribution is building meaningful connections with the people around me and making sure they realize how special and important they are to me and everyone else. In nurturing those who are less experienced, assisting those who are struggling with their emotions or their studies, and inspiring those who have untapped potential, I am not merely applying a band-aid on a wound, but elevating a whole community around me to tackle and prevent ailments the next decades will bring.

Years from now, I will likely have forgotten about my modest academic achievements. However, the memories of seeing someone I had mentored blossom into a strong leader and the smiles and laughter of someone I’ve helped battle through depression will forever be ingrained in my mind.

Serving food at school carnivals, embellishing the local marsh, tutoring students after school, and discharging patients at my local hospital were some of the ways I actively supported my city. However, a distinct way of being engaged in my community involved being selected for the Youth Development Program last summer. This organization works with the Torrance Refinery and selects thirty out of hundreds of applicants. The first week of this program involved activities that trained students for college and eventually their careers by making them adept in communication, leadership, and teamwork skills. For the next four weeks, students were assigned a specific job around the City of Torrance and Torrance Unified School District (TUSD).

I was placed in the TUSD Information Technology Department, along with six other students, and we essentially helped deal with technology-based issues around the district. Even though my professional desire incorporates biology and chemistry, I had a compelling interest and math and technology. I gave back to my community by utilizing the technological skills I gained at work. My colleagues and I traveled daily to several schools around the district and assisted in technological advancements: testing network ports and preparing schools for newer phones, imaging and updating new laptops and desktops, and arranging and setting up new computer labs and Chrome book carts.

Today, many people globally use technological and visual aids to assist their education. My summer job also allowed me to make a difference in the education of others. With the faster internet, newer telephones and computers, teachers could instruct more efficiently and students can be educated more effectively, thus improving their academic performance in the future. This program helped me a lot by boosting my teamwork and leadership skills, which will be extremely valuable as I will be pursuing many president/vice-president positions in my senior year. However, this program has allowed me to make a stronger impact on other people rather than myself; I feel delighted that my work in summer will be beneficial to twenty-thousand students across Torrance.

UC PIQ #8: 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? (350 words max)

In 2011, I started at a newly built school spanning sixth to twelfth grade. The school’s inception was not the greatest with gang culture and issues plaguing the school and nearby community. From this moment I knew wanted to make a change, improving the school and local community.

For example, two years ago a bicyclist was crushed by a container truck across the street from my school, several peers of mine and I advocated for a bike lane to get installed on the street to protect cyclists from the busy traffic. I worked day and night for three weeks using my connection with the city’s public works director to meet with city officials and make a change. I looked for solutions and ways to improve my community and lead the charge to better our street. When we met with city officials they agreed and ultimately approved our bike lane proposal. This civic action started with a group of three concerned high school students, in which I helped facilitate the conversations resulting into a bike lane project, that will be built the summer of 2018 after I graduate high school. Ultimately helping solve an issue in my community.

Using my influence as part of the Associated Student Body I advocated for a new medical academy on my school’s campus to address the growing interest in medicine and health careers of many students at my school. While I am not personally interested in a health related field, I recognized that many students at my school did and teachers agreed. I came in as an intermediary, who because of my position in ASB was also a member of my School’s Shared Leadership Council (SLC), through these means I motivated other ASB officers to support the academy’s inception and after a grueling amount of meetings in which we went through logistics the academy was approved for the benefit of students.

I am a student who will attend a UC pursuing my passions in journalism, education, and history; while being an involved student making the campus a better place than when I first arrived.

Rather than relying on pure intellect, I choose to excel through continual self-improvement, my ability to overpower obstacles, and an unrelenting force of determination. There are thousands of students smarter than me, students with better test scores, students with more volunteer hours, and quite possibly, a more socially acceptable sense of humor. I can assert, however, that my determination and ambition is hard to match.

I am willing to look in the face of the impossible without fear; in fact, the only emotion flowing through my body would be excitement. There are thousands of intelligent students, however many are unable or are unwilling to utilize their full potential. Although not a genius, I have shown my ability to improve drastically in capability over time.

At some point in my middle school career I was not technically supposed to still be enrolled because my grades were too low; now I'm on track to be valedictorian of my class. I am willing to do whatever it takes to meet my goal; if there were a service event across the country I would be willing to walk the entire way; if I could take a million AP's I would. I understand that it is a big jump to go from Bellflower High School to a UC in terms of academic difficulty; however, that is part of the excitement. I am not afraid of failure, it does nothing but make me stronger. Am I capable of making a jump of such a magnitude? It is not my judgment to make; I am only here to try.

The spin-the-wheel slows down and eventually stops at ‘try again next time’. That is, until I secretly push it one slot over to ‘princess tiara’. As the child hurries away to the next carnival game with the tiara in her hair, her mom turns back at me with a warm smile and mouths the words “thank you”. Seeing genuine happiness in the people of my community while volunteering at events such as my school carnival always remind me why I love my community so much.

I hold a lot of pride in how I’ve become a prominent figure in my community. From volunteering at festivals for my local elementary school to becoming employed by the City of American Canyon Parks and Recreation Department, I relish being in the hub of the community. I love our annual Fourth of July parades and Easter egg hunts, where I am stopped every 15 minutes to catch up with the crazy kids I worked with at summer camp or even just with the staff I’ve met from school. Growing up and connecting with such a diverse community is and will always be a large part of who I am. From kindergarten up until my senior year of high school, both my small community and I as an individual have grown immensely. By volunteering at local events, connecting with the people of my community, and finally getting employed by my city, I know that I have contributed to the successful growth of my community.

Although I really love my community here in the small town of American Canyon, I cannot help but think of the other great communities that I can potentially be a part of as well. I believe that by going to the University of California, I will be able to thrive in the liveliness of the communities that the campuses are well-known for. A major contribution I believe that I can bring to the University of California is integrating, being involved in, and building the school’s community so that both I and the school can grow together for each other.

What can you learn from these UC Berkeley essays?

If you want to get into UC Berkeley in 2022, you need to write great essays that help make you stand out. From these 18 Berkeley essays that worked, here are some takeaways:

• Use specific examples of places and events (name them) ( #8 , #17 )
• Tell a story ( #6 , #18 , #7 )
• Demonstrate your background, identity, or culture ( #3 , #15 , #4 )

If you enjoyed these UC Berkeley essays, you'll also like reading our top UCLA essays that worked. They answer the same PIQ prompts, but quite differently.

Applying to other public universities? Check out these awesome University of Michigan essays.

Let me know, which UC Berkeley essay was your favorite and why?

Ryan Chiang , Founder of EssaysThatWorked.com

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Blog > Essay Examples , UC Essays > 9 Outstanding UC Essay Examples (Graded by Former Admissions Officers)

9 Outstanding UC Essay Examples (Graded by Former Admissions Officers)

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

Written by Kylie Kistner, MA Former Willamette University Admissions

Key Takeaway

We talk a lot about essays in the college application process. And for good reason. Essays are one of the most critical parts of your application, and the University of California Personal Insight Questions are no different. Even though they’re quite different from personal statements or supplemental essays , UC essays serve a similar purpose: to help admissions officers get to know you and envision you on their campus.

But the tricky thing about UC essays is that they have a very particular style and form. If you don’t write your UC essays in the right way, you risk tanking your application.

Writing them the right way, however, can land you in the admit pile.

Let's start by looking at an example essay. Then we'll dive into the prompts themselves, go over some strategy, and and look at even more examples. Ready?

UC Example Essay - Prompt #7

We’ve got an extra example for Prompt #7: . This one comes from the Essay Academy , our digital college essay course. It’s about a student’s initiative to bring literacy to their community. Take a look:

This writer makes it very clear what community they’re talking about. They state the problem (libraries closing down), their solution (filling the library gap through book club), and the action steps they took to make their community a better place.

Along the way, we clearly see their strengths: they are willing to take initiative and to think critically about what the community needs. The essay also answers the entire prompt and meets the style and tone requirements of UC essays. It’s clear, action-oriented, and to-the-point. Excellent!

Now, let's actually take a look at the prompts.

The UC Personal Insight Question Prompts

The University of California system, which consists of nine campuses across the state, requires students to apply directly via their institutional application portal. That means that you won’t be submitting your Common Application to them or writing school-specific supplemental essays. Instead, you’ll choose four of the following eight prompts to respond to.

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 a strong candidate for admissions to the University of California?

Once you have your prompts chosen, the essays themselves should be no greater than 350 words each.

Together, your essays should be different but cohesive enough to tell a fairly complete story of who you are.

Before we get to the examples, we have a few tips to keep you on track.

How to Write the UC Personal Insight Questions

Okay, so we actually have a whole other comprehensive guide to the UC essays that breaks down the process in extreme detail.

So for now, we’ll just go over the essentials.

What’s helpful about the UC PIQs is that we don’t have to guess what admissions officers are looking for—the UCs tell us directly in the Points of Comprehensive Review . Read through all thirteen points, but pay special attention to #10. That’s where your essays will be doing the heaviest lifting.

With that in mind, there are four rules for writing UC essays that you should stick to like glue:

Answer the prompt.

We’ll say it again for the people in the back: answer the prompt! The UC essay prompts ask very specific questions and contain multiple parts. If you misinterpret the prompt, you may end up writing the completely wrong essay.

You might find that diagramming or annotating the prompts helps you pull out the important pieces. Break down what each of your chosen prompts asks you to do, and list out all the questions in order. That way, you’ll make sure you’re not missing anything.

Skip the fluff.

Your personal statement likely has some creative descriptions or metaphors. You may have even incorporated figurative or poetic language into your supplementals. And that’s great. In fact, that’s encouraged (within reason, of course).

But UC essays are different. They’re all business.

Whereas your personal statement might open with an attention-catching hook that describes a scene in vivid detail, your UC essays should jump straight in. In general, your essay should be organized in a clear way that tells a straightforward story.

Focus on action steps.

As we saw in the Points of Comprehensive Review, admissions officers want to learn about how your concrete experiences have shaped you. That means that your essays should revolve around action steps rather than, say, 350 words of intense personal reflection. What those action steps should look like will depend on the prompts you’ve chosen. But by the end of your essay, your admissions officers should know what you’ve done and why.

Show a strength.

In the UC essays, it’s easy to get caught up in the details of the prompt and style of the essay. But don’t lose sight of the purpose of any college essay in the process: to showcase a strength to your admissions officers.

Every UC essay you write should correspond with a specific strength. That might be wisdom, artistry, good judgement, entrepreneurship, leadership—you get the idea.

Let’s say you want one of your essays to demonstrate leadership. The idea isn’t that you come out and say, “This shows that I am a leader.” Instead, by the end of the essay, after reading about everything you’ve done and reflected on, your admissions officers should sit back in their chair and say, “Wow, that student is a leader.” You’ll see what we mean in the examples.

Because of all these golden rules, your UC essays will look quite different than your Common Application essay or supplementals. They’ll probably look quite different from any essay you’ve written.

That’s where examples come in handy. Ready to dive in?

UC Prompt 1: Leadership

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.

Prompt 1 Example Essay

When we moved to a new neighborhood, my dad always complained about the house next to us. Full of weeds and random objects, it had clearly been neglected(( Notice how, at least compared with common application personal essays, the tone of this essay is much more staid?)) .

I didn’t pay much attention to his complaints until one day when I saw that our neighbor was an elderly man. He was struggling to bring his trash to the bins outside. Suddenly, it all clicked. If taking out the garbage was a challenge, then surely he wasn’t able to do yard work. That’s why it looked neglected.

My dad always taught me that leadership isn’t about giving orders. It’s about doing what needs to be done(( A direct, succinct definition of leadership.)) . With this advice in mind, I decided that I would help our neighbor.

After my realization, I went and knocked on our neighbor’s door. I introduced myself and learned that his name was Hank. When the time was right, I informed him that I’d be cutting our grass the following weekend and would love to cut his as well. Hank initially refused.

Speaking with Hank, I learned that leadership is also about listening to people’s needs(( Showing a lesson from the experience.)) . In that moment, Hank needed to be reassured that I wanted to help. I told him it would be easy for me to cross over to his yard while I had the equipment out. He finally agreed.

The next Saturday, I got to work. The job would be bigger than I expected. All the objects needed to be picked up before I could mow. I decided to enlist the help of my two younger siblings. At first, they said no. But a good leader knows how to inspire, so I told them about Hank and explained why it was important to help. Together, we cleaned up the yard. Now, each time I mow our lawn, I mow Hank’s afterward.

Through this experience, I learned that leadership is about seeing problems and finding solutions. Most importantly, it’s about attitude and kindness(( The author of this essay does a good job staying focused on a clear definition.)) . The neighborhood is grateful that the eyesore is gone, Hank is grateful for the help, and I am grateful for my new friend.

Word Count: 343

UC Essay Checklist

Does the writer convey a strength?

Yes. The writer shows initiative in seeking out the neighbor and willingness to help in all the hard work they did.

Is every part of the prompt answered?

Yes. Since this prompt has an “or,” we know that the writer doesn’t have to meet every single criterion listed. They respond to the “positively influenced others” part of the prompt, which we can see through their interactions with their neighbor.

Does the writer adhere to UC conventions?

Yes. The essay is straightforward and clearly organized. The writer lists action steps in chronological order.

UC Prompt 2: Creativity

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.

Prompt 2 Example Essay

As a cellist, I express my creativity through music(( Directly answering the prompt up front. )) . Whether I’m playing in a symphony, chamber orchestra, quartet, or solo performance, I bring my art to the world with my instrument. My creativity has transformed me from a small child playing out of tune to a solo artist featured in my state’s youth symphony.

I’ve loved music from a young age, and I began playing the cello when I was six years old. What began as a hobby to keep an energetic child engaged has become my life’s purpose.

At first, I only played along with my private lesson teacher, Ms. Smith. I loved dancing my fingers across the fingerboard, plucking the strings, and making screeching noises with my bow. Ms. Smith told my parents that I had promise but needed to develop discipline. Despite my young age, I listened. By the time I reached middle school, I had made principal cellist in my school’s orchestra. Leading a section of fellow cellists brought my creativity to a whole new level. Not only was I expressing myself through my own music, but I also expressed myself through my leadership. With a subtle nod or an expressive sway, I learned to shape the music those behind me played. I felt most comfortable and free when I was playing my cello.

That feeling only grew as I moved into high school. In ninth grade, I landed my first solo. With it came a new creative sensation: stage fright(( This part of the essay distracts a bit from the main theme.)) . Until then, I’d only experienced positive emotions while playing. I needed to make solo performance more positive. With endless practice and exercises like playing for the public on the sidewalk, I learned that solo performance is simply a way to share my love of music with those around me.

Now, as principal cellist of my state’s youth orchestra, I jump at the chance to perform any solo I can get. Getting to this point has taken me countless late nights practicing in my bedroom and weekends spent in rehearsals. But without my cello to express my creative side, I wouldn’t be me.

Word Count: 347

Yes. The writer is an artist—a musician specifically. Their creativity shines through.

Yes. This prompt is pretty straightforward: “Describe how you express your creative side,” which the writer does by describing their love of the cello. Notice how the writer doesn’t just say they’re creative because they play the cello. They describe that creativity in detail.

Mostly. The short paragraph about stage fright takes us on a slight detour from the prompt. To make this essay even better, the writer could have eliminated that anecdote or reframed it to be more about creative expression.

UC Prompt 3: Talent or Skill

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

Prompt 3 Example Essay

How many toes does an armadillo have? What were the main causes of the Crimean War? Who discovered atoms? When my friends or family have questions, they come to me for answers. I am an expert researcher. Although my passion for research began as a fun hobby, it has evolved into one of my greatest skills(( The writer opens with an interesting but not too out-there hook and then gets straight to answering the prompt.)) .

My first real mystery came when I was in ninth grade. My mom wanted to track down an old friend from high school but hadn’t had any luck searching on her own. Having grown up with the internet, I was my mom’s best chance. Not sure where to begin, I took to YouTube tutorials. Using the few family details my mom remembered, I tracked down the friend’s brother then found the friend’s married name(( Here’s a great example of what the skill looks like.)) . Alas–we found her on social media. I felt triumphant as I saw the happiness wash over my mom’s face.

Since then, my skill has grown exponentially(( And here the writer gets at the “developed and demonstrated the talent over time” part of the prompt.)) . Combining my natural curiosity with my love of history, I’ve advanced my research skills by volunteering with my local library for the past two years. I have learned about how keywords and search engines work, practiced cataloging and archiving, and waded my way through the intricacies of the library’s database technology. Suddenly, researching wasn’t just about finding people’s Facebook profiles. It was about having any information I wanted to find at my fingertips.

Access to information is more important now than ever. That’s why I decided to put my research knowledge to work. Part of being a good researcher is teaching others how to access information too, so I founded the SOHS Research Club. We begin each meeting by raising the hardest question we can think of, and I use the projector in the library to walk club members through my research process. Members have all gone on to share their knowledge with their friends and family. The SOHS Research Club has spread information literacy to my whole community(( Gesturing to the greater significance of the skill)) .

Looking ahead to all the ways my research skills will improve in college, I know that I’ll be ready to find an answer for anything.

Word Count: 350

Yes. We see that they’re not only skilled at research but also that they want to support their community.

Yes—but. The prompt asks about your greatest talent or skill . It also asks how you have developed and demonstrated that talent over time. The writer does answer these questions, but I’d like to see more about when the SOHS Research Club took place as part of this development.

Yes. The essay is clear, organized, and to-the-point.

UC Prompt 4: Educational Opportunity or Barrier

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

Prompt 4 Example Essay

I jump at any chance to get my hands dirty. I am an aspiring ecologist. I’m lucky enough to live in a college town, so I was elated last semester when a postdoctoral fellow invited me to join her research team(( Okay, looks like this writer is addressing the “how you have taken advantage of a significant educational opportunity” part of the prompt.)) .

Although at first(( Good signposting and transitions. UC essays should be clear and straightforward. This writer easily walks us through the step-by-step of what happened.)) I was intimidated by the prospect of working alongside college students and faculty, I decided to embrace the opportunity to learn what being an ecologist is really like.

The project involved studying Asclepias syriaca populations in my local park. More commonly known as Milkweed, this flower species has a long and important history in North America, particularly for Indigenous people. After learning about its history as a food source, medicine, and critical part of ecological function, I couldn’t wait to be part of the research.

As a research assistant, I helped with data collection. We began by using twine to section off population groups in the park. Then, every week I returned to the populations to collect information about population growth. I counted the number of flowers in the population, and, with a clear ruler, I measured and recorded the height of every individual flower.

The work was tedious. On my hands and knees, I squinted at the millimeter markings, trying to obtain the most accurate measurements possible. Each week, I’d return home with muddy jeans and a smile on my face.

Participating in this research project taught me that being an ecologist is about much more than looking at plants(( Going beyond the research to reflect on lessons learned—nice!)) . It’s also about learning from mentors and engaging with and having respect for the historical context of the plants we study. Being a scientist is also not as glamorous as movies like Jurassic Park lead on. Instead, science requires careful planning, patience, and hard work.

But what I learned the most from this educational opportunity is that science doesn’t exist in some nebulous place. It exists right here in front of me. I look forward to continuing to use science to serve my community.

Word count: 328

Yes. We see their intellectual curiosity and willingness to learn through their research journey.

Yes. We have another “or” prompt! This time they’ve chosen to focus on an “educational opportunity,” which is the research project. They certainly explain how they “took advantage” of it.

Yes. There’s no fluff, just a coherent narrative focused on actions the writer took.

UC Prompt 5: Challenge

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?

Prompt 5 Example Essay

While most kids fear monsters, my greatest fear has always been tests. Since elementary school, I’ve dealt with incapacitating test anxiety. I’d sit down for a spelling test and faint from anxiety(( Straight into answering the prompt)) . Math tests in middle school would make me run to the bathroom ill. By the time I reached high school, where the testing stakes became even higher, my test anxiety increased exponentially.

More than normal feelings of nervousness or anxiousness, it is a diagnosis I wrestle with daily. Test anxiety caused me to miss a number of tests that I had no option to re-take. It’s caused me to receive abysmal scores on standardized and state tests, which has had repercussions in the classes I’m allowed to take(( Strategically, this was a good prompt for this student to answer because it gives them a way to contextualize any poor grades they earned early in high school. It also gets at the “academic achievement” part of the prompt.)) . My test anxiety has been the greatest challenge of my life. In a school system so reliant on testing, it has completely affected my ability to achieve academically.

By the time I took the PSATs, I couldn’t even move my hand to write my name. I knew something had to change. I reached out for help. My mom knew I had been struggling but didn’t understand the extent of my illness. Together, we contacted my school counselor, who told us how to find a therapist.

With my doctors, I worked to mitigate the effects of my test anxiety on a medical and psychological level(( Action steps! This prompt requires you to talk about the specific steps you took to overcome the challenge. The writer does exactly that in this paragraph.)) . I began taking beta-blockers that helped slow my heart rate, thus tricking my body into being less anxious. Alongside that, I spent months working through the reasons my brain interpreted testing as such a threat. I learned to appreciate my intrinsic value instead of relying on external factors like test scores. And rather than viewing tests as chances to fail, I began to understand them as opportunities to showcase my growth.

Now, after two long years of effort, I can take any test with ease. Since learning how to manage my disorder, I’ve successfully taken my driver’s test, SATs and ACTs, and all seven of my AP exams. I’m looking forward to all the tests I’ll take in college(( And we end on a very positive note that shows lots of growth)) .

Yes—which is difficult with this prompt. The writer doesn’t get bogged down in the challenge of having test anxiety. Instead, they use this prompt as an opportunity to show a strength: resilience to overcome such a difficult problem.

Yes. And this prompt has multiple parts, too. It wants you to describe 1) a challenge, 2) the steps you’ve taken to overcome the challenge, and 3) how the challenge affected your academic achievement. This writer does all three.

Yes. The writer doesn’t provide any poetic descriptions or metaphors. They say what they mean.

UC Prompt 6: Academic Interest

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

Prompt 6 Example Essay

Sitting in front of my baby cousin, I held my hands in front of my face. I quickly snapped them down and exclaimed, “Peek-a-boo!” Delighted, he erupted into laughter. From the perspective of my more developed brain, this game is quite boring. It’s overly repetitive, and the outcome—my face reveal—is basic and consistent. But to a brain that hasn’t yet gone through the sensorimotor phase of development, the game is a downright hoot. What I perceive as boring is actually magic to a baby’s mind. Without the concept of object permanence, my cousin thinks that I disappear completely behind my hands. When my face returns, he marvels as I inexplicably materialize in front of him. It’s no wonder he can play peek-a-boo for hours.

Since I took IB Psychology my sophomore year, I have been fascinated with child psychology(( It takes a paragraph before we get to the prompt (which is too long), but I like the nerdiness the writer shows in the intro)) . No matter when or where we are born, we all undergo similar stages of development that help us understand the world around us. Imagine Albert Einstein chewing on a rock or Genghis Khan taking his first steps. Researching child development unlocks something universal and equalizing about the human experience.

Because of my interest in child psychology, I decided to get more involved with my community. I began by volunteering in a psychology lab at my local university. While there, I get our child participants settled before sessions. Occasionally I get to help with data collection. I also landed a job as a teacher’s aide at a nearby Head Start, where I feed lunches, play, and read. In both of these activities, I’ve learned so much about how to interact with toddlers, to think like they think, and to help them grow into kind and happy children(( This paragraph shows exactly how they’ve furthered their interest.)) .

My school doesn’t offer any additional psychology courses, so I took a community college class this summer. I’m looking forward to taking more advanced psychology classes as a psychology major, and I’m eager to bring the research skills I’ve been developing to one of the UC’s many child development labs. One day, I hope to use all these skills as a child therapist.

Word Count: 348

Yes. The student is very intellectually curious about child development—a perfect strength for this prompt.

Yes. The writer talks about an academic subject, child development, and describes how they advanced that interest through a research lab, classes, and a job at Head Start.

Yes—but. Overall, the essay does a great job adhering to UC essay conventions. But the first paragraph almost doesn’t. As it is, the writer stays focused on telling the story. However, it takes up quite a bit of space in the essay without really conveying much about the writer’s journey. If there were a metaphor or any poetic language in there, it would have been too far. Same goes for the snippet about Einstein and Genghis Khan—it adds personality but is close to overdoing it.

UC Prompt 7: School or Community

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

Prompt 7 Example Essay

Nourishing loved ones by cooking for them is one of my biggest passions. But my hobby has become more difficult since moving to a food desert. Food deserts are areas without easy access to grocery stores or healthy foods. These disparities are clear in the school cafeteria, with the majority of students eating processed school lunches or packaged foods brought from home. I decided to do something about it.

The idea came to me one day as I made my way from AP Biology to my cooking elective. We needed a school community garden(( The writer sets up the stakes in the introduction so we truly understand the situation here)) . If we couldn’t access fresh foods in our neighborhood, then we would grow our own. We just needed a space to grow them and money to buy supplies.

I began by finding a spot to plant our garden. My friends and I walked around the entire school and decided that the courtyard would be the perfect place. After explaining my idea to the Assistant Principal, I got permission to proceed.

Next(( This paragraph is full of good action steps)) I raised money for the supplies. With $20 in seed money from my parents, which I promptly paid back, I drew and printed stickers to sell at lunch. The stickers were anthropomorphized vegetables. They cost $0.10 per sticker to make, and I sold them for $1.00 each. Soon enough, I had not only raised enough money to set up the garden, but I had rallied the whole school around my cause. Thirty of my classmates showed up, vegetable stickers on their water bottles, to help me plant the garden.

For the last year, we’ve maintained a spread of seasonal vegetables in the garden. We bring a basket to the cooking elective teacher each week so students can practice cooking with fresh vegetables, and we hold a daily farm stand at lunch(( And we see that they are legitimately improving their community)) . At the stand, students can grab whatever fresh produce they want to add to their lunch.

My school’s garden nourishes my community, and I am nourished every day by the fact that my efforts have made a true difference to those around me.

Word Count: 341

Yes. The writer shows really great initiative and community understanding in their willingness to start a community garden from scratch.

Yes. With only one question, this prompt is pretty straightforward. And the writer’s answer is simple: to make their school community a better place, they made a community garden.

Yes. The writer goes into detail about every step they took to make the community garden come to life. I especially like how the writer goes beyond these details to emphasize how much the community garden impacted the school community.

UC Prompt 8: Additional Information

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?

Prompt 8 Example Essay

When I posted a TikTok video of myself studying, I didn’t expect anyone but my friends to see it. But within hours, my video had gone viral— tens of thousands of people(( That’s a lot of people. This shows the magnitude and impact of the video.)) saw the carefully-crafted shots I’d taken of my desk setup and homework timelapse. The comment section flooded. People appreciated the work I’d put into curating the perfect desk. They thanked me for inspiring them to get started on their own homework. I was overwhelmed by the response.

At first I felt really shy. What if people from school saw it and made fun of me? I kept questioning myself so much that I completely froze. Finally, one comment caught my attention. It read, “I’ve been having a hard semester and can barely get myself out of bed, let alone to do my homework. But this is so calming! Maybe I’ll try.” That comment made me realize that it didn’t matter what people at my school thought. What mattered was that I loved making that video and it had made an actual difference in the lives of the people who saw it.

And that’s when I decided to make my mark on #StudyTok(( This is a pretty unique topic that wouldn’t have necessarily fit into the other prompt categories, which makes it a good candidate for prompt #8.)) . Since that first video, I’ve posted 318 others and accumulated over 35,000 followers(( More numbers to show impact)) . I’ve had more videos go viral and reach hundreds of thousands of people looking for work inspiration. Even the videos that some would see as “fails” still reach a couple hundred people. That may not be a big deal in the Internet world, but those same people would fill up my high school’s auditorium. My goal for every video is to make my viewers feel relaxed and able to take on whatever work they have to do. It helps me and my viewers complete our work.

These videos have made me more confident and organized, and I can’t wait to continue them in college. When I get an extra assignment or have to stay up late to finish a paper, I become excited instead of frustrated because I know that the little StudyTok community I’ve created will be there right alongside me.(( This conclusion drives home the what “makes you a strong candidate for admissions to the UC” part of the prompt.))

Yes. They show creativity through their video production and leadership through their huge community impact.

Mostly. This prompt is a tricky one to answer because its components aren’t as straightforward as the others. Through such a huge impact, the writer makes it implicitly clear why this story demonstrates that they are a good candidate for admissions to the UC, but the message could be more explicit.

Yes. The writer conveys the sequence of events in a clear and organized way, and they use good metrics to show the impact of their videos.

Key Takeaways

Did you catch our golden rules throughout? Yep. That’s what makes these essays stand out, and that’s what’ll make your essays stand out, too.

And even though these essays come from different students, hopefully you also got a sense of how an admissions officer reads a portfolio of essays for a single student.

Remember: just like your other applications, your overall goal for your UC application is to create a cohesive application narrative that shows your core strengths.

Having read all these essays, you’re now well on your way to writing your own. Try jumping into the Essay Academy or our UC essay writing guide  for help getting started.

Liked that? Try this next.

21 College Essay Examples (Graded by Former Admissions Officers)

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8 October 2023

4 minutes read

Crafting Your Berkeley Personal Statement: Sample and Tips

Dirghayu Kaushik

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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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How to Prepare to Apply to Grad School

We’ve curated some information to help you think through whether graduate school is right for you, and if so, how to prepare your application to put your best foot forward.

Is Graduate School Right For Me?

This information is adapted from materials available at the UC Berkeley  Career Center . The  Career Center’s Graduate School page also contains additional information on admissions tests, the statement of purpose, and letters of recommendation.

What is Graduate School?

Graduate school constitutes an advanced program of study focused on a particular academic discipline or a specific profession. Traditionally, graduate school has been “academic” (centered on generating original research in a particular discipline), but it may be “professional” (centered on imparting skills and knowledge to future professionals), or a combination of both traditions.

Do you really want to be a graduate student?

• Are you willing to invest the time, energy, and money associated with going to graduate school? Have you thoroughly investigated these costs?
• Are you prepared to spend the majority of the next 2-7 years studying while living with a reduced income?
• Can a single topic or narrow range of topics sustain your interest for the next 2-7 years?
• Do you need a break from school?
• Will career-related work experience help you get into graduate school?
• Are you comfortable initiating and carrying out independent research?

Why do you want to go to graduate school?

• Do you want to enter a profession that requires an advanced degree?
• Do you want a higher salary? (Will a graduate degree really affect your salary?)
• Are you uncertain about making a career decision? (Have you talked to a career counselor?)
• Are you applying to graduate school because “everyone else is doing it?” (The decision to attend graduate school is ideally based on your own criteria, including how graduate education will fit in with your goals).
• Are you applying to graduate school because you feel like you have no career options? (Have you used all job search methods? Have you talked to a career counselor?)
• Do you know what your short and long term goals are and how a graduate degree can help you achieve them?

Gathering Information

• Talk to faculty on campus and at other institutions that teach in the field you plan to pursue; they often can provide you with the best information that will help steer you in the direction of good programs.
• Since most universities have websites, the Internet is a great resource to find information quickly and easily. Some sites will provide complete information, while others may tell you where to write to get additional information.
• Contact programs directly to get more detailed program information such as courses, professors, costs, financial aid and application forms.
• At the Career Center Info lab, or local library, you will find books, brochures, catalogues, directories and guides that list information on universities that grant graduate or professional degrees. One such guide is the Peterson’s Guide to Graduate and Professional Programs, which contains both short and long descriptions of virtually all accredited graduate programs.
• Conduct informational interviews with current graduate students, professionals, and faculty in the graduate programs you are considering to gain insider information about programs.
• Read professional and academic journals related to your area of interest.

Deciding Where to Apply: Factors to Consider

After researching your options, the next step is to decide where to apply. Here are some factors to consider when evaluating programs:

• The Reputation of the Faculty : What are their academic degrees/credentials and research specialties? What is the student/faculty ratio? Some faculty may have homepages that include some of the above information.
• The Quality of the Program : This is measured by many different factors, many of which are mentioned below. Talk to several faculty members and graduate students in the field you are pursuing to get an informed view on the variety of graduate programs available. You may choose to look at graduate school rankings to help you assess a program’s quality; however, you need to realize that the rankings may be based on criteria that are different from your own, and that many scholars, deans, and advisors question the validity of such rankings.
• Financial Cost of the Program : What are the opportunities for fellowships, assistantships, or scholarships? What other sources of financial aid are available?
• The Program Requirements : Inform yourself of specific requirements to gain admittance into your programs of choice in terms of GPA, test scores, undergraduate coursework, and specific entrance examinations.
• Available Course Offerings : Are courses you need to fulfill degree requirements frequently offered? Will the course offerings help you meet your professional or educational goals?
• Facilities : Consider the quality of on-site facilities such as libraries, computer labs, and research facilities.
• Employment : Where are graduates of the program working, and how much are they earning?
• Geographic Location : Will studying in a particular location help you meet personal or professional goals?
• Student Life : Consider the diversity of students, student organizations, housing, and campus support services.

What kinds of admissions tests are there?

Most graduate and professional schools require that you take a standardized admissions test. The Graduate Record Exam (GRE) General and Subject tests are required by many academic programs (Masters and Doctoral degrees). MBA programs usually require the GMAT. Other tests are required in other fields, such as the LSAT for law school, the MCAT for medical school, the DAT for dentistry school, the OAT for optometry school, and the TEOFL English proficiency test for international students.

Getting Started

One of the initial steps in applying to a graduate or professional school is to research application deadlines so that you can develop a timeline of when to submit test scores, letters of recommendation, personal essays, etc. Below is a timeline to help you in planning your application process:

Junior Year

• Begin researching available programs by talking to faculty/alumni/current students in the program, reviewing grad school guides/directories, requesting promotional materials and visiting schools’ websites
• Start exploring financial aid resources
• Study, then take practice tests for standardized exams
• Sign up for required standardized test
• Attend Career Center Graduate/Professional School Workshops
• Identify potential letter writers
• Order an unofficial transcript and check for and correct any discrepancies
• Take the required standardized test

Senior Year – Fall Semester

• Write the first draft of your statement of purpose
• Request your letters of recommendation from faculty
• Order official transcripts
• Write final draft of statement of purpose
• Complete and mail your applications
• Apply for aid available through departmental programs; assistantships, fellowships, scholarships, etc.
• Complete and submit the Free Application for Federal Student Aid (FAFSA)

Senior Year – Spring Semester

• Visit prospective campuses if possible, and talk to faculty/students to help you make your final decision
• Follow-up with schools to make sure your file is complete
• After receiving acceptance from the school of your choice, send in the required deposit, and contact other schools and decline acceptances
• Write thank you notes to people who helped you

Personal Statement Guide

The University of California at Berkeley is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in graduate admissions and fellowships. Guidelines, such as those below, may be considered when composing the personal statement for the UC Berkeley graduate application.

• Potential to bring to one’s academic career the critical perspective that comes from a non-traditional educational background or one’s understanding of the experiences of groups historically under-represented in higher education;
• Communication skills and cross-cultural abilities to maximize effective collaboration with a diverse cross-section of the academic community; Demonstrated significant academic achievement by overcoming barriers such as economic, social, or educational disadvantage;
• attendance at a minority serving institution;
• ability to articulate the barriers facing women and minorities in science and engineering fields;
• participation in higher education pipeline programs such as, UC Leads, Summer Research Opportunity Program (SROP), or McNair Scholars;
• Academic service advancing equitable access to higher education for women and racial minorities in fields where they are underrepresented;
• Leadership experience among students from groups that have been historically underrepresented in higher education;
• research that addresses issues such as race, gender, diversity, and inclusion;
• research that addresses health disparities, educational access and achievement, political engagement, economic justice, social mobility, civil and human rights, and other questions of interest to historically underrepresented groups;
• artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and humanities.

Writing the Statement of Purpose

Things to keep in mind.

• What the admissions committee will read between the lines: motivation, competence, potential as a graduate student.
• Emphasize everything from a positive perspective and write in an active voice, not a passive voice.
• Demonstrate everything by example; don’t say directly that you’re a persistent person, show it.
• If something significant occurred that affected your grades, such as poverty, illness, or excessive work, state it. Write it affirmatively, however, showing your perseverance.
• Make sure everything is linked with continuity and focus.
• The essay should be approximately (1.5 – 2 pages) single-space, 12pt. Font.
• Introduction Tell them what you’re interested in, and perhaps, what sparked your desire for graduate study.
• Research you conducted. Indicate with whom, the title of the project, your responsibilities and the outcome. Write technically, or in the style of your discipline. Professors are the people who read these statements.
• Important paper or thesis project you completed, as well as anything scholarly  beyond  your curricular requirements.
• Work experience, especially if you had any kind of responsibility for testing, designing, or researching or interning in an area similar to what you wish to study in graduate school.
• Indicate your current activities If you graduated and worked prior to returning to grad school, indicate what you’ve been doing: company or non-profit, your work/design team, responsibilities, what you learned. You can also indicate here how this helped you focus your graduate studies.
• Indicate your area of interest, then state questions, concerns, and thoughts associated with the topic. This should be an ample paragraph!
• Look on the web for information about departments you’re interested in, as well as the professors and their research.  Are there professors whose research interests parallel yours? If so, indicate this. If you can infer that you’ve read their work, all the better.
• End your statement in a positive manner, indicating a readiness for the challenges ahead of you.

Strengthening Your Application for Admission to UC Berkeley

The following is a list of suggestions that if followed closely, will strengthen your application in the competitive process of graduate admissions to UC Berkeley and other programs.

• Plan ahead Research the colleges and universities where you would like to apply, focusing on the best programs that are the right match pertinent to your academic interests and personal needs. Find out if any of the faculty are doing research in an area that interests you. Go on-line or call the University for application and information materials. Double-check the deadlines (most programs will not accept late applications). Some schools have two deadlines: a fellowship deadline, which is earlier, and a later general application deadline. Make sure you apply before the first deadline if you wish to be considered for university fellowships. In general, you should consider applying to a minimum of five schools. Ideally, you want to obtain the right match of the university, and the faculty you wish to work with.
• Letter of Recommendation For graduate study, letters of recommendation are extremely important. Admission committees usually prefer letters from faculty since they believe only faculty can truly ascertain your scholarly potential. You need three letters of recommendation. Try to get all three from faculty with whom you’ve had an upper-division class, or have done research with. Some graduate programs require related work/internship experience, and you may need one or two letters from these entities in addition to one or two from faculty.Professors will invariably state your class grade in the letter, so use caution when choosing your evaluators. Approach the faculty member and ask her/him if they are able to write a positive letter of recommendation for you. If they hesitate, or say they can only write a neutral letter, approach someone else.Provide the evaluators with additional material such as copies of your transcript, resume, your statement of purpose, and personal statement (which should provide information about any pertinent personal history). This can strengthen the letter they write for you. Make sure to give them all the proper forms and deadlines. Follow up with a note of thanks.
• You can buy GRE study guides and exams at bookstores or online.
• Your GRE score will improve if you take the practice examinations in a timed format mimicking real testing conditions.
• Order the software/practice tests from ETS (link is external)  to better prepare for the computer administered test.
• Many students suggest taking the practice exam on the computer, as it improves preparation for the actual test.
• Consider taking a test preparation class to help with test-taking strategies.
• Don’t randomly guess answers. Make calculated guesses that will narrow your choices.

The Analytical portion of the GRE is in essay format. You will be asked to write two essays on certain topics. Focus on an analytical response, backing up what you’re “arguing” with logic and analysis. The Quantitative section of the GRE is considered of greatest importance to admission committees in sciences and engineering. It is expected that scientists and engineers should do well on this section. There is no calculus on this test.

• Your College GPA The college GPA is a critical component of the admissions process. A satisfactory scholastic average, usually a minimum GPA of 3.0 is required by UC Berkeley for admission, though typically, the cut-off for most departments is higher. (Exceptions can possibly occur depending on circumstances.) Many admissions committees will consider upward trends in grades. However, the better your GPA, the better your chances of getting admitted. Careful attention should be paid to any courses taken at the undergraduate level that are pertinent to the area you are considering for graduate study. If you are admitted to a non-terminal Master’s program you may be able to continue toward the Ph.D. pending passage of the preliminary examination and have at least a 3.5 graduate GPA.
• Research/Work Experience During summer, or the academic year, try to gain research experience in an independent study with a professor or research program. This will give you an edge in the admission process, provide you with insight about your own future research interests, and augment your knowledge and skills. Professors in all disciplines often regard students as highly motivated when they partake in research as undergraduates.
• Statement of Purpose The statement of purpose is one of the most important parts of the application process. It is from this essay that the admissions committee will discern the seriousness of your intentions, your experience, and your motivation for graduate school. Think of the statement of purpose as a composition with three different parts. The first part is a brief paragraph stating the program you want to study and your research focus. The second part should be a summary of your college experiences. Briefly describe what brought about your interest in graduate study. Describe any research experience, clarifying your responsibilities, experimental results, and if you presented the findings at a conference or published them in a journal. You may be as specific as possible, as professors in your discipline will read this statement. The third and most important part of the essay discuss why you want to go to graduate school, what you wish to study (research), and ideally, whom you would like to work with. Perhaps you wish to address an issue or topic that hasn’t been addressed before, or expand an undergraduate research project. Professors are looking for students with scholarly potential, intellectual passion, and serious intentions about graduate study.
• Personal Statement Indicate any challenges, hardships or obstacles you may have overcome. (We look at this as a sign of perseverance.) Let us know if you’ve supported yourself through school, if you’re a first generation college student, took on a leadership position, tutored or mentored underrepresented students, or took advantage of unique opportunities.
• Financial Support Make sure you apply for graduate admission by the university’s fellowship deadline. This insures that you will be considered for various university fellowships. Apply for any other private, national, or corporate based fellowships. You should also fill out the FAFSA to receive consideration for loans and other aid.  Visit the Graduate Division website for more information regarding other fellowships. (link is external)
• Suggestions If you need to submit a writing sample in your application, use a great paper you’ve written, checked for grammar and content.

Once you are admitted, visit the campus if possible, and speak to current graduate students. Ask them why they chose that particular university.

Be on time; be organized, prepared, and thorough. No application to any university will be processed unless all materials are in by the deadline. All application materials are usually available in September.

Following these guidelines will strengthen your application to Berkeley and any other graduate school you wish to attend.

Creating a Backup Plan

There are a variety of factors that interplay in the  graduate admissions process (link is external) . Top-ranked graduate programs typically prefer a GPA of 3.5 or better. Exceptions occur, but many students give up their quest to attend graduate school due to what they believe is a non-competitive GPA. While there are no guarantees, the following some of the suggestions below might improve your chances.

Before graduation

• Strive for ‘A” grades in your remaining classes, particularly those related to your intended area of study. Repeat classes where you obtained poor grades if possible. Graduate Admissions representatives will pay attention to a definitive turn-around, or an upswing in grades. Mention this in your statement of purpose, noting the higher GPA(s) achieved for each subsequent years/semesters. Inform your faculty recommenders about any positive changes.
• Undergraduate research can enhance admission to graduate school. Get involved in a formal research program (at your home or another institution), or through an independent study. Get to know the professor’s research interests before approaching them.
• Standardized Exams: If possible, take a test preparation course, as it will generally help you perform better. Make sure to study and take practice exams.
• Seek to improve your writing skills. Take an extra class if possible. Good writing skills will impress graduate admission reviewers and will enable you to boost the quality of your papers, theses, proposals, and dissertations.
• If you are a re-entry student, or had a break in your education, think about the skills you acquired while not in school. These skills may contribute to your knowledge base and attract the attention of admissions committees.

After graduation

• Seek admission to a Master’s program with a good reputation, preferably with a research/ thesis component. Aim for a 3.5 GPA or higher to get into high-ranking Ph.D. programs.
• Complete a thesis you’ll be proud to write about in your subsequent applications.
• Get to know your MA/MS professors. You will need letters of recommendation from them.
• You can also enroll in classes as a non-matriculating student at a university offering course credit.
• If you can’t get advice on specific classes, enroll in foundational/theoretical courses that will give you appropriate background/current knowledge.
• Get to know the professors from these classes, as they may be able to write strong letters of recommendation for you.
• Approach a professor about the possibility of conducting research. Acquiring research in this capacity is highly regarded as you will be learning new skills, obtaining advanced knowledge, and showing commitment to future study.

Round out your strategy by getting creative

• Volunteer to conduct research with a faculty member from your alma mater.
• Participate in an internship where you can work on an academically focused project.
• Take classes to increase your skills in areas needing improvement.
• Seek advice from current graduate students enrolled in your proposed area of study.
• Find an academic mentor who might guide you through the application process.

First-year 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 first year

• 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

• Tuition & cost of attendance
• Glossary & resources
• Santa Barbara
• Campus program & support services
• Check majors
• Freshman admit data
• Transfer admit data
• Native American Opportunity Plan
• Apply for aid
• 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. 

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]

Personal Insight Questions

Personal Insight Questions are about the most important component of your application . It's reviewed by both, the scholarships and admissions offices, and is your opportunity to share your story, while making your case for tuition money.

We have a proven 3-step process to help you choose the best questions, and answer in a compelling format.

3-Step Process:

Step 1: outline and choose 4 questions.

Use an outline to strategically choose 4 personal insight questions

There are 8 Personal Insight Questions that are provided to you for you to choose from, and you can respond to only 4 of them.

A few things to keep in mind when considering which 4 questions to choose:

• Your goal is to choose the 4 questions that let you demonstrate diverse aspects of your personality, in a complementary manner.
• An outline allows you to efficiently cycle through all 8 questions, making a list of all of the potential stories, experiences, accolades, etc. you have per question
• There is no "right answer" or "perfect essay" - it doesn't exist, period.

Your application is an opportunity to tell your unique story, and building an outline for each question is a great way to pick and choose the stories that flow seamlessly.

Forcing myself to write an outline really helped to structure my thoughts. Everything started to slowly click together.

Strategy tip: pick your 4 piq questions wisely.

Selecting the right personal insight questions can be the difference between a successful application and a missed opportunity. Build an outline to flesh out your story , and optimize  for the 4 questions that best communicate that story.

Step 2: Craft Your Story

Write for the admissions counselor reading your essay, not your English teacher.

Share compelling and connected stories, designed to engage and impress

Your goal is to highlight the stories that you would share with an admissions counselor in an interview. Each story is your opportunity to show how you are different from your peers, and why that difference is an asset to the university.

Here are a few examples of themes that you can communicate in your essay:

• Entrepreneurial spirit
• Self-starter and independent learner (ie. self-taught programmers)  
• Inspiring leader with accolades
• Optimism, channeling major setbacks into opportunities 

Writing Tip: Use More "I" Statements

Optimize for the number of "I" statements in your PIQ responses ( even the college admissions office says you should ). When used correctly, "I" statements give you the power to connect with your reader, reducing the "distance" between you and the admissions officer.

Step 3: Tie it All Together

Tie it all together with one central message

Through your essays, your goal should be to communicate a very clear vision as to what differentiates you from the rest of the applicants. 

There are a few common, underlying traits with some of the better personal insight question responses: 

• Thought-provoking - share your way of thinking in a unique manner
• Engaging - write like you speak - if you're considered a funny person, showcase that humor with some well-timed wit
• Authentic - try to stay away from embellishing your stories, and stay true to yourself 

Make sure to leave enough time to brainstorm, write, explore, and re-write some more, when planning for your college essays.  

I would have never thought to add that into my essay. Thank you for helping me revise and being patient. This was very helpful.

Strategy tip: ask alumni to review your essays.

Optimize for actual alumni of the university to read and critique your essays. Most students have a tendency to ask people who have never applied or been admitted to the university, (ie. teachers, peers, parents) to review their essays.

While helpful for a first draft, we have found that most students find greater benefit in having real alums to review their essays. Alumni have the unique benefit of being able to add "little nuggets" into your personal insight question responses. 

Need help with your application?

Frequently asked questions about college essays, why are college applicatoin essays important.

In the essay section of the application, each school's admission office is looking to get to know your individual life experience, interests and aspirations. While it is just one part of the decision, it helps provide context for the rest of your application.

• Improves your chance of admission
• Tells the admissions office about you
• Gives context for your application

How long should your college application's essays questions be?

For most applications, there is a word limit you must follow, for each one of the prompts. We optimize for maximizing the story, in a concise, clear manner. 

How do you write a college application essay?

We think the best way to write your essay responses is to use our 3 step process:

• Step 1: Outline and strategically choose which questions to answer
• Step 2: Draft a compelling story, connecting it across all questions
• Step 3: Revise and rewrite until your polished, final version is ready

What do you write in a personal statement?

Your goal is to communicate why you're a valuable addition to the specific college's community - both, as a student, as well as an alumni. 

Creating an outline is a helpful first step, in determining exactly what themes you would like to focus on. 

What should you not do on a personal statement?

Here are a few, common mistakes that students make, which you can avoid:

• Wasting words on unimportant details: Every single word of your 350 word count should serve a purpose. Don't waste words overexplaining things, embellishing details, etc.
• Starting with a quote: the "Be the change you wish to see in the world..." essay days are long past us, unfortunately.
• Staying high-level: get specific within your essays, hammering in (but from a different angle) your "differentiating factor"
• Creative writing:  stick to the traditional writing style, avoiding poems, haikus, and any other creative apparatus. Short, sweet sentences, with a clear point are most effective.
• Lacking clarity:  avoid hedging across your 4 different essays, and stick to 1 or 2 themes/ideas, which you'd like to communicate to the admissions officer

Have a question not answered here? Send us a message here.

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.

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Written Statements

The written statements of an application consist of:

• Personal statement (2-4 pages double spaced)
• Optional supplemental essays such as the diversity statement
• Addendum (optional)

Personal Statements

This statement is a critical sample of your ability to write, as well as an opportunity to tell the admissions committee about yourself. Since most schools do not conduct interviews, the statement represents an opportunity for you to present yourself as more than just a GPA and an LSAT score. With so many applicants possessing identical qualifications, the statement can be the critical factor that distinguishes you from the applicant pool. What you say in your statement can also help you offset weaknesses in your application. So, take writing the statement very seriously.

Most schools are interested in why you are choosing to pursue a legal education now and learning about the unique qualities and experiences you will contribute to their incoming class. To get started, gather information about yourself including:

• Work, school and community experiences, such as positions you have held, volunteer opportunities, and projects you have participated in
• Extracurricular activities, such as clubs, sports teams, leadership positions
• Personal challenges and experiences, including travel, disabilities, goals you have accomplished
• Unique talents or interests

Personal statement resources and samples:

• Crafting a Strong Personal Statement Narrative 
• In Their Own Words: Admissions Essays That Worked – University of Chicago Law School
• The Law School Personal Statement: A Collection – Schar School of Policy and Government

General Tips

• Write a concise narrative with one or two points. Go for quality over quantity.
• Tell a story where you are the main character and you changed, grew, or shifted your perspective.
• Write about any activity that shows off your best qualities. Review your classroom, student organization, work, and personal life for material.
• Show, don’t tell: conclusions should be self-evident. Well written statements use stories that illustrate your good qualities. You should not have to explicitly state them.
• Keep the focus on YOU, not an ill relative, remarkable client, or inner workings of an organization where you worked.
• Write several drafts and ask for feedback on early drafts.

Challenges, such as a string of low grades or a low LSAT score should be addressed in an addendum. Be brief and honest while offering a sympathetic explanation. Generally 1-2 short paragraphs is sufficient.

Berkeley Career Engagement UC Berkeley, CA 94720

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Ready to Apply

Ready to apply to our j.d. program navigate through these links to learn about the application requirements, individual components, and more. , application checklist, timeline for applying, early decision program, academic record, standardized tests, personal statement & video statement, optional statements, required addenda, letters of recommendation, application fee waivers, concurrent & combined degree programs, transfer & visiting status.

The application process begins when you visit the Law School Admission Council website , where you can establish an account, register for the Law School Admission Test (LSAT), and submit an application.

The following materials are required for an application to Berkeley Law:

• A required video statement
• $75 non-refundable application fee. The fee cannot be used for processing applications to other law schools within the University of California System.

Continue reading to learn about each component in depth.

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Consult this timeline as you prepare your application. Although the application deadline is not until February, consider applying early as we have a rolling admissions process. 

This timeline does not include steps you may wish to take in the months leading up to the opening of the application. We highly recommend taking time to prepare for the LSAT, write several drafts of your personal statement, ask for your letters of recommendation, and gather all of your required transcripts.

If you have researched your law school options thoroughly and have determined that Berkeley Law is your first choice law school, then you may wish to apply through the binding early decision (BED) application. Click on the graphic below to read about the requirements, benefits, and important dates for the BED application:

Image Description of Early Decision Program

BED Application Overview

Berkeley Law’s early decision program is binding . If you are admitted, this means that you must commit to enrolling at Berkeley Law the following fall and that you must submit a Statement of Intent to Register (SIR) by the date indicated in your admission notification. No deposit will be required, but you must withdraw all other law school applications and not initiate any new applications. Early decision admission offers may not be deferred.  You must be completely certain that you will begin your legal studies at Berkeley in the fall of 2025.

To apply, complete the separate early decision application available beginning September 1 on the LSAC website. There is no application fee for the early decision program. 

You may not be an early decision applicant at another law school with a binding contract. If you elect to apply to Berkeley’s binding early decision program, then ours can be the only such application you submit.

BED Scholarship and Other Financial Aid

If you are admitted, you automatically will receive a  $105,000 merit scholarship , split evenly over the three years (six semesters) while at Berkeley Law. The only requirement to renew this scholarship is to maintain good academic standing and to make satisfactory academic progress.  If admitted, you should presume that the $105,000 associated scholarship will comprise your total gift aid.

You may apply for other named or programmatic scholarships, such as the Berkeley Law Opportunity Scholarship, however decisions for these programs, which are competitive, are not typically released until mid-March or later. If you anticipate that financial aid will be a significant factor in determining where you will attend law school, then you should consider carefully whether or not to apply to a binding early decision program. 

BED Timeline and Notification

Your application must be completed and submitted by 11:59pm PT on November 15, 2024 to be considered for the program. To ensure that your application is complete by that deadline, we strongly recommend that you submit an application before November 1, 2024. The October LSAT is the last test score that we will consider for early decision. If submitting a GRE or GMAT score, it must be taken by October 31, 2024 in order to be received in our office by the application deadline.

You will receive an admissions decision by December 9, 2024. If you are admitted, you will be required to submit a Statement of Intent to Register by December 11 and to withdraw all of your other law school applications immediately. 

If you are not admitted through the early decision program, then your application will be included in the applicant pool for the regular decision process, and you will receive an admissions decision at a later date. No application fee will be required in these cases.

BED Certification Form

When you apply, you must also complete and submit the electronic Binding Early Decision Certification form to confirm that you wish to be considered for early decision and that you understand the rules that govern the program. The certification must be submitted by November 15, and ideally by November 1.  Your early decision application will not be considered complete until we receive the certification form. 

If the certification form is not received by November 15, 2024, then we will assume that you have decided to withdraw from early decision consideration. Your application will not be held for regular decision. To be considered subsequently for regular decision, you will be required to submit a separate regular application and pay the $75 application fee.

Academic Record and The CAS Report

It is through CAS that we receive: Your transcripts  from all undergraduate institutions attended and graduate programs (including foreign transcripts); transcript analysis; LSAT scores and score report(s); letter(s) of recommendation; and the LSAT Writing Sample. We may also receive as part of your CAS report information that contextualizes your performance prepared by LSAC with data they are provided by applicants. We are not able to receive any of this information in any other way; CAS registration is required and cannot be waived. 

You will be able to monitor your CAS status through the LSAC website ( LSAC.org ). CAS updates (for new scores, new transcripts, new letters, etc.) are sent to us automatically once you send us a first-time report.

What are we looking for in your academic record?

We want to know that you have the ability to succeed academically in law school. When we review your CAS report, we look at your cumulative GPA, but that’s only one factor. We also consider your overall undergraduate academic record. This will include the age of the grades, exceptionally high grades, the difficulty of coursework, time commitments while attending college, grading patterns at the school attended, and grade trends or discrepancies. Graduate work will be considered a “plus factor.” We do not have a GPA cut-off, so all are welcome to apply.

Additional Resources

Credential Assembly Service 

LSAC Transcript Summarization Policy

International Transcripts

Applicants to the J.D. program are required to take a standardized test for admission. We accept the Law School Admission Test (LSAT) or the Graduate Record Examination (GRE). For a limited group of applicants, mainly those applying for a dual degree, we may accept the Graduate Management Admission Test (GMAT). Please review our GMAT Policy f or eligibility criteria. 

The LSAT is typically offered eight times each year and can be taken remotely or at examination centers throughout the world. Registration, disability-related accommodation requests, and all other candidate services for the LSAT are managed entirely and led solely by the Law School Admission Council; Berkeley Law has no role in any aspect of the registration process, fee waivers, eligibility, or other determinations. 

The LSAT Writing Sample is a requirement to apply to Berkeley Law. It is your responsibility to ensure that you have a valid LSAT Writing Sample available by the application deadline. LSAC requires that you have at least one valid Writing Sample on file in order to issue a CAS report to a school.

LSAT scores are valid for five years. If you took the LSAT between September 2019 and January 2025, then you are not required to take it again (you have a valid and reportable score that we can consider). However, you must ensure that your CAS registration is current so that your test score(s) and transcripts are sent to us. 

The GRE and GMAT

For information regarding the GRE or GMAT, please refer to the specific testing agency. In all cases, we require a valid and reportable score in order to review and consider your application. Generally, scores over 5 years old are no longer valid and reportable. It is each applicant’s responsibility to understand when and how a testing agency will report a score and for how long it remains valid. Some will only report a score up to 5 years to the month when the test was administered, for example. 

Applicants applying with the GRE or GMAT must also send a CAS report to Berkeley Law. No application will be complete without a CAS report received from LSAC, and the associated CAS fee will not be waived by Berkeley Law. 

For the GRE, we will primarily consider your “superscore” when evaluating your candidacy. We do not draw parallels or calculate “comparable” percentiles or raw scores on the LSAT and GRE. Both tests are different and test different things, and scores on one or both will be viewed as distinct from one another.

Applying with Multiple Test Types

 If you have a valid and reportable LSAT score it will be seen and it will be considered in our review, even if you wish to be considered with “only” a GRE score. That LSAT score will flow in automatically from LSAC through the CAS report and/or CAS updates. You may write an addendum to provide context for score and performance differences . If you have a valid and reportable GRE score, we require you to send a score report to us (from ETS). Your GRE score(s) will be seen and considered alongside your LSAT score(s), even if you wish to apply with “only” the LSAT. We may consider your application incomplete without any/all applicable test scores.

Important Deadlines

The final dates by which you should take a standardized test will depend on which application you are submitting, and whether you are applying for the Berkeley Law Opportunity Scholarship (BLOS) or the Public Interest Scholars award.

For Binding Early Decision applicants: Complete the LSAT or GRE by October 31, 2024.

For Berkeley Law Opportunity Scholarship and Public Interest Scholars applicants: Complete the LSAT or GRE by November 30, 2024.

For Regular Decision JD applicants: Complete the LSAT or GRE by January 31, 2025.

Process for Submission

LSAT: LSAT scores are sent to us by LSAC as part of your Credential Assembly Service.

GRE: If you have taken the GRE, you must r equest that ETS send an official score report to Berkeley Law for each GRE exam you have taken in the last five years. Please use the Berkeley Law JD program school code 4818. Unofficial or student-provided ETS score reports will not be accepted in lieu of official score reports received directly from ETS. Berkeley Law will have access to your analytical writing essays through ETS. Applicants applying with only the GRE must send a CAS report to Berkeley Law. No application will be complete without a CAS report received from LSAC, and the associated CAS fee will not be waived by Berkeley Law. 

GMAT : If you intend to apply with a GMAT score, first confirm your eligibility to do so by reviewing our GMAT policy . You must fill out the GMAT form . Then, r equest that GMAC send an official score report to Berkeley Law. This report will include all active GMAT scores. Please use the Berkeley Law JD program school code: N2V-3S-66. Unofficial or student-provided GMAC score reports will not be accepted in lieu of official score reports received directly from GMAC.  Applicants applying with only the GMAT must send a CAS report to Berkeley Law. No application will be complete without a CAS report received from LSAC, and the associated CAS fee will not be waived by Berkeley Law. 

Full GMAT Policy and Rule Clarification

GMAT Supplemental Form  

Personal Statement

You are required to submit a personal statement as part of your application. It should be limited to four double-spaced pages in 11 point font that is highly legible and with 1/2 inch page margins. Three pages is recommended. 

The subject matter of the personal statement is up to you, but keep in mind that the reviewer will be focused on determining your potential to be a successful law student and graduate of Berkeley Law. Specifically, we are interested in how your personal background/lived experience shapes, informs, and enhances that potential. Each year, we seek to enroll a class with varied backgrounds and interests who will ultimately become advocates serving all segments of society. The main objective, always, should be to share the things you think are most important for us to know about you (beyond the purely academic and professional) when assessing your candidacy. No topic is off-limits, but we encourage you to consider how what you discuss is relevant to your candidacy for law school. 

When crafting your personal statement, you might want to consider addressing several of the following topics. You do not need to answer every question, but we have found that these are the most helpful in assessing your candidacy for admission to Berkeley Law. 

Perspectives and Experiences:   How will you (your perspective, experience, voice) contribute to diversity in our classrooms and community? Feel free to address any factors or attributes you consider important and relevant. In the past, applicants have included information about characteristics such as: race/ethnicity, gender identity, sexual orientation, disability, socioeconomic background, first generation college or professional school student, student parent, re-entry student, geographic diversity, ideological diversity, and others. 

Interest in the Legal Profession: What about you (your experiences, your values, your perspective, etc.) calls you to law school? How will you use your law degree with integrity, vision, creativity, and/or to innovate? What makes you hopeful, optimistic, or excited about entering the legal profession? How do you see yourself contributing to or advancing the public good as a lawyer, scholar, or advocate?

Interest in Berkeley Law: Tell us more about your interest in Berkeley Law. What makes our school a good fit for you in terms of academic interests, programmatic offerings, and learning environment?

Navigate through the following slides for some tips on writing a personal statement (note that there is no audio):

In addition to a personal statement we require that you include a resume. T here is no page limit, but generally two pages is adequate. The resume should include chronological information about your work experiences, extracurricular activities, honors and awards, volunteer experience, travels, and accomplishments.

Here are some suggestions for creating a law school resume:

• The resume is distinct from a C.V.; however, you are welcome to include information about research or any publications in your resume. URLs may be added, but don’t guarantee that a reviewer will visit those links.
• Do not limit yourself to strictly law-related or professional experiences. However, do only add activities from college and beyond (no high school, please).
• You should not assume that the Admissions Committee knows what a particular organization does or what an acronym means, rather, you should explain these briefly or write out the full name.
• Do NOT include: a personal photograph, other image(s), graphic(s), or art within your résumé, an objective, a separate list of “Key Qualities” or a “Personal Summary,” motto, or quote.
• It is helpful to include the hours and dates you worked or volunteered, as well as your responsibilities – bullet points are perfect!
• For legibility purposes, please do not include multiple colors or fonts in your résumé, and please keep the font no smaller than 10 or 11-points for all text other than your name at the top. We suggest using a highly legible font such as Times New Roman, Arial, Garamond, Calibri, Cambria, etc. 

Engaging with Difference Statement (Video Submission)

In addition to your written personal statement, you are required to submit a video statement to complete your application to Berkeley Law. 

A personal link to submit your video statement will be emailed to you via the third party platform Kira once you have submitted your application. You will have 4 minutes to record your statement. We recommend that you plan ahead and practice your answer. There is also an opportunity to practice the statement on the platform before recording your final version. 

You must have submitted your Berkeley Law application in order to receive the email from Kira. The personal link to submit the statement can only be emailed to applicants that have a current fall 2025 application on file. We strongly recommend submitting your video response within 3-5 business days of receiving your personalized Kira link. As this is a required statement, your application will not be considered complete or be sent to review until your video is submitted. Questions regarding platform support, accessibility, or other concerns related to submitting your statement should be directed to Kira. Video statements will only be accepted for review if submitted via the Kira platform.

If you are unable to complete a video statement for any reason, please contact the admissions office via email at [email protected]. Exceptions are made on a case-by-case basis, and applicants will be required to write an answer to the prompt. Examples of situations where an exception may be granted are: applicants with unreliable access to the internet, applicants without access to a webcam, etc. If you require an accommodation for effective communication (ASL interpreting/ CART captioning, alternative media formats, etc.) to complete the video statement, please contact the Admissions Office at [email protected]. 

Background: If admitted, you will be both a Berkeley Law student and a member of the broader campus community. U.C. Berkeley expresses a set of community principles and seeks to create an environment where these values can thrive. Among these are the following:

• We are committed to ensuring freedom of expression and dialogue that elicits the full spectrum of views held by our varied communities.
• We respect the differences as well as the commonalities that bring us together and call for civility and respect in our personal interactions.

Video statement prompt: Describe a time when you engaged with an opinion or perspective that seemed to conflict with your own views or that challenged your beliefs. How did you react initially ? What did you do subsequently ? If faced with the same or a similar situation in the future, what might you do differently based on your past experience? 

In addition to your personal statement, y ou may choose to attach a response to one or more of the following questions if you feel the information would be helpful to us when considering your application.

Submission Instructions: In general, optional statements should be attached with the application on LSAC.org, or you can email them to us as a PDF attachment at [email protected] if you have already submitted your application. Additional submission instructions are included below and in the application. 

Short Answer Questions

In addition to assessing your ability to achieve academic success, we are also interested in welcoming a class of students with a diverse set of experiences, qualities, talents, and interests. We also understand that there may be facets of your personality and passions that do not align with what you may wish to share in a personal statement. In order to gain a better understanding of what characteristics or qualities you may bring to the class, we invite you to answer up to two of the following questions. Your response should be limited to one double-spaced page in 11 point font that is highly legible and with ½ inch margins

• Setting aside all things academic, what interests you about Berkeley?
• Describe a recent time when you changed your mind about something.
• If law school was not an option, what would you do instead and why?
• When have you demonstrated leadership quietly? 
• Aside from being capable and smart, what else will you contribute to the classroom or community?
• Fast forward several years – it is your law school graduation. Who are you scanning the audience to find first, and why?
• When is a time when you defied or exceeded the expectations someone else had of you? 
• Describe a time when you made a difference, or a place where you had an impact, that does NOT appear on your resume.
• What’s the last new thing that you tried? How did it go? 
• We all make mistakes. When was the last time you made a mistake, and what was the outcome of that realization?

Academic Potential Addendum

If you do not believe that your standardized test score(s) or academic record accurately reflect your ability to succeed in law school, then you may tell us why and share what you believe indicates your potential.

Y ou may attach a copy of your SAT or ACT score report(s) to this essay (a screenshot will suffice), and we reserve the right to request score reports to verify statements made in this optional essay.

350 word maximum

Additional addenda or essays may be required in certain instances (e.g., if you are applying to certain scholarship programs). Required addenda must be attached with the application on LSAC.org.

Character & Fitness Explanation

If you answer “Yes” to any of the character and fitness questions in the application, we require that you attach an addendum explaining the circumstances. If your answer to any of the character and fitness questions contained in this application becomes affirmative after you submit your application, you are required to notify the Admissions Office in writing. Failure to disclose and/or notify us will result in the revocation of your offer of admission. In addition to a Bar examination, there are character, fitness, and other qualifications for admission to the Bar in every U.S. jurisdiction. Applicants are encouraged to determine the requirements for any jurisdiction in which they intend to seek admission by contacting the jurisdiction. Addresses for all relevant agencies are available through the National Conference of Bar Examiners. 

Note that an affirmative answer to any of these questions does not necessarily preclude or even prejudice admission to Berkeley Law. Your answer will be reviewed on an individual basis in relation to all aspects of your experience, academic achievement, and potential. Individuals may be strong applicants and passionate contributors to classroom discussions not in spite of their past engagement with the criminal justice system, but because of those experiences. We regularly admit, enroll, and graduate law students who have responded affirmatively to questions in this section.  

Our character and fitness questions do not represent all the possible questions, topics, or considerations a state Bar might inquire about or require you to disclose, or for the law school to disclose in the course of the Bar certification process. Admission to our law school does not suggest or ensure eligibility for, nor guarantee, admission to any state, federal, or other Bar.

If you would like more information or resources for navigating these questions or attending law school as a justice-system impacted person, contact our office. We are also available for individual advising appointments.

Scholarship Essays

There are three named scholarships that candidates can apply for in the application. If you are applying for any of these scholarships, you must include the required essay(s) by the deadline.

Berkeley Law Opportunity Scholarship

You are required to submit a one to two page essay addressing the following prompt: How do you think being a first generation college student has shaped your perspective, and how will that perspective contribute to the Berkeley Law community and the broader legal profession? The essay can discuss content from your personal statement, it but should be a unique, independent essay specifically addressing your identity as a first generation college graduate. You may wish to discuss any obstacles you have faced on your journey to law school, contributions to your community, history of leadership or advocacy, and what kind of impact you hope to make at Berkeley Law and in the greater legal profession. Deadline: December 15

Public Interest Scholars Program

You are required to submit a one to two page essay addressing the following prompt: Knowing the challenges that can come with pursuing a public interest legal career, what drives you toward your goals, and how do you plan to make a meaningful impact with your legal degree? The essay can discuss content from your personal or optional statements, but it should be a unique, independent essay specifically addressing your public interest background and goals. You may wish to discuss your public interest experience prior to law school, your interest and/or dedication to a particular public interest field, your plans to contribute to Berkeley Law’s community, and/or your post-graduate plans. Deadline: December 15

Hyundai-Kia Scholarship

An additional 1-2 page essay is required to be considered for the Hyundai-Kia Scholarship. The applicant should describe why they believe they are a strong candidate for the award, their relevant educational, leadership, and professional experiences, and their career goals. In addition, if the applicant is an immediate family member of an employee of Hyundai or Kia Motors they must self-identify as such in this essay. (This disclosure does not preclude their consideration for the award.)  Deadline: February 10

We recommend submitting 2 academic letters of recommendation and one from a non-academic source (work experience, volunteer, etc.). Applicants who have been out of school for a number  of years (usually 5+ years) may substitute professional letters of recommendation for academic letters.

You may submit a maximum of 4 letters of recommendation total. In general, we do not complete applications with fewer than two letters of recommendation on file. If you wish for your application to be completed with fewer than two letters of recommendation, please contact us at [email protected] to make that request in writing.  We will not hold your application for review pending receipt of your recommendations provided that at least two letters are on file. If you want all of your letters to be considered in the review process, be sure that they are available with your Credential Assembly Service (CAS) report when you submit your application.

Letters of recommendation must be submitted through the LSAC Letter of Recommendation Service. Letters sent to us outside of the LSAC Letter of Recommendation Service will NOT be added to your application materials and will NOT be considered when evaluating you for admission. Do not direct recommenders to email us letters or messages regarding your application status, interest, qualifications, etc. Check out this quick video for everything you need to know about letters of recommendation:

A need-based fee waiver program is administered by the Law School Admissions Council (LSAC) that includes w aivers of the LSAT registration, Credential Assembly Service (CAS), and other fees. Information and the fee waiver application form is available on the LSAC website. You should act early to obtain a waiver; we will not extend application deadlines based on the timeline for LSAC’s fee waiver review process.  If you obtain an LSAC fee waiver, our application fee will be waived automatically when you apply. 

Berkeley Law fee waivers are online application-based or may be sent to candidates directly by the school after being identified through the LSAC Candidate Referral Service (CRS). CRS is an LSAC service that is “opt-in,” and questions about that process should be directed to LSAC.

Berkeley Law offers a separate fee waiver program for applicants who participated in a program that is included in one of the three broad categories listed below. If you believe you qualify, submit a Berkeley Law Fee Waiver Request Form (opens on Sept 1) and be sure to attach proof of your participation:  

• Honors/Research ( e.g.,  Fulbright, Truman, Rhodes, Marshall)
• Public Service ( e.g.,  Teach for America, AmeriCorps, Peace Corps, current military or veteran)
• Educational/Socio-Economic Disadvantage ( e.g ., CYDL participant, Gates Scholar, Pell Grant recipient)

Details and a list of qualifying programs are found on the  form . If your request does not fall under the categories above, please see the form for further instructions.

LSAC Need-Based Fee Waiver Application

LSAC Candidate Referral Service (CRS)

Berkeley Law Fee Waiver Request Form (Opens September 1)

The deadline to submit either fee waiver application is 5pm PT on January 1, 2025.  Applicants who do not receive a waiver or who miss the deadline must pay the fee.

Students who wish to examine the law in an interdisciplinary context may arrange to pursue a J.D. degree at Berkeley Law School and a master’s degree in certain other schools or departments within or outside of U.C. Berkeley. Dual degree seekers must apply separately and be admitted to each program. The application and review process are the same for dual degree seekers. For more information and FAQs, see our Concurrent and Combined Degrees Programs page . 

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Personal Insight Questions

As a vital part of your application, the personal insight questions—short-answer questions you will choose from—are reviewed by both the admissions and scholarship offices., at berkeley we use personal insight questions to:.

• Discover and evaluate distinctions among applicants whose academic records are often very similar
• Gain insight into your level of academic, personal and extracurricular achievement
• Provide us with information that may not be evident in other parts of the application

What we look for:

• Initiative, motivation, leadership, persistence, service to others, special potential and substantial experience with other cultures
• All achievement in light of the opportunities available to you
• How you confronted and overcame your challenges, rather than describing a hardship just for the sake of including it in your application
• What you learned from or achieved in spite of these circumstances

Academic achievement

For first-year applicants:

• Academic accomplishments, beyond those shown in your transcript

For transfer students:

• Include interest in your intended major, explain the way in which your academic interests developed, and describe any related work or volunteer experience.
• Explain your reason for transferring if you are applying from a four-year institution or a community college outside of California. For example, you may substantiate your choice of a particular major or your interest in studying with certain faculty on our campus.

How to answer your personal insight questions

• Thoughtfully describe not only what you’ve done, but also the choices you have made and what you have gained as a result.
• Allow sufficient time for preparation, revisions, and careful composition. Your answers are not evaluated on correct grammar, spelling, or sentence structure, but these qualities will enhance overall presentation and readability.

If you are applying…

• Your intended field of study
• Your interest in your specific major
• Any school or work-related experience
• for a scholarship, we recommend that you elaborate on the academic and extracurricular information in the application that demonstrates your motivation, achievement, leadership, and commitment .
• Discuss how the program might benefit you
• Tell us about your determination to succeed even though you may have lacked academic or financial support

Keep in mind

You can use the Additional Comments box to convey any information that will help us understand the context of your achievement; to list any additional honors awards, activities, leadership elements, volunteer activities, etc.; to share information regarding a nontraditional school environment or unusual circumstances that has not been included in any other area of the application. And, finally, after we read your personal insight questions, we will ask the question, “What do we know about this individual?” If we have learned very little about you, your answers were not successful.

• Personal Insight Questions (University of California)
• Personal Insight Question Writing Tips
• Leadership (video)
• What Leadership Looks Like

Office of Undergraduate Admissions University of California, Berkeley 110 Sproul Hall #5800, Berkeley, CA 94720-5800

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Instructions for Graduate Division Online Application

Graduate Application deadline: 8:59 PM (PST) December 3, 2024 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 3 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 3, 2024 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 .  

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 3, 2024 (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 3, 2024 . 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 2020 are no longer valid. If you took the GRE between October 2020 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 required for the 2024-2025 admissions season (admits to be matriculated in 2025/2026)

****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 2025 matriculation, tests taken before June 1, 2023 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.

Frequen Asked Questions

• Does the Department of Economics offer  a master's/MA/MS  program?
• Does the Department of Economics admit for the Spring in addition to the Fall?

Does the Department of Economics accept the GMAT for applying to the Ph.D. program?

How many applications does the department expect to receive, how many applicants do you admit and how many accept your offer of admission, do you offer fellowships who receives fellowships, when is the last possible date i can take the gre, what gre dates are no longer valid, how can i qualify for a toefl/ielts exemption, do letter writers also need to submit letters of recommendation by the official application deadline, or do they have an extended deadline, how will i know if my application is complete, is it possible to transfer credit for graduate level course work in economics from another institution, how long does it take to complete the ph.d. in economics, is it possible to enroll part-time in the ph.d. program in economics, does the department offer ph.d. courses online or have distance learning opportunities, does the department of economics offer a master's/ma/ms program.

The Department of Economics does not offer a master's degree, only the Ph.D.

Return to Top

Does the Department of Economics admit for the Spring?

No. The Department of Economics only admits for the Fall.

No. We only accept the GRE.

The Department of Economics receives approximately 900 applications for each admissions cycle.

On average, we admit approximately 60-70 applicants for our total application pool. Of the 60-70 admitted, approximately 20-25 accept our offer of admission.

Yes, we do offer competitive fellowship packages that are based on merit and academic achievement to both domestic and international applicants. Over 50% of our new admits receive some form of university or department financial support.

We recommend that you take the GRE in October to ensure scores are received in a timely fashion by the department and that your application is complete by the December deadline for receipt of supporting documents. Official GRE score reports  must be received  by the application deadline. As soon as you have your GRE scores you should report your unofficial scores on your online application and enter the appropriate registration number under the exam requirements section of the application. Each time you take the GRE you will receive a unique registration number so please make sure to use the correct registration number for the score you would like reported on your application. Incorrect registration numbers may result in your application appearing to be incomplete.  We must have your official score report on file by the December application deadline - unofficial scores will not be accepted in place of official score reports. 

(GRE scores are required for the admissions cycle that closes on December 3, 2024) .

• 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 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.
• Middle States Association of Colleges and Schools
• New England Association of Schools and Colleges
• North Central Association of Colleges and Schools
• Northwest Association of Schools and Colleges
• Southern Association of Colleges and Schools
• Western Association of Schools and Colleges

If applicants do not meet any of the above criteria, 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). 

Letters of Recommendation must be uploaded to the online application system by December 12th. (Only for admissions cycle taking place in 2024/2025)

Only those applicants whose applications are incomplete will be notified via email. Please do not contact us to inquire about the status of your application or to confirm receipt of items sent. Given the number of applications we process it is not possible to respond to such inquiries.

Scores are valid five years from the end of the testing year when you took the test. GRE testing years begin on July 1. This means that a test taken on May 15, 2020, remains valid until June 30, 2025. Please send scores from 2020 or earlier. 

NOTE: for admissions cycle in 2024/2025 (for matriculation in 2025/2026) the GRE is required.  

This can only be determined once you have applied, been admitted to the program,  AND  accept the offer of admission. New students can then submit course syllabi and reading lists to the appropriate faculty for review and a decision on whether or not it is appropriate to waive certain requirements. Faculty typically don't allow course waivers, but may make an exception on a case-by-case basis.

The program typically takes 5 - 6 years with a rare number of students finishing in 4 years or less.

The Ph.D. program in Economics at U.C. Berkeley is a full-time program and there are no opportunities for part-time study.

This program is not offered online and we do not offer any Ph.D. courses online or have distance learning opportunities at this time.

The Graduate Writing Guy :: Writing Tips for Grad School

Admissions essays: Statements of purpose & personal statements

5-minute summary for people in a hurry.

Diversity Statements vs. Statements of Purpose vs. Personal Statements vs…

First, a clarification. When I write “admissions essays,” I am referring to graduate school admissions essays, but that phrase is much too long to fit comfortably on the site’s menu. In addition, the advice on this page leans heavily toward master’s degrees (MA/MS) and PhDs in academic disciplines, although much of the advice is still applicable to other programs, such as professional programs and fine arts programs. I’ve also included some discipline-specific links related to some of these other programs (scroll down to to the “Discipline-Specific Advice” section to see those resources).

Second, let’s clear up a confusion regarding terms. In and of themselves, the terms “statement of purpose,” “personal statement,” “personal history statement,” “letter of intent,” and “research statement” mean very little. These terms get used in such varied ways as to be essentially meaningless when taken on their own. What matters is what the particular school to which you’re applying means when they use these terms.

Most essays fall into 2 major categories:

(1) What I am calling the “statement of purpose” (but which is sometimes also called a “personal statement” or “research statement” or “letter of intent”) which has instructions something like these:

“Your personal statement should be approximately 500 – 1000 words (2-4) pages and should speak to your qualities and experiences as a student and future researcher, and should clarify how the program and degree you are applying for will be important to the achievement of your goals. Discuss courses taken that have a particular relevance to the program or work experiences that pertain to your career ambitions.” Source: UCSD Math Department .

(2) What I am calling a “diversity statement” (but which is also sometimes called a “personal statement” or “personal history statement”) which asks you something like:

“Please describe how your personal background informs your decision to pursue a graduate degree. Please include information about any adversities you have overcome in your academic career or personal life, along with evidence of your leadership roles and cultural competencies as they relate to serving under-served populations.” Adapted from: UC Berkeley Psychology .

So, what’s the difference?

The UC system describes it pretty well:

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. 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. University of California

Why do some programs want you to write 2 different types of statements? What’s their goal in having you write them?

I’ve summarized some of my thoughts on the topic in the following table:

So, the “quick and dirty” summary is that the statement of purpose requires you to show the admissions committee that you’re prepared for the program and will fit in and succeed. The diversity statement requires you to show them that you’ll make them look good by contributing to the diversity of their campus. For more information, see the “grad school admissions essays” section of my page on Audience .

The remainder of this page is dedicated to the statement of purpose. But, if you need more help with the diversity statement, here are some great resources:

Caltech’s Hixon Writing Center: Approaching the Diversity Statement

UC Berkeley: Writing the Personal Statement.

UC Personal Statement (also cited above).

Sara Beck: Developing and Writing a Diversity Statement ( Note: This link and the next one offer advice to faculty on how to write diversity statements for academic job applications, but the structure and content are still helpful models for the kinds of statements you’ll have to write in applying to graduate school).

And below, you can download some s ample diversity statements from UCSF (but see my Note on the previous resource above):

One final (but important) point: Many schools want you to simply combine the statement of purpose and diversity statement into one essay. Or to put it another way, students often ask me: What do I do if they ask for only one essay? Should I include some of the diversity stuff in that essay? For example, should I mention that I am a first-generation college student or tell the reader that I have cultural competence working with diverse populations? The short answer is yes! (although the longer answer is yes, but you should always follow the specific instructions of the program that you’re applying to; if the essay prompt says “don’t tell us about yourself, just tell us about your intended research specialty,” then of course you should follow these instructions). It can often be a good idea to incorporate some of the “diversity stuff” into your statement of purpose if the program does not ask for a separate diversity essay. One way to do this is to simply add a diversity paragraph to the essay. If you take a look at the “Skeleton” document further down on this page, you’ll see that I recommend a paragraph-by-paragraph approach. You can just add a paragraph (e.g., right after the intro paragraph or right before the final paragraph) that is a mini diversity essay (you can write this paragraph as a super condensed version of the diversity essays described in the links above). Another approach would be to weave in diversity stuff into your other paragraphs. For example, when you describe your career goals, you could write something like:

“My long-term goal is to become a faculty member at a four-year university where I can both contribute to research and mentor the next generation of scholars in the field. In particular, I look forward to mentoring students from under-served backgrounds, who often face barriers in entering our discipline. As a first-generation student and a person of color from a low-income family, I possess the cultural competence to effectively serve students from a diverse range of socioeconomic and cultural backgrounds.”

The sample essays further down on the page also model some ways of incorporating diversity into the statement of purpose.

Now, for our feature presentation …

Video: Writing the Statement of Purpose (42 min)

The video below is the “short” version of the Statement of Purpose workshop that I deliver to CSULB classrooms (upon request) and on Zoom. It covers the most important points that I think all first-time grad school applicants need to know about writing admissions essays for grad school (if you’d like a longer and, in some ways, more in-depth presentation, you can scroll down to my 78-minute full workshop recording ).

Click on the hyperlinked image below to open the video in a new tab.

You can also download and peruse the slides below ( Note: at the end, the slides cover some additional supplemental material that is not included in the video but is discussed elsewhere on this site, e.g. dealing with writing anxiety):

The video and slides work really well with the following materials:

• The “Skeleton” document (also posted further down on this page)
• The sample essays (scroll down to the section called “Samples”)
• The “Brag Sheet” handout
• The FAQ on Admissions essays .

Taken together, these materials provide everything you need to get started writing clear, concise, and effective grad admissions essays.

Workshop: Writing the Statement of Purpose

In the past, the Statement of Purpose (or “SoP” for short) was the subject of a very popular 2-part workshop series that we conducted on the CSULB campus (we still conduct the workshop, but it’s now simply 1 part that covers most of the same material). The PowerPoint slides, like most of the presentations on this site, were designed to be self-explanatory, so I recommend reading them as a first step.

Part 1 is by my former boss, Dr. Bryan Rodriguez:

Part 2 is by me: The Graduate Writing Guy:

The Part 2 slides reference the following 2 handouts:

The “Brag Sheet”

And the “Skeleton Document”

The skeleton document is highly recommended for students who have no idea how to go about structuring their personal statement. For many students I work with, simply reading the slides and the skeleton document are enough to answer most of their questions about writing the SoP. If you have limited time, or are in a hurry, I recommend starting with the Part 2 slides + the skeleton document.

** 2021 Update** New and Improved “Skeleton Document “

The old skeleton document is a classic, and is still useful. But the new one (version 2.0) more accurately reflects my current advice. You can download both below:

Recently, I discovered this excellent piece by Vince Gotera (English Dept., U of N. Iowa): How to Write a Great Statement of Purpose , which offers a paragraph-by-paragraph outline similar to that in the skeleton document (although also different in important ways). You can read it as companion to the skeleton document and decide which one to follow based on your field, the advice of your faculty + mentors, and your own best judgment.

Video: Workshop Recording (78 min)

You can view or download a recording of my SoP Workshop (from Oct 28, 2020) here or by clicking on the image below:

Note: The browser plays a 1-hour preview. For videos longer than 1 hour, download the file and watch it from your computer ( Steps : 1. Click on the video to open the Dropbox video page. 2. Use the “download” button, usually located on the top left of the page).

In addition, here’s a great video on the grad school application process in general : Apply to graduate school: key points, tips, and suggestions ( YouTube link) . It’s by Dr. Amanda Bittner, Associate Professor and Graduate Coordinator at the Memorial University of Newfoundland.

Samples or examples (of any genre of writing) should always be approached with caution. Just because a certain approach worked for one writer doesn’t mean that the same approach will work for you (or your discipline). Also, keep in mind that no piece of writing is perfect (in real life, perfection is a myth ), so a candidate might have been admitted to graduate school in spite of flaws in their statement of purpose.

There are always exceptions, but in most cases a statement of purpose alone will not determine whether or not you get into grad school (although a bad statement can drastically lower your chances; see for example the “Appleby & Appleby” article listed below). In fact, many students are admitted on the strength of other factors (e.g. GPA, research experience, good networking and connections) despite having imperfect statements. So, the “positive” is that you don’t need to produce a perfect statement of purpose ; the “negative” is that you do need to be careful when using other people’s statements as a model.

With these caveats in mind, here are some sample statements:

(1) MA in Philosophy. The first one is my statement of purpose that I used to apply (successfully) to CSULB’s MA in Philosophy:

Note: My statement here is a sort of “career changer” statement. That is, I was applying to an MA in philosophy despite not having completed a BA in philosophy. Keep that fact in mind when thinking about the writing choices I made and deciding whether to make similar choices in your statement. Also, as I say elsewhere on this page, nobody’s statement is perfect, mine included (in fact, there are aspects of this statement I now look on with embarrassment, but I’m sharing it anyway for your edification–what a selfless fellow I am! ) . So, you should always approach samples with a critical mindset.

(2) MS in STEM: Applied Math. The second one is from a student that I helped successfully apply to an applied math MS program:

(3) PhD in Political Science. This one is from a student who I helped successfully apply to PhD programs in political science (he accepted an offer at a highly selective school):

(4) Master of Social Work (MSW) . This one is from a student who I helped successfully apply to the CSULB MSW program (and other MSW programs).

(5) MS/PhD in STEM. This document includes samples from Carthage College’s Wisconsin Space Grant Consortium:

(6) PhD in History. A sample from UC Berkeley’s College of Letters & Science:

(7) Various (MA/PhD/JD) in History, Literature, Law, & Public Relations. Some samples provided by CSU Channel Islands (one or two of these have been borrowed from Donald Asher’s book , which is listed under “Further Reading” below).

NOTE: There are links to more samples further down on this page under “Discipline-specific Advice.”

Other useful stuff regarding the SoP

Karen Kelsky, whose site The Professor Is In I highly recommend for general information about succeeding in (and outside of) academia, has written a wonderful document entitled “The A+ Graduate Admissions Essay” available online and right here:

Kelsky’s essay is discussed in the “Part 2” PowerPoint slides (above), but it’s definitely worth a read on its own.

Appleby & Appleby (2006) : Kisses of Death in the Graduate School Application Process is also mentioned in my SoP Part 2 PowerPoint slides (see above) but is very much worth reading for its own merits.

This handout, adapted from a tip-sheet by the LSAMP program at Southwestern Oklahoma State University (text by Dr. Barri Gold, now at UPenn), also includes some useful advice:

Important word of caution: Any advice on this site should not be considered a substitute for the professional advice of people in your field. I am offering generic advice that should be applicable to most disciplines. But “insider” tips from people in your discipline (e.g. people who were recently admitted to the programs you’re applying to, people who will be on your admissions committee) are always the most valuable.

Discipline-specific Advice

As noted above, the advice on this page is mostly general, all-purpose advice that should work for most disciplines. However, every field is different, so below I’ve included some more tailored materials for specific fields. Also, most of the advice above is geared toward academic MA and PhD degrees. However, I have included below some materials that might help when applying to other types of programs, such as professional school programs and fine arts programs. Finally, this page (like my whole site) is a work in progress. If you have any resources to recommend, please send me a note at omar(dot)hussein(at)csulb(dot)edu.

STEM Programs

MIT Comm. Lab/Broad Institute: STEM Personal Statements

MIT Grad Admissions Blog: How to Craft a Personal Statement

LatinX in STEM: Pre-Doctoral Resources

Female Science Professor Blog: Grad School Application Essay

Prof. Zajj Daugherty (City College of New York): Applying to PhD Programs in Mathematics

Zeng Rui Han (PhD Student): Tips on the Math SoP

Philosophy Programs

Alex Guerrero: Advice for Applying to PhD Programs in Philosophy

Bernhard Nickel : Graduate School Writing Samples

Writing sample from GradCafe that helped a student get into the PhD program at UW-Milwaukee: “Faction vs stasis”:

Jim Pryor: Writing Philosophy Papers (This one might be helpful in writing or revising writing samples–see especially his advice on pretending that your reader is “lazy, stupid, and mean”!)

Robert Paul Wolff: How to Write a Paper that Presents an Argument – Part One and Part Two (also potentially helpful in writing/revising writing samples).

Eric Schwitzgebel – Splintered Mind “Underblog”: Applying to Ph.D. Programs in Philosophy: Full Text (includes the following sample statements of purpose : Sample A , Sample B , and Sample C ). You can also go straight to Schwitzgebel’s overall advice on writing statements here .

USC Gathering of Philosophers: Handout from a 2018 event I attended on applying to grad school in philosophy:

Health Professions: Medical School, Dental School, and others

Not to imply that applications for all health professions are identical–they obviously are not. But they tend to be similar enough that, for example, good advice for a medical program is probably applicable to dental school as well, and vice versa. In fact, as stated in the CSULB HPAO FAQ below, much of the advice regarding medical school “can be generalized to most health professions.”

CSULB Health Professions Advising Office (HPAO): FAQ on Applying to Health Professions

CSULB HPAO: Medical School Admissions Requirements

Dan Scheirer: Writing the Primary Essay for Medical School

Sample Medical & Dental School Essays with comments by the late Dr. Dan Scheirer from Duke University:

Ilana Kowarski: 2 Med School Essays That Admissions Officers Loved

Jessica Freedman: Medical School Application Secondary Essays

Ilan Kowarski: 2 Law School Personal Statements That Succeeded

SLS Admissions Blog: Got Questions?

Spivey Consulting: The Why X Essay

U of Chicago Law School: FAQs: Personal Statement

U Chicago Law School: In Their Own Words: Admissions Essays That Worked

CSULB Political Science Department: Thinking About Law School FAQ

MFA Programs

Cady Vishniac: How I Wrote My Statement of Purpose

Creative Independent: How to Write an Artist Statement

Dave Madden: How Not to Write An SoP for MFA School

Inside Higher Ed: A Guy Who May Have Read Your MFA Application Speaks

Kristin Jennifer, Demand Media: How to Write a Statement of Purpose for MFA Studio Art Programs

MBA Programs

US News: 2 MBA Admissions Essays that Worked

Accepted Blog: Sample Essays from Admitted HBS Students

My Essay Review: 30 Successful MBA Essays

Further Reading

— My FAQ on Admissions Essays .

–The section entitled “Writing to your audience: grad school admissions essays” on my “Writing to your audience” page.

–A great book is Donald Asher’s Graduate School Admissions Essays (Ten Speed Press). I’ve read the 3rd and 4th editions, and both are fabulous. However, keep in mind the proviso regarding samples that I mentioned above: the essays included in Asher’s book are real essays submitted by students. Thus, they often have notable flaws, as all essays do. So don’t rely solely on the examples: as always, follow the advice of experts in your field and general “gurus” like Karen Kelsky.

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• Statement of Purpose, Personal History, Diversity

Personal History Statement for Berkeley

By MH2 November 23, 2015 in Statement of Purpose, Personal History, Diversity

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I have written a draft but I am second guessing myself. Wanted to know what others who are applying to Berkeley have written about. 

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StrongTackleBacarySagna

I wrote some shit about being privileged and having diverse friends or something. I can't help but feel no one gives a shit about that essay as long as it's not badly written

How long should it be? I'm having a hard time writing more than like 400 words...

pakhistorian

I guess it depends on the department - its max. 2000 words for anthropology

Mine is close to 1000 words. 

Mine is about 1200 words.

Kept mine at 700 words. The main things I wrote about were my experience as a volunteer English tutor for adult immigrants, and then my own US --> Canada immigration experience. 

pro Augustis

This document is killing me. I've sat down to write it three times now and given up each time, deleting the few shallow sentences I'd managed. Being interested in the ancient world, I can't help but feel that I've missed my chance to have a personal relationship with the subject matter by two or so millennia. The best I can come up with is the shift in my interests from writing fiction to history, but the turning point there gets way too personal for something like this, leaving me with a choice between vaulting into TMI territory and appearing totally banal. 

If you're struggling to write a story about your past, focus on your future. How will what you research affect and/or intersect with contemporary concerns? What career do you envision for yourself?

Is this supposed to be super personal? All of the challenges I have faced in life are not things I would want to divulge to future colleagues. However, everything else I write sounds trite. Does this even matter? Will it hurt my chances if it isn't spectacular? It is getting to be crunch time and I am just having a hard time really wrapping my head around what they want from me. 

On 11/23/2015, 8:54:40, StrongTackleBacarySagna said: I wrote some shit about being privileged and having diverse friends or something. I can't help but feel no one gives a shit about that essay as long as it's not badly written

Berkeley stresses the personal history statement as the second most influential item in their decision making. I don't think that "no one gives a shit about" it.

On 12/4/2015, 12:44:26, IoSpero said: Is this supposed to be super personal? All of the challenges I have faced in life are not things I would want to divulge to future colleagues. However, everything else I write sounds trite. Does this even matter? Will it hurt my chances if it isn't spectacular? It is getting to be crunch time and I am just having a hard time really wrapping my head around what they want from me. 

My Berkeley personal history statement is very personal, although I have received conflicting advice on it.  My advisor and the director of my school's scholarship office both loved it, while a current grad student told me I am divulging too much information. However, my story is intimately tied to my anthropological goals and motivations. If that's a deal breaker for Berkeley, then that's a deal breaker for me, too. I submitted it and have no regrets. 

7 hours ago, busybee said:   Berkeley stresses the personal history statement as the second most influential item in their decision making. I don't think that "no one gives a shit about" it.

Source? I know it's important for background-specific scholarships but I've never seen heard this.

2 hours ago, StrongTackleBacarySagna said: Source? I know it's important for background-specific scholarships but I've never seen heard this.

For anthropology, at least, it is the second most important item. 

From the anthropology department website:

In judging applications, the Department is interested (in order of importance) in:

• Statement of purpose.
• Statement of personal history.
• Letters of recommendation.
• Grade point average.
• GRE or TOEFL scores.

http://anthropology.berkeley.edu/graduate/application-graduate-program

Next time I will be a bit more specific.

1 hour ago, busybee said: For anthropology, at least, it is the second most important item.  From the anthropology department website: In judging applications, the Department is interested (in order of importance) in: Statement of purpose. Statement of personal history. Letters of recommendation. Grade point average. GRE or TOEFL scores. http://anthropology.berkeley.edu/graduate/application-graduate-program Next time I will be a bit more specific.

Oh, then yeah it's department specific. It's probably one of the least important things for my program.

27 minutes ago, StrongTackleBacarySagna said: Oh, then yeah it's department specific. It's probably one of the least important things for my program.

@StrongTackleBacarySagna  Probably, but I kinda hope the personal history statement is important for Neuro! I mean by god I put in the time and effort to craft a compelling statement, and since Berkeley was the only school which needed it I hope it's taken somewhat seriously.

1 hour ago, Gvh said: @StrongTackleBacarySagna  Probably, but I kinda hope the personal history statement is important for Neuro! I mean by god I put in the time and effort to craft a compelling statement, and since Berkeley was the only school which needed it I hope it's taken somewhat seriously.

I'm sure it helps if you have something really good to say. But all in all I don't think it's a dealbreaker for anyone unless it leaves a bad impression

Note: For things like the UC school's personal history statement, remember that "Maximum X words" does not mean you must write X words, or even anywhere close to it. Take as many (or as few) words as you need to explain the relevant aspects. I had a few things to write about but I don't think mine was more than 400 words.

On 12/5/2015, 3:08:13, busybee said:   Berkeley stresses the personal history statement as the second most influential item in their decision making. I don't think that "no one gives a shit about" it.

That... does not bode well. Hopefully Classics/History folk there are less interested in it.

12 minutes ago, pro Augustis said: That... does not bode well. Hopefully Classics/History folk there are less interested in it.

Well I've heard someone say they got in by just using their SOP for the personal statement too...I don't see how it can hurt you besides being badly written. I think it's just for diversity fellowships and for people to explain if they had any unique circumstances. Since that didn't really apply to me, I just wrote about 400 describing my academic journey and how I might help disadvantaged populations. You'll be fine.

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A subreddit for exchanging statements of purpose for graduate school applications, and for reviewing others' SOPs. If you need help writing yours, or want to give or receive feedback, this is the place.

Personal History Statement examples?

Hey, I'm applying to UC Irvine for fall 21 and I noticed that they ask for a personal history statement.

Although there is a prompt which broadly tells what to write, I still feel I could do with a couple of references..

So, if anyone could send links to such examples, I would be very thankful!

(I understand that this is a subreddit for SOPs. If my post goes against any rules, please remove it)

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How do I make a PDF accessible?

What is a pdf, anyway.

PDF stands for portable document format—it’s a file type. After you create a document in an authoring tool first, such as Google Docs, Word, or InDesign, you can then export your document as a PDF.

You may have heard people say that you need Adobe Acrobat Pro to create accessible PDFs. You do need Acrobat Pro (or a comparable tool) to check the accessibility of PDFs, but it’s important to note that Acrobat Pro is not an authoring tool. Acrobat Pro is used to add accessibility and other features to PDF files.

Do you have to use a PDF?

We’ll give it to you straight: making accessible PDFs is tough. If your information can be shared as a web page instead, please do so. Web content is inherently more accessible, and with content management systems such as Open Berkeley , it’s easy to make your web content accessible.

If you must use a PDF…

If you produce PDF documents, there are some important things to be aware of:

• It’s easier to create an accessible PDF by starting with an accessible source document (if possible).
• Remediating an existing PDF that isn’t accessible is extremely difficult to learn and time-consuming.
• The accessibility of PDFs can vary widely; some PDFs are completely unusable for some users. Conversely, a PDF that was designed to be accessible can work well for most users.
• Some PDFs don’t allow text to reflow, so low vision and mobile users may have a very hard time reading them. This often happens with PDF forms, or with complex documents containing tables, multiple columns, or complex graphics. (Note: Reflow is when text adapts to screen size so it doesn’t get cut off or require horizontal scrolling.)
• Browser previews may not function correctly and users may not understand they have to download the document.
• Large PDFs may be slow to download, too large to email, or use too much data.

What does it mean for a PDF to be accessible?

• Machine readable text : If you scan in a paper document or “print to PDF”, your PDF will be an image-only file. Screen readers can not read images of text.
• Tags : The text in a PDF needs to have tags that describe the function and layout. This is what allows PDFs to work with assistive technologies. These tags are similar to html tags and describe paragraphs, lists, headings, and more.
• Complies with WCAG : The same accessibility features and concepts that are required for websites are required for electronic documents.

Here's an example of PDF tags shown in the Tag Pane in Adobe Acrobat Pro:

Two ways to create an accessible PDF

• Design your document to be accessible in your authoring tool . Then export it as an accessible PDF. If you have access to Acrobat Pro, use the PDF accessibility checker tool.  --OR--
• Remediation : This requires you to use Acrobat Pro to add the proper tags to your document manually. This method allows you to fix a document that lacks accessibility, as is often the case with old legacy documents.

A note about authoring tools

• Word : If you use the correct styles to structure your document and design it to be accessible, you can export a tagged, accessible PDF from Word .
• Google Docs : Begin with an accessible Google Doc . Do NOT export your Google Doc as a PDF– this strips out all the tags! Instead, export as a Word document and then export it as a PDF from Word. Or, use the paid version of Grackle Docs to export accessible PDFs directly from Google Docs. 
• InDesign : There are steps you can take to improve the accessibility of a PDF exported from InDesign , but in most cases, some remediation work will still need to be done. 

Document types

• Important: PDF forms must be remediated to be accessible . Because of the interactivity of form fields, they require that additional tags be added in Acrobat Pro to be accessible. They can not be made accessible in authoring tools at this time. If you can use a webform instead (Qualtrics, Google Forms, etc), that’s always preferable. Another option is to make the static text portion accessible and then use Docusign to add accessible form fields.
• Simple text-based documents can be designed to be accessible in the authoring program (Google Docs or Word) and exported as accessible PDFs. (In Google Docs, use Word or the paid version of Grackle Docs as an intermediary.)
• Complex documents , such as reports with multiple columns, images, large tables, and infographics are difficult to make accessible in authoring programs. Professional remediation is recommended.

Prioritizing PDF remediation

There is no better time than now to audit the documents on your web sites. Once you’ve decided which PDFs you must keep as PDFs, focus on fixing the PDFs that create the biggest barriers:

• PDF forms: These are totally unusable for some users if they aren’t accessible. Because forms are typically a requirement for access to service, they should be a top priority.
• Critical information
• Complex documents

Professional remediation services

We are working to provide Berkeley with PDF remediation services. Please check back in Fall 2023 for updates.

• Crawford Technologies (available soon)
• Grackle (Google Add-ons and remediation services available soon)

More resources

• Adobe: Create and verify PDF accessibility (Acrobat Pro)
• University of Oregon: PDF Forms
• Accessibility Guy: PDF Accessibility video series on YouTube  (2 - 7 minutes per video)

Learn to remediate PDFs on LinkedIn Learning:

• PDF remediation  (5 hours)
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Filling the AI gap: languages and the humanities are central to the future of AI — this Berkeley group is broadening that conversation

There has never been a better time for the human-centered disciplines and especially academics who study language to contribute to the understanding and development of generative AI systems. William Allison, Chief Technology Officer, UC Berkeley

On February 28, the Berkeley Language Center and the Language and AI working group at the Townsend Center for the Humanities will be hosting a half-day conference  Language and AI: Generating Interdisciplinary Connections and Possibilities (link is external) . The conference, conceived and launched by Emily Hellmich and Kimberly Vinall, of the Berkeley Language Center, as well as Kayla van Kooten, a graduate student in the Department of German, intends to bring together perspectives from research, industry, and theory in order to explore how language/culture learning intersect with AI. 

For Kayla, the inspiration for the conference developed out of frustration that there wasn't broader collaboration happening between language/humanities students and STEM-based students. She’s hoping that this first event will be a calling card for collaboration since it's hard to know what research is happening across such a large campus.

“I started grad school at Berkeley wanting to explore the connection between technology and language. So many people I knew from my undergrad who studied languages eventually went on to work in tech, doing things like programming Alexa or training Google Translate.” Kayla said, “At Berkeley, I see all these cool events happening on campus, but they're all just STEM people talking about STEM things. If there is an inclusion of humanities, so far, it’s only been in conversations about AI and ethics, but not around language, which is proving in all fields to be at the heart of AI. I want to see more discussions about the role of language in large language models, and connect with folks across Berkeley so we can collaborate and utilize each other's strengths.” 

The conference features a number of perspectives. Featured speakers include David Bamman, Associate Professor, School of Information; Timothy Tangherlini, Professor, Department of Scandinavian; and Brock Imel, French PhD, NLP Manager and Prompt Engineer at Writer, among other panelists. The introduction will be given by UC Berkeley Chief Technology Officer William Allison, who just launched the UC Berkeley AI Community.

Allison, who has been exploring AI research across many UC campuses, feels that the humanities and languages should be a central part of A.I. research. "There has never been a better time for the human centered disciplines and especially academics who study language to contribute to the understanding and development of generative AI systems." Said Allison, "Bringing in deep expertise from outside of STEM disciplines at universities like UC Berkeley, to collaborate in engaging, interrogating and developing AI may afford just the kinds of fresh perspectives that will be needed to evolve the technology and society's collective response to it."

In order to learn more about the inspirations behind the conference and to learn more about the research happening around language and A.I. at Berkeley, we sat down with Kimberly Vinall, Executive Director, Berkeley Language Center; Emily Hellmich, Associate Director, Berkeley Language Center; and Kayla van Kooten, Ph.D. student in the Department of German.  Read their interview below. 

We’ve already seen that these AI tools have the ability to learn how to program code, because it is a skill set that can be replicated. Something you really cannot replicate, yet at least, is the ability to think critically, to see things from different perspectives, and that's so valuable, to be able to to engage on these different levels. — Emily Hellmich

What role do you think the humanities have in the development and use of tools like ChatGPT? Why is it essential for the humanities to be a central contributor to conversations around these tools?

Kimberly:  ​​ The humanities ask fundamental questions about meaning making through and in language, in addition to other semiotic resources and I think that we need to be asking some of these same questions of these technologies. So for me, that's just one example of why the humanities and specifically the study of and about language(s) are essential to this conversation. 

Emily:  I think the humanities and languages teach you how to look at things from multiple perspectives. Whether looking at a grammatical problem, or looking at a complex issue. We’ve already seen that these AI tools have the ability to learn how to program code, because it is a skill set that can be replicated. Something you really cannot replicate, yet at least, is the ability to think critically, to see things from different perspectives, and that's so valuable, to be able to to engage on these different levels. 

Kayla:  When I was an undergrad, I studied Arabic and majored in Middle Eastern Languages and Cultures and was involved in a digital humanities project that was a collaboration between students of Arabic and informatics students. We were digitizing travel diaries from Iraq, and the informatics students were handling the majority of the technical side of things. However, during the digitization process, most of the informatics students didn’t know that Arabic was written right to left, which caused a lot of problems in transcription. People who are exclusively looking at these technologies through a purely STEM perspective are going to potentially miss really essential information that has a much larger impact. 

To engage these broader questions requires developing these digital literacies to be able to understand the affordances and limitations of these technologies and the ideological layers that are involved. — Kimberly Vinall

You each talk a lot about digital literacy. Can you explain what that means and how the humanities and languages, specifically, can help address digital literacy? How does this show up in the classroom? 

Kimberly:  I think about digital literacies as a continuum from the functional to the critical, the functional being about the tool itself, its affordances and limitations, and the critical looks at questions of the ideologies embedded in the technologies that one needs to understand in any instance of their use. In many ways, these technologies alter how we engage with texts and language, what meanings are expressed and how, and what decisions are being made based on these understandings. To engage these broader questions requires developing these digital literacies to be able to understand the affordances and limitations of these technologies and the ideological layers that are involved. 

Students are already being asked to make ethical decisions here at Berkeley in their classrooms. They’re thinking “do I use ChatGPT? Do I not? And what’s at stake.” After having conversations with undergraduate students that are struggling with ChatGPT, one of the big issues for them is the realization that they will be using this technology in their jobs and in their personal lives in the future. In other words, these same ethical decisions are going to come up again and again. In fact, that's one of the debates that's happening right now in education — is it the responsibility of the university to teach students how and when to use these tools? I think it is. They need to be prepared for these ethical and ideological decisions that they will be encountering on a daily basis in ways that I, when I was an undergraduate, cannot have imagined.

Kayla:  These tools are bringing up concerns in the classroom from students and instructors alike. I think this is where digital literacy comes in and will be a way forward academically – It is unrealistic to expect students to not engage with them in any way, so we need to be actively teaching digital literacy in the classroom.

My philosophy is that these tools are not going to go away. They're always going to be around and you can ban them in the classroom all you want, but students are still going to use them. That being said, we cannot expect that every student who comes into the classroom today is going to critically engage with these tools. So, how can we teach students to use these tools in meaningful ways rather than just telling them they cannot use them? 

I think at Berkeley there are a lot of professors who are engaging with digital literacy in the classroom, such as Alex Saum Pascual in Spanish & Portuguese. In a class I took with her in the fall, she brought in Emma Fraser from Media Studies for a guest lecture and workshop where we explored the capabilities of ChatGPT through strategic language use and prompt generation, even attempting to get it to write fiction. We analyzed how the language we used in the prompt can inform the results and generate particular pieces of information. 

Emily:  When I think about digital literacies, because they're plural, it's different tools, different skills, different mindsets, different competencies that you need in order to accomplish particular goals. What helps a lot of instructors, I think, who are maybe nervous about what foundational canons might be disrupted by these tools is the fact that you can use digital tools to support the skills that students need to build. Some of the same skill sets that you use in, say, analytical thinking or a close reading, can be cultivated in a digital world. 

if someone is studying the inclusion of ASL in natural language processing with Daniel Klein (EECS, statistical natural language processing) and isn’t hanging out with the people in the humanities studying and researching ASL, we’re all missing out on that connection and collaboration. — Kayla van Kooten

Kayla, turning to you, you’re a PhD student in the German Department, co-founder of the Townsend Center working group Language and AI, and one of the organizers of this upcoming conference. Can you tell me about your background? 

Kayla:  I got my undergraduate degree from University of Washington where I majored in International Studies and Middle Eastern Languages and Cultures and graduated in 2020 into a terrible job market. During a Fulbright year in Germany after graduation, I was exploring alternative career options in the fields of translation and tech. I was connected with a number of people who were language graduates working in tech in various positions. When I would ask how they learned the technical skills that got them their job, it was always self taught. 

So, I kind of felt like there was this gap between what I  could  do  and what I currently  can  do , with no specific path to get me there. Not everyone can or wants to teach themselves to code, and not everyone has the self discipline or resources to do that. Hoping to bridge the gap in what I could do and what I currently can do, I matriculated at Berkeley. Here, I met Kimberly and Emily, which was so great because I finally met people who were thinking about the same problems and questions regarding language and technology that I was, particularly in academic contexts. 

This will be the first ever language-focused A.I. panel at Berkeley. How did this conference come about and what do you hope comes from this event? 

Kayla:  This conference came about in collaboration between Kimberly, Emily and I. We identified a need for more engagement with languages in AI, and with this event we aim to develop a broader community of practice and research at Berkeley across all fields. For example, if someone is studying the inclusion of ASL in natural language processing with Daniel Klein (EECS, statistical natural language processing) and isn’t hanging out with the people in the humanities studying and researching ASL, we’re all missing out on that connection and collaboration. I am constantly learning about so many different people and projects that I would never know existed if I wasn't actively searching for them, but I’m only one person. I’m hoping this conference is the first of many, and will act as a calling card to bring together people engaging with language and AI. 

Who is speaking and how did you plan the theme? 

Kayla:  The theme emerged quite naturally from our impression that there was a lack of cross-disciplinary collaboration between the languages and the more technical fields. We identified research, industry, and theory as pillars to explore the intersection of artificial intelligence and language. Through these pillars, we hope to showcase the work being done by different people in machine learning and language/culture study in the UC Berkeley community. We intentionally chose people from various fields and diverse backgrounds in order to enrich the conversion and push our thinking in new directions.

The  research  panel will consist of David Bamman, Associate Professor, School of Information; Rick Kern, Professor, French Department; Claudia von Vacano, Executive Director, D-Lab and the Digital Humanities; Emily Hellmich, Associate Director, Berkeley Language Center. 

Theory:  Timothy Tangherlini, Professor, Dept of Scandinavian, Assoc. Director, Berkeley Institute for Data Science; Kent Chang, PhD student, Berkeley School of Information; Catherine Flynn, Associate Professor, Department of English; Ben Spanbock, PhD, College Writing Programs; Kimberly Vinall, Executive Director, Berkeley Language Center

Industry:  Brock Imel, UCB French PhD, Director, Customer Language Engineering at Writer; Margaret Kolb, PhD, College of Engineering; Cristina Farronato, PhD; Department of Italian Studies; Kayo Yin, PhD student, Computer Science; Kayla van Kooten, PhD Student, Department of German

We’re really excited that the UC Berkeley Chief Technology Officer William Allison, who just launched a community of practice around A.I., is going to introduce the panel. 

Stay tuned for more information regarding time, location and RSVP information this week.