academic statement of purpose for phd

7 Great Statement of Purpose Examples + Analysis 2024

Statement of purpose analysis by CEG Grad School coaches Christine Rose, Kathy Liu, Kristin Joys, & Carlos A.

Christine Rose

Kristin Joys

In this guide, we’ll discuss what a statement of purpose is and the content and structural options that go into crafting a strong statement of purpose (often referred to as an SoP). 

Then, we’ll offer 7 statement of purpose examples with in-depth analysis from our grad school admission coaches, so you can understand how to create your own statement of purpose for your grad school applications. 

TABLE OF CONTENTS

• What is a statement of purpose for grad school?

How to structure a statement of purpose

How long should a statement of purpose be, statement of purpose examples for graduate school + analysis, what is a statement of purpose for grad school—overview.

A statement of purpose is a core component of an application for graduate school. Its primary job is to convince the admissions committee that you should be admitted to their specific program. As you’ll see in the examples and analysis below, demonstrating that you’ve done your homework on the program you’re applying to and that you and the grad program fit each other well is essential.

A grad school statement of purpose is first and foremost an academic statement. That is, it is not a personal essay like your undergrad application essay was (although it should include carefully selected details from your personal life insofar as they support your candidacy). Neither is it a creative writing piece (although the more well-crafted the sentences and the more uncommon the vocabulary, the better).

How to write a statement of purpose for grad school

Before you start to write a statement of purpose, you’ll need to spend time thoroughly researching the programs and schools you plan to apply to: 

You should have a clear understanding of their mission statements, and be able to show how your values align with theirs.

Take detailed notes of faculty whose research or academic interests align with yours. Below, you’ll see examples of how you can directly weave them into your SoP to demonstrate fit, and we’ll offer further guidance on what and how to research in our analysis, so you can understand it in the context of concrete examples.

Depending on your circumstances, we’d recommend possibly reaching out to faculty who could serve as potential mentors and with whom you’d like to collaborate.

Because requirements vary from school to school, be sure to closely adhere to any guidelines the school offers. Follow prompts and word counts carefully.

With that preliminary work in mind…

While the first statement of purpose example below has five paragraphs, you’ll notice that the other examples that follow it range from four paragraphs to seven. 

We point this out so you understand that there isn’t a single “correct” structure to follow. Instead, you should feel free to divvy up your statement as you see fit, so long as you follow the schools requirements and cover your required subject matter of the following :

Your accomplishments (The scholarly past that brings you to the current moment (classes, studies, majors, ideas, research, jobs, internships, publications, etc.)

Your goals (scholarly, professional, and humanistic), both for your time in grad school and afterward. 

What your research questions are. What issues, challenges, or problems do you hope to solve (or at least contribute to solving)?

What’s driving you? What are your stakes? Who or what else stands to benefit from your work?

Your motivations: The “why” of it all. (Why this? Why now?)

Why this program and why these professors? (The more precise, the better)

How do you plan on going about finding answers to your questions?

How will you spend your time in graduate school?

How will you take advantage of what this program and university offer (professors, classes, institutes, training, colloquia, conferences, labs, etc.)?

That said, you’ll notice that the statement of purpose examples below generally all follow a standard pattern of:

For example, the first statement of purpose example below uses this structure:

Paragraph one: Introduction

Paragraph two: Background preparation

Paragraph three: Areas of study + naming professors

Paragraph four: Relevant experience

Paragraph five: Conclusion

To address the WHAT, WHY, and HOW. (See detailed analysis below)

The intro section of your SoP should clearly set up why you are applying to this program (whether setting up the origins of your academic focus, or directly stating your intentions). It’s helpful to grab your reader’s attention, but if, for example, you open with a brief anecdote, be sure it clearly thematically ties to your academic interests.

Keep in mind that it can actually be easier to write a placeholder intro until you’ve written the body and conclusion. Once you’ve drafted those, it can be easier to craft an intro section that leads into them, since you’ll actually know where you’re heading.

In the main body , you’ll offer clear, direct evidence of the WHAT, WHY, and HOW above by including details regarding

your academic and/or professional preparation for the program

your fit with the program’s mission/values/academic focus (and show that you’ve thoroughly done your homework)

your strengths and weaknesses

your goals and/or (possibly) your career plans

Specificity is key here: A significant chunk of any SofP must address the candidate’s academic qualifications and preparedness for graduate studies.

A “must” for any SofP regardless of field is to address both what the applicant proposes to study and with whom . The length and depth of the “what” can range widely, from a sentence or two, to a lengthy proposal that delves into the intricacies of topic, time period, sources, methodologies, theories, and approaches. For master’s degrees, it’s fine to remain somewhat general; for doctoral programs, you will want to dig more deeply into current scholarship to demonstrate that you’ve done your research and are capable of contributing original work to the field.

Naming the professor/s whose work aligns with your own is critical. Think of this step as a way to situate yourself within a conversation that is currently taking place in your field, whether in person at academic conferences or in writing through journal articles, book reviews, and other publications. This is the single most important way to show that you take that particular program seriously and that you are not simply copy/pasting your statement and sending it out to as many programs as you can think of, crossing your fingers that one will say yes. This is just like the “ Why Us? ” (note: there’s a research chart at that link that you can use) and “ Why X Major? ” supplemental essays you likely wrote when applying to college. The more research you do, the better. You’ll want to search until you find something to discuss that isn’t on the department’s home page … something that demonstrates Applicant-Program Fit (APF).

Once you learn about the research interests of the professors in the department, keep going! Do a Google Scholar search and read their recent publications. Read their own websites. Find out what scholars they frequently cite, what kinds of questions they are asking, what inspires or troubles them, and what methods they use to answer their questions. Follow the links wherever they lead. You’ll want to learn enough about the debates and discussions in your proposed area to feel confident that your SofP meets the following criteria:

It’s relevant to the professors in the department you’d be joining;

It’s up-to-date regarding the state of knowledge in the field;

It asks the same or similar kinds of “big” questions that the professor/s ask so that even if your specific topic isn’t a match, your questions, goals, perspectives, methods, and/or stakes complement theirs; 

Your qualifications and career goals are comparable to current students or recent graduates.

Each university sets its own length limitations for the SofP, ranging from one page to unlimited pages. Keep in mind that they will have your transcript, resume, and letters of recommendation, so there’s no need to waste space by merely repeating that information. Instead, address how your background shaped the trajectory of your ideas and goals. You might ballpark about 25% of your statement dedicated to background preparation and qualifications and adjust as needed.

The conclusion of your statement of purpose should bring a sense of closure to your writing. You can recap a bit, but in general, you don’t need to summarize all that you’ve just said. Unless your SoP is several pages long, your reader will remember—they just read it.

But it can be very useful to leave your reader with a final insight, and to perhaps frame your path and exploration heading forward (whether career plans after your degree program, or questions you hope to continue to explore and issues you hope to help resolve). Help your readers to see that you are ready for this next step, and that their program is where you belong.

Length of a statement of purpose depends on the specific program’s requirements: Each school will have different limits. As such (and we’re repeating this because it’s essential), be sure to thoroughly read through the program’s website and adhere to any and all guidelines they offer.

Below, we’ll offer 7 successful statement of purpose examples, with in-depth analysis.

Statement of purpose example 1

The following example statement of purpose was written as part of a successful application for Yale Divinity School.

Overview and analysis written by Christine Rose. 

Want to work with Christine through your grad school admissions process? Schedule a call with our team to learn more here .

During the years that I served on the Ph.D. admissions committee for a highly selective graduate program, what I looked forward to the most was studying how each candidate crafted their statement of purpose (SofP). No two were exactly alike. Even if they covered all of their bases, which every strong SofP must, the thinkers and scholarship that were foundational for their respective graduate school goals differed, as did their proposed focus, their personal and theoretical investments, their rhetorical flourishes, their nuanced insights, and the life experiences that lead them to seek this particula r degree from this particular institution.  

The SofP that I analyze below was used to apply to Mat Yale Divinity School (YDS). For readers unfamiliar with MARs, they are generally two-year programs consisting of the academic study of religious histories, texts, art, belief systems, and institutions alongside practical, real-world chances to serve within a community such as a hospital, shelter, assisted living facility, synagogue, mosque, or church. It is a degree open to anyone of any faith—or lack thereof. Yes, agnostics, “spiritual-but-not-religious,” and even some atheists who are drawn to careers in service, activism, justice, and community organizing have opted to go to divinity school.

This SofP gained the author admission to many of America’s most competitive programs: Yale Divinity School, Harvard Divinity School, Princeton Theological Seminary, Boston College School of Theology & Ministry, Boston University School of Theology, and Union Theological Seminary. 

Read it in full first, or scroll down for a paragraph-by-paragraph analysis.

I Will Remember Junia In the introduction to her literary-feminist exegesis, Texts of Terror , Phyllis Trible writes that stories are the “style and substance” of our existence, that they “fashion and fill” our lives. Trible’s assertion is certainly true of my own life: I consumed stories ravenously as a child, and they have defined my personal and academic life thus far. My life has also been defined by the Christian faith. Ironically, I never engaged with the stories most Christians hold dearest until I enrolled in my first religious studies course, Christian history, as a first-year at Grinnell College. In this course, I was rattled by the realization that the Bible had “fashioned and filled” the world around me, my church, the underpinnings of ideas and systems I came in contact with daily, and, perhaps most alarming, the morals and values I had inherited and chosen, without my slightest awareness. As the course continued on, I learned about the first female apostle and was deeply struck by the ease with which a 14th-century translation erased female leadership from the Bible. On the final exam to this course, I was asked “what will you be taking away?” My answer was immediate: I will remember Junia. I spent much of my undergraduate career after this studying literature and learning to write my own narratives as an English major—a pursuit which, continually, drew me back to the themes I studied in courses for a Religious Studies minor. This range of academic focus allowed me to enter my first Biblical Studies course with an eye not only for theology, but with the skills to study literary elements such as narrative structure, genre tropes, and source study. Further, the tension that arose when I began to grapple with the Bible as a piece of literature alongside its value as my Holy book, was, and continues to be, unexplainably thrilling. Consideration of the text’s discontinuities and human errors in academic discourse has enhanced and complicated my personal reading of scripture; likewise, I believe my identity as a woman of faith has enhanced and complicated what I contribute to an academic discourse. I cannot analyze a story like the rape of Tamar in 2 Samuel rhetorically or historically without also considering modern, female readership. The challenge of considering these texts and stories holistically is precisely what I want to lean into in my graduate studies.   My academic interests are primarily in studying New Testament and Biblical Greek, as well as early Christian history, through the lens of women, gender, and sexuality. My curiosity also extends to the extracanonical and gnostic texts. In pursuing Yale Divinity’s M.A. in Religion with a New Testament concentration, I believe I will most fully be able to delve into the intersections of these ideas. I am particularly intrigued by Professor Michal Beth Dinkler’s research in applying contemporary literary theory to New Testament scholarship, as her work resonates closely with the questions I have asked most often as a student.  In addition to my intellectual curiosities, I prepare this application while simultaneously engaging in vocational discernment through a 2020-21 service year with the New York Service & Justice Collaborative, an affiliate of the Episcopal Service Corps. Here, I am able to serve 35 hours each week with a nonprofit which works to create communities of belonging for people with and without intellectual and developmental disabilities. I am serving alongside our executive director as the second employee. This work has given me an education in disability advocacy, theology, and the injustices caused by ableism, and has also granted me the experience of witnessing nonprofit work from the ground level. With the Service Corps, I am also spending one day each week in servant leadership and social justice focused “faith formation”. As someone who has continually been drawn to leadership roles in the past, I have valued the chance to think about leadership intentionally and critically. Yale Divinity’s Transformational Leadership program appeals to me as an outstanding support for my vocational discernment process, and as continuing the leadership training I have just started. It would be negligent of what I hope to experience in a program such as Yale Divinity School’s M.A.R. to state with certainty my current inclination that I will use this degree to pursue a career in education or public service. I wholeheartedly expect that my time in this degree program would radically reshape my approach to Biblical studies, as well as my current understanding of how I want to contribute to the world. Although I did not take New Testament courses during my time as an undergraduate, I believe that my academic background and my interest in studying Biblical Greek will allow me to succeed in this track. I am confident that the programming at Yale Divinity School would both challenge and encourage me in vocational discernment, and grant me the opportunity to learn and contribute my ideas to the field of Biblical studies. — — —

IN-DEPTH ANALYSIS

Paragraph one: introduction.

In the introduction to her literary-feminist exegesis, Texts of Terror , Phyllis Trible writes that stories are the “style and substance” of our existence, that they “fashion and fill” our lives. Trible’s assertion is certainly true of my own life: I consumed stories ravenously as a child, and they have defined my personal and academic life thus far. My life has also been defined by the Christian faith. Ironically, I never engaged with the stories most Christians hold dearest until I enrolled in my first religious studies course, Christian history, as a first-year at Grinnell College. In this course, I was rattled by the realization that the Bible had “fashioned and filled” the world around me, my church, the underpinnings of ideas and systems I came in contact with daily, and, perhaps most alarming, the morals and values I had inherited and chosen, without my slightest awareness. As the course continued on, I learned about the first female apostle and was deeply struck by the ease with which a 14th-century translation erased female leadership from the Bible. On the final exam to this course, I was asked “what will you be taking away?” My answer was immediate: I will remember Junia. — — —

I’m assuming most of you are wondering who Junia is. One might expect the author to offer her background in the rest of the SofP, but in this case, our expectation would be disappointed, so here’s some background. 

Junia is mentioned only once in the Christian Bible, in the Old Testament (Paul’s epistle to the Romans, chapter 16 verse 7). From biblical scholarship, we know that Junia was a woman who worked alongside Paul, the Greek-speaking Jewish guy from Asia Minor who spread the message of Christianity in the first century. As they went from town to town shaking things up and announcing that Jesus was the son of God, they became a threat to local authorities and both were imprisoned. 

The significance is not that she’s supposed to have done or said anything highly memorable (scandalous, miraculous, radical, deplorable, etc.). Her historical noteworthiness is that in the 14th century, some scribe somewhere added an ‘s’ to her name, which effectively turned her into a man. Similar to how if one changed the final ‘a’ to an ‘o’ in names like Claudia, Maria, or Julia, readers would no longer assume a female referent but would rather assume the person in question was a guy. Thus by centering the first paragraph around Junia, the author is further situating herself within the history of feminist scholarship that she had already laid the groundwork for in the opening sentence by referring to “literary-feminist exegesis” (exegesis = critical interpretation of scripture). 

Now let’s look at the opening sentence:  

“ In the introduction to her literary-feminist exegesis, Texts of Terror, Phyllis Trible writes that stories are the “style and substance” of our existence, that they “fashion and fill” our lives.”  — — —

What I like about this opener is that:

It shares some of the author’s values (feminism, the power of narrative and storytelling to create meaning). 

It engages with a specific scholar, text, and concept and thereby avoids generalities.

It’s exceedingly unlikely that other candidates that year wrote a similar first sentence, which means that it was

Not predictable and not formulaic

The book she refers to, Texts of Terror: Literary-Feminist Readings of Biblical Narratives , was written by a renowned feminist biblical scholar and based on a series of lectures she delivered at Yale. The admissions committee reading this SofP would be familiar with the text and that lecture series, and so it additionally demonstrates that this applicant has done her homework and knows the specificities of what kinds of scholarship Yale’s Divinity School has supported in the past. 

If I were to point to any weaknesses, I would note that the idea she summarizes is not original. That said, the many strengths far outweigh the one weakness. One final note about the hook: I like it in part because of its simplicity. Oftentimes, we paralyze ourselves with fear by telling ourselves that our first sentence has to be mind-bogglingly brilliant, when the truth is that it simply must be thoroughly designed to inform the reader of something critical we hope to accomplish in our graduate studies. 

Again, a grad school statement of purpose is first and foremost an academic statement. In this case, by placing herself in conversation with an influential scholar in the field, the author demonstrates from the get-go that she brings knowledge of the field that she feels she is ready to embark upon at Yale.

Moving on, the rest of the paragraph builds upon the power of stories, specifically within the Christian faith, and the author situates herself both personally (as a Christian) and academically (as a student of Christian history). By far the best sentence in this paragraph is where the author admits to being “rattled” by the realization that so much of her life had been “fashioned and filled” by the Bible unbeknownst to her. I like this for two reasons. 

First: rattled. It’s a cool word! Uncommon, yet familiar. It precisely names an emotion we’ve all felt upon occasion, an experience that is akin to the “Aha” or Eureka moment of sudden realization or insight that psychologists have long studied. But there is an added connotation of dread or fear. Psychologically, it takes courage to probe deeply into what we’ve been rattled by, so …

The second reason this stands out is that this sentence shows something about the author’s maturity, ability for self-reflection, and character. 

In the remainder of the paragraph, the author ties the feminist, literary, Biblical, and historical strands together by sharing her discovery of the 14th-century erasure of a female character from Biblical stories. 

PARAGRAPH TWO: BACKGROUND PREPARATION

I spent much of my undergraduate career after this studying literature and learning to write my own narratives as an English major—a pursuit which, continually, drew me back to the themes I studied in courses for a Religious Studies minor. This range of academic focus allowed me to enter my first Biblical Studies course with an eye not only for theology, but with the skills to study literary elements such as narrative structure, genre tropes, and source study. Further, the tension that arose when I began to grapple with the Bible as a piece of literature alongside its value as my Holy book, was, and continues to be, unexplainably thrilling. Consideration of the text’s discontinuities and human errors in academic discourse has enhanced and complicated my personal reading of scripture; likewise, I believe my identity as a woman of faith has enhanced and complicated what I contribute to an academic discourse. I cannot analyze a story like the rape of Tamar in 2 Samuel rhetorically or historically without also considering modern, female readership. The challenge of considering these texts and stories holistically is precisely what I want to lean into in my graduate studies.  — — —

A significant chunk of any SofP must address the candidate’s academic qualifications and preparedness for graduate studies. While the author doesn’t go into depth, she briefly explains how her undergraduate major (English) and minor (Religious Studies) prepared her to wrestle with hermeneutic challenges that could easily present themselves to a feminist scholar of a religious text that contains repeated references to sexual assault and the subordination of women.

Sidebar: It’s often—but not always—appropriate to share relevant personal identificatory information (here, the applicant’s religion because she’s applying to divinity school; in other cases, insofar as the information strengthens the overall application or helps tell the story that prepared the person to apply for X degree, it might be worthwhile to share nationality, age, disability, sexuality, gender identity, geographic origin, race, class, and/or ethnicity). 

Not sure what’s relevant and appropriate to share? Wondering how much is too much to share? Afraid of coming across as a victim?

Contact College Essay Guy’s Graduate Division for a 1:1 coach who can help you think through your options and present your story in a way that enhances, not detracts from, your candidacy.

PARAGRAPH THREE: AREAS OF STUDY AND NAMING THE PROFESSORS

My academic interests are primarily in studying New Testament and Biblical Greek, as well as early Christian history, through the lens of women, gender, and sexuality. My curiosity also extends to the extracanonical and gnostic texts. In pursuing Yale Divinity’s M.A. in Religion with a New Testament concentration, I believe I will most fully be able to delve into the intersections of these ideas. I am particularly intrigued by Professor Michal Beth Dinkler’s research in applying contemporary literary theory to New Testament scholarship, as her work resonates closely with the questions I have asked most often as a student. — — —

As discussed in the intro, a “must” for any SoP is to address what the applicant proposes to study and with whom . The paragraph above does so clearly and directly, in particular citing a professor (Dinkler) whose work aligns with the writer’s interests, demonstrating both that she’s done her homework on the program (one vital element of an SoP) and that she and the program/faculty align well regarding values and focus.

To be sure your SoP demonstrates Applicant-Program Fit, plan on spending a good amount of time researching the professors and their interests in the departments you’re applying to. Explore their publications and websites, the questions they’re asking and how they answer them. Build a doc containing this research, so that once you dive into writing and revising your SoP, you can weave in details that show how you and the department fit together.

Want to talk through the pros and cons of pursuing a purely academic degree versus a professional degree? Not sure of the difference? Let us know your situation!

As always, the depth of research, level of scholarship, and degree of originality differs significantly, depending on whether you are seeking a master’s or doctoral degree. If you are applying for a master’s degree, you don’t need to do as much research on the specific professors, although mentioning a few is always in order. You also don’t need to know what that professor is currently working on or plans to work on next, because master’s degrees offer a general mastery of a field and are less dependent on the student’s original contributions.

PARAGRAPH FOUR: RELEVANT EXPERIENCE

In addition to my intellectual curiosities, I prepare this application while simultaneously engaging in vocational discernment through a 2020-21 service year with the New York Service & Justice Collaborative, an affiliate of the Episcopal Service Corps. Here, I am able to serve 35 hours each week with a nonprofit which works to create communities of belonging for people with and without intellectual and developmental disabilities. I am serving alongside our executive director as the second employee. This work has given me an education in disability advocacy, theology, and the injustices caused by ableism, and has also granted me the experience of witnessing nonprofit work from the ground level. With the Service Corps, I am also spending one day each week in servant leadership and social justice focused “faith formation”. As someone who has continually been drawn to leadership roles in the past, I have valued the chance to think about leadership intentionally and critically. Yale Divinity’s Transformational Leadership program appeals to me as an outstanding support for my vocational discernment process, and as continuing the leadership training I have just started.

This paragraph addresses the author’s current position insofar as it dovetails with Yale Divinity’s mission. Read this from the YDS website :

“We stand between the more strictly academic approach of a department of religion and the more practical, parochial orientation of the seminaries. We educate and prepare the scholars, ministers, and leaders of the future.”

YDS values service and leadership , so by combining her commitment to inclusive communities, social justice, conscientious leadership, and disability advocacy, she places herself firmly within Yale’s reputation for valuing diversity, serving local communities both secular and religious, and leaning left-of-center. Finally, she “talks the talk”: in the Christian tradition, discernment means more than its common denotation of the ability to judge right from wrong (truth from falsehood, etc.) wisely. It’s a term that refers to the ability to approach all aspects of life biblically. In some denominations, it’s a formal step on the way to becoming a priest. Used in this SofP, it means that the author isn’t 100% certain of her exact career goals, but that she is committed to approaching her process of inquiry through prayer and conversations with those at YDS. 

FINAL PARAGRAPH: CONCLUSION

It would be negligent of what I hope to experience in a program such as Yale Divinity School’s M.A.R. to state with certainty my current inclination that I will use this degree to pursue a career in education or public service. I wholeheartedly expect that my time in this degree program would radically reshape my approach to Biblical studies, as well as my current understanding of how I want to contribute to the world. Although I did not take New Testament courses during my time as an undergraduate, I believe that my academic background and my interest in studying Biblical Greek will allow me to succeed in this track. I am confident that the programming at Yale Divinity School would both challenge and encourage me in vocational discernment, and grant me the opportunity to learn and contribute my ideas to the field of Biblical studies.

The conclusion in this sample Statement of Purpose turns toward the future by addressing potential careers. The author comes across as open to being shaped by her experiences, should she attend YDS. She strikes a nice balance of being focused in her academic interests yet malleable in her professional goals. This is important to keep in mind when writing your own SofP. If you come across as overly rigid and not open to the guidance that professors have to offer, they might question the necessity of you studying in their program. You want to sound eager to take part in dialogue, take advantage of the program’s offerings, and learn through and contribute to conversations with peers and mentors. 

Statement of purpose grad school example 2

Overview and analysis by Carlos A.

Want to work with Carlos through your grad school admissions process? Schedule a call with our team to learn more here .

The statement of purpose example below is geared towards application for the Masters in Sociology and Education at the Teachers College, Columbia University, one of the oldest and top-ranked education programs in the nation. This applied degree program is designed to give educators cross-disciplinary skills needed to apply sociological concepts to their approach as educators, specifically focusing on developing “sociological imagination” to understand inequality discrepancies in education and how to use this understanding to guide their “micro-level day-to-day experiences” as educators. As such, this degree program seeks educators that would like to continue their education with an emphasis on how to integrate sociological understanding of macro-level inequality in their teaching and mentorship pedagogy. Using the Teacher’s College’s strong commitment to social justice as a starting point, this degree program provides students with the tools needed to conduct both qualitative and quantitative social analysis of education to foster a better understanding of the social, political, and economic causes of inequality in the field of education.

In the forthcoming statement of purpose analysis, we assess a solid statement of purpose (the applicant was accepted to the program) that can also be improved towards providing a competitive application for this degree program. After all, a statement of purpose is an academic statement designed to build a thesis as to why the academic interest of the student is a “good fit” for the academic program considered and to signal ultimate success if selected for admission to the department.

Specifically, we focus on:

Whether the applicant emphasizes intellectual interests congruent with the mission of the education department’s degree program

Whether past professional and personal experiences help shape these intellectual interests, and 

How completion of the applied degree program will provide the applicant with the skillsets they need to advance their career objectives in the education field.

Overall, this statement of purpose, while requiring some editing, establishes a strong foundation, anchoring a successful application to a highly ranked applied education degree program. As the specific analysis will show, the applicant draws on their wide-ranging professional experience in public educating systems serving diverse populations to articulate both their intellectual interests in assessing the social causes of inequality in education and identifying faculty mentors to guide the development of these interests while in the program towards their professional development as educators.

One of the most prominent instances that made me realize the deep-seated educational disparities for minority and lower-income students occurred when I tested a 5th grade Philadelphia public school student named Jenna. Her results revealed that Jenna was barely capable of reading on a 1st grade level. Despite the fact that my interaction with Jenna left me upset and frustrated, it catalyzed my desire to work towards narrowing the achievement and opportunity gaps that students and school systems encounter in our country.  Pursuing a Master’s degree in Sociology and Education at Teachers College will empower me to better support underserved students by gaining a comprehensive understanding of the U.S. education system, engaging with professors who are leaders in the field of urban education, and acquiring research skills that will enable me to critically analyze school systems from a sociological perspective. I am determined to attend Teachers College because my goal is to translate theory into practice while studying in the heart of one of the largest and most diverse school districts in the country. My experience as a Posse Scholar at Bryn Mawr College and working in the education nonprofit sphere in Philadelphia has allowed me to interpret the education system from a number of diverse viewpoints. However, I strive to gain a deeper understanding of education policy, strategies, and theories in order to further inform my career in education, specifically within K-12 reform and college access. After graduating Bryn Mawr College as a Posse Foundation Scholar, I recognized the transformative potential that a quality education has on the lives of students who are products of under-resourced school districts. During my time at Bryn Mawr I took classes such as Race, Gender and Culture and The Black Self: Identity and Consciousness which dissected race and social identity from a perspective that allowed me to better understand systemic racism and how communities of color shape and mold their consciousness. These courses, coupled with complex conversations about race and social justice, stimulated my passion to combat the forces and mindsets that continue to disadvantage minority youths. My involvement as a Posse Scholar fueled my determination to empower students and led me to become a freshman peer mentor to first-generation and international students during my senior year. While pursuing my undergraduate degree, I had the opportunity to produce an independent qualitative thesis entitled, The Role of Communication in Developing Bryn Mawr College Students’ Religious Identity. I obtained invaluable analytical skills, utilized various methods of collecting qualitative and quantitative data, and became inspired to eventually refine my research skills at the graduate level. My multifaceted experience as a student motivated me to pursue a career in education nonprofits and work at organizations that focus on youth development, race, and social justice. My entry into professional education began at Leading Educators, a nonprofit dedicated to identifying high quality teachers in the D.C. public school system for their Teacher Leadership Fellowship. This organization exposed me to the opportunity gaps that lower-income students face within the D.C. public school system and fueled my passion to advocate for educational equity. While I learned many technical skills, such as grant writing and event planning, the most beneficial aspect of the role came from engaging with principals, teachers, and policy makers from the Department of Education. These interactions compelled me to explore educational issues first-hand, stimulated my desire to work with students directly, and galvanized me to dissect the complex connections between K-12 reform and college access. My current position at For Love of Children (FLOC) involves supporting students like Jenna who are severely below grade level and have limited access to quality educational resources. As a Scholars Program Coordinator, I facilitate free after-school workshops on grade-based curriculum as well as postsecondary preparation for 8th and 11th grade students from the D.C. community. During my time at FLOC, I have refined our 11th grade SAT program, which is now more individualized to each student’s skill level in math and reading. Each week, I collaborate with their tutors by receiving feedback on student progress and adjusting the difficulty of their practice tests to ensure they are strengthening areas of improvement. As I work with students to achieve their postsecondary goals, they begin to see their own potential and build confidence. However, there are still many faults in our K-12 public education system that continue to prevent students of all racial and socio-economic backgrounds from receiving an equitable education. Although I have expanded my knowledge of urban education and college access while working in the nonprofit sector, acquiring a Master’s degree at Teachers College will provide me with the fundamental skills and resources needed to effectively support a diversity of students. Having the opportunity to attend and take courses at Teachers College with innovators such as Amy Stuart Wells truly excites me because of my admiration for her research on race and school desegregation. In April 2016, I had the opportunity to hear Professor Wells speak at a seminar titled, Taking Action on School Diversity. Her speech inspired me to explore the policies and practices being implemented in order to attain racial diversity in schools around the country. I am also eager to explore Professor Jeffrey Henig’s work on reforming urban schools and analyzing the intersections of race, politics, and education in urban environments. The unique perspectives of these and other educators will provide me with the tools necessary to build upon my own experiences in the field of education. Additionally, after speaking with several students currently in the Sociology & Education program and attending an open house, I can think of no institution more perfectly suited to my interests and ambitions. I am confident in my abilities to excel as a graduate student and apply the newfound research methods, theories, and strategies to all my future professional endeavors in education. — — —

One of the most prominent instances that made me realize the deep-seated educational disparities for minority and lower-income students occurred when I tested a 5th grade Philadelphia public school student named Jenna. Her results revealed that Jenna was barely capable of reading on a 1st grade level. Despite the fact that my interaction with Jenna left me upset and frustrated, it catalyzed my desire to work towards narrowing the achievement and opportunity gaps that students and school systems encounter in our country.  Pursuing a Master’s degree in Sociology and Education at Teachers College will empower me to better support underserved students by gaining a comprehensive understanding of the U.S. education system, engaging with professors who are leaders in the field of urban education, and acquiring research skills that will enable me to critically analyze school systems from a sociological perspective. I am determined to attend Teachers College because my goal is to translate theory into practice while studying in the heart of one of the largest and most diverse school districts in the country. My experience as a Posse Scholar at Bryn Mawr College and working in the education nonprofit sphere in Philadelphia has allowed me to interpret the education system from a number of diverse viewpoints. However, I strive to gain a deeper understanding of education policy, strategies, and theories in order to further inform my career in education, specifically within K-12 reform and college access.

The first two paragraphs of this academic statement help lay the foundation for point (1) above by establishing the applicant’s intellectual interest in sociology and education. First, the applicant draws on personal experience as a public-school educator in Philadelphia to motivate the desire to both assess inequity in achievement and opportunity gaps among public education students. By establishing this personal narrative, the applicant is conveying practitioner experience in one of the core areas of the degree program which focuses on the determinants of inequality in educational outcomes. One editing suggestion moving forward would be to more explicitly state how these experiences help inform the academic mission of the degree program. The applicant hints how the experience as a public-school educator in underserved communities helps inform interest in the Teacher’s college degree program, but this can be tied in a more explicit way by further highlighting other cases in which inequity in learning outcomes was observed firsthand.

Taken together, this first section helps address the first key component of this statement of purpose (1) by emphasizing how personal experience informed an interest in studying the causes of educational inequities and how this interest is congruent with the sociological perspective of the department: demonstrating how you align with the mission, vision, and values of the program and institution is key

Now onto the next pargraph:

After graduating Bryn Mawr College as a Posse Foundation Scholar, I recognized the transformative potential that a quality education has on the lives of students who are products of under-resourced school districts. During my time at Bryn Mawr I took classes such as Race, Gender and Culture and The Black Self: Identity and Consciousness which dissected race and social identity from a perspective that allowed me to better understand systemic racism and how communities of color shape and mold their consciousness. These courses, coupled with complex conversations about race and social justice, stimulated my passion to combat the forces and mindsets that continue to disadvantage minority youths. My involvement as a Posse Scholar fueled my determination to empower students and led me to become a freshman peer mentor to first-generation and international students during my senior year. While pursuing my undergraduate degree, I had the opportunity to produce an independent qualitative thesis entitled, The Role of Communication in Developing Bryn Mawr College Students’ Religious Identity. I obtained invaluable analytical skills, utilized various methods of collecting qualitative and quantitative data, and became inspired to eventually refine my research skills at the graduate level. My multifaceted experience as a student motivated me to pursue a career in education nonprofits and work at organizations that focus on youth development, race, and social justice. My entry into professional education began at Leading Educators, a nonprofit dedicated to identifying high quality teachers in the D.C. public school system for their Teacher Leadership Fellowship. This organization exposed me to the opportunity gaps that lower-income students face within the D.C. public school system and fueled my passion to advocate for educational equity. While I learned many technical skills, such as grant writing and event planning, the most beneficial aspect of the role came from engaging with principals, teachers, and policy makers from the Department of Education. These interactions compelled me to explore educational issues first-hand, stimulated my desire to work with students directly, and galvanized me to dissect the complex connections between K-12 reform and college access. My current position at For Love of Children (FLOC) involves supporting students like Jenna who are severely below grade level and have limited access to quality educational resources. As a Scholars Program Coordinator, I facilitate free after-school workshops on grade-based curriculum as well as postsecondary preparation for 8th and 11th grade students from the D.C. community. During my time at FLOC, I have refined our 11th grade SAT program, which is now more individualized to each student’s skill level in math and reading. Each week, I collaborate with their tutors by receiving feedback on student progress and adjusting the difficulty of their practice tests to ensure they are strengthening areas of improvement. As I work with students to achieve their postsecondary goals, they begin to see their own potential and build confidence. However, there are still many faults in our K-12 public education system that continue to prevent students of all racial and socio-economic backgrounds from receiving an equitable education. Although I have expanded my knowledge of urban education and college access while working in the nonprofit sector, acquiring a Master’s degree at Teachers College will provide me with the fundamental skills and resources needed to effectively support a diversity of students.

The preceding paragraphs offer an excellent description of how past professional experience helps shape the applicant’s interest in assessing the macro-level dynamics of inequality in public education. 

First, the applicant begins with a discussion of their rich undergraduate experience, particularly as a Posse scholar studying systemic racism. This section would be strengthened by clearer discussion of what this scholar program entails, particularly in emphasis of racial justice highlighted. 

Second, the highlighting of professional experience in serving underserved and challenged students in Washington, DC, effectively signals practitioner experience in one of the key components of the academic program of interest, that of assessing and addressing the causes of educational outcome inequities. This section is rich in practitioner experience, such as collaborating with tutors refining the SAT preparation program in reading and math. This practitioner experience signals rich qualitative experience that demonstrates to the admissions committee that the applicant can bring a “real-world” perspective to the graduate program. Indeed, this section speaks to (2) how past professional and personal experiences help shape the intellectual interests emphasized by the prospective degree program, indicating a seamless fit between the applicant’s academic interests and the mission of the degree program.

Let’s see how the student closed this personal statement:

Having the opportunity to attend and take courses at Teachers College with innovators such as Amy Stuart Wells truly excites me because of my admiration for her research on race and school desegregation. In April 2016, I had the opportunity to hear Professor Wells speak at a seminar titled, Taking Action on School Diversity. Her speech inspired me to explore the policies and practices being implemented in order to attain racial diversity in schools around the country. I am also eager to explore Professor Jeffrey Henig’s work on reforming urban schools and analyzing the intersections of race, politics, and education in urban environments. The unique perspectives of these and other educators will provide me with the tools necessary to build upon my own experiences in the field of education. Additionally, after speaking with several students currently in the Sociology & Education program and attending an open house, I can think of no institution more perfectly suited to my interests and ambitions. I am confident in my abilities to excel as a graduate student and apply the newfound research methods, theories, and strategies to all my future professional endeavors in education.

The concluding paragraph helps address two key components of this statement of purpose: 

First, this paragraph explicitly states which faculty member the applicant would like to work with during their degree program based on the research agenda of the faculty member. This is critically important in signaling that the applicant could immediately begin pursuing their intellectual interests at the beginning of their degree program. 

Secondly, this paragraph hints at how the sociology & education program could provide “newfound research methods, theories, and strategies” that will serve the applicant well in “future professional endeavors in education.” 

One suggestion to strengthen even further is to build out this thesis by explicitly stating what research methods and theoretical frameworks could be gained in the degree program that will help shape future career objectives. 

This paragraph lays a strong foundation in addressing the third component (3) of how completion of the applied program can inform future endeavors. In conjunction with highlighting the desired faculty mentor, building this thesis can further catalyze the “perfect fit” between the applicant’s academic interests and the intellectual mission of the sociology & education program.

Statement of purpose for graduate school example 3

The following statement of purpose example was written for the INSEAD MBA program .

The explanation and analysis below was written by Kristin Joys.

Want to work with Kristin through your grad school admissions process? Schedule a call with our team to learn more here .

Having worked in academia for more than two decades, I’ve had the opportunity to serve on graduate admissions committees, and I’ve also been asked to write hundreds of letters of recommendations for students applying to graduate school (most often MBA programs, Law School, and advanced degrees in the social sciences—as much of my academic work is focused on social impact & sustainable business related issues). One of the things I love most about this work is reading (and helping students to craft) a strong Statement of Purpose—when done well, they give the admissions committee a clear and concise picture of students’ experience, accomplishments, aspirations, and how they will be an asset to the program they seek to attend. 

Some schools, like the example below from INSEAD, require applicants to complete a series of short-answer essays rather than a singular SoP. In some ways, the series of individual short-answer essays required by INSEAD makes the process easier for the student to demonstrate that they are a strong candidate. When a student is tasked with responding to individual short-answer essays, there is no risk that the student might omit key information from a SoP and thus risk being perceived as a less well-qualified or less appealing candidate. Whether on a singular SoP or in a series of short-answers, it is essential that students’ narratives articulate their interests in specific programs to which they are applying, their prior academic performance and professional experience, self-awareness and clarity around their strengths and weaknesses, as well as their future aspirations—leveraging the experience and skills they will gain as a MBA student to acquire positions and roles as a leader and changemaker. 

INSEAD is one of the world’s leading business schools. The main campus is located in Fontainebleau, France (just 45 minutes from Paris by train), with additional campuses in Singapore, Abu Dhabi, and San Francisco. For many years, INSEAD has been considered “the Harvard of Europe” (in fact, it was founded in 1957 by a Harvard Business School graduate) and attracts students and expert faculty from around the world. A MBA degree from INSEAD is a respected credential that opens doors and advances careers. 

Reviewing this applicant’s essays was nostalgic for me as, after earning my Ph.D. in Sociology (in 2003) and a Post Doc in Management & Marketing (in 2012), I had the opportunity to study at INSEAD’s Fontainebleau campus in Fall 2012 when I participated in INSEAD’s International Social Entrepreneurship Programme and earned a Certificate of Executive Education in Social Entrepreneurship. I was among 50 students hailing from 24 countries around the world, and I was the only person attending from the U.S. A number of my classmates and colleagues were enrolled in (or applying to) the INSEAD MBA program and all of our faculty were respected INSEAD MBA instructors as well. I enjoyed reading the applicant’s mention of the various programs and activities he looked forward to participating in as a future INSEAD student (as they rang familiar from my time on campus there).

This applicant gained admission to and excelled in INSEAD’s MBA program. Below, I’ve provided an analysis of each of the applicant’s short-answer essays—there are a total of eight, with word limits ranging from 100 to 500 words. Together, the applicant’s responses make a strong case to the admissions committee that the applicant is not only an excellent fit for their MBA program and will perform well as a student, he will be an asset to his classmates—and also that his future successes will reflect positively on the program and university. 

Short Answer Response Analysis

1. Give a candid description of yourself (who are you as a person), stressing the personal characteristics you feel to be your strengths and weaknesses and the main factors which have influenced your personal development, giving examples when necessary (maximum 500 words).*

I didn’t realize how much my first interview would impact my future. It wasn’t a meeting with a recruiter or Fortune 500 CEO. I was 6 years old, sitting across from the international baccalaureate (IB) school’s admissions counselor. “Would you like to proceed in English or Spanish?” she asked. “English!” I said, surprising my mother. We had arrived in the US from Chile less than a year earlier when my father was transferred to lead his firm’s new telecommunications subsidiary. I was new to English but eager to dive in. Mama initiated my interest in languages as she had been educated at Universidad de Chile, and understood the value of global education. Together, these interests motivated me to enroll in IB’s French immersion program, to be surrounded by classmates from many cultures and nationalities, which enriched my learning dramatically. As an immigrant, I also understood the value of hard work from an early age. In high school that meant balancing my long study hours with working up to 20 hours/week at the Mexican restaurant my family started in Tampa Bay following Papa leaving the corporate world (after building the subsidiary to 600+ employees prior to its sale). Resilience has become another cherished value. For example, when I failed to gain preadmission to UNC’s Kenan-Flagler business school, I committed to putting in the work to make this happen during regular admissions, and succeeded, completing my last two years of college at the b-school. Throughout life, I’ve sought growth from enriching global experiences. Immediately after college, I backpacked across five Latin American countries, ending with a two-month internship in Chile. I was elated to practice my Portuguese in Brazil and connect with new people, whether sharing a meal with a stranger at a train station in Boa Vista or couch-surfing through Uruguayan beach towns. My travels have pushed me out of my comfort zone, boosted my resourcefulness, reminded me of my privilege, and highlighted how much more I have to learn. My experience has also motivated me to make a difference for others. At UNC, I joined EASE (Easing Abroad Students Entry) to mentor incoming study-abroad students. For instance, I helped Andres from Spain navigate campus and Chapel Hill, and brought him into my friend group to enjoy outings at restaurants and events like the UNC-Duke game. Now, having worked in Canada, China, Mexico, and countless U.S. states, I am eager to make a global impact while working closely with ambitious colleagues (see Career Vision essay). To do that I’ll harness my ambition but also continue ameliorating my shortcomings, like how I learned to manage my past tendency to rely on “brute force.” As a Senior Analyst, I failed to leverage the available knowledge at my firm for some challenging client work-streams, forcing me to restart from scratch to succeed. I’ve come a long way from that IB interview at age 6, learning and growing from each new experience. Now I’m excited to share and build on all of my values at INSEAD. — — —

Analysis: 

The student does an outstanding job of offering a candid description of themselves, using vivid examples to emphasize the main factors that influenced their personal development. By framing the essay around their experience immigrating to the U.S. from Chile at age 6, their IB education, their fluency in multiple languages (Spanish, English, French, and Portuguese) and their ability to navigate various cultural settings (having worked & traveled in the U.S., Canada, China, Mexico, and five additional Latin American countries), they both explicitly and implicitly communicate to the admissions committee not only that they are a competent and experienced business professional but also that they are aligned with INSEAD’s “business school for the world” mission. By using language like “Mama” and “Papa” rather than Mother and Father, the student’s essay feels relatable and authentic. 

The essay prompt requests that applicants mention the personal characteristics they feel to be their strengths and weaknesses. The student weaves mentions of their strengths throughout, both implicitly and explicitly. In this single sentence the student does a remarkable job of clearly, concisely, and cleverly leveraging their self-awareness to coherently detail some of the strengths they have gained through their experiences: 

“My travels have pushed me out of my comfort zone, boosted my resourcefulness, reminded me of my privilege, and highlighted how much more I have to learn.”

Only in the last paragraph do they mention two weaknesses—their tendency to rely on “brute force,” as well as their failure to leverage available knowledge at firm—forcing them to have to start from scratch. It goes without saying that when presented with a prompt like this, it’s in students’ best interests to emphasize their strengths (as this student did, by mentioning many strengths and just two weaknesses). I would have liked to have seen a bit more in that last paragraph, as the student seemed to attempt to wrap the entire essay up with one sentence following his mention of weaknesses. When possible, I find it to be a more effective tactic to mention “weaknesses” that can also be perceived to be strengths (for example, being “detail-oriented” is a strength in many context, but it can be a weakness if one’s concern for details causes them to miss deadlines or lose sight of the big picture). 

Overall, this student aptly leverages the prompt in this essay to demonstrate how they are very much aligned with the mission, vision, and values of the program to which they are applying. 

2. Describe the achievement of which you are most proud and explain why. In addition, describe a situation where you failed. How did these experiences impact your relationships with others? Comment on what you learned (maximum 400 words). *

Growing at Andersen “Salud!” In February 2019, we clinked glasses with our Mexico-based client director to celebrate implementation of the second global shared-services center I’d worked on. That engagement, and the client’s previous service-center in Japan, represented 1.5 years of work for me. My role had spanned nearly every domain: gathering requirements for their proposed HR-self-service portal, holding workshops with global client representatives from 30+ countries to customize design; meeting with local SMEs to draft desktop and system procedures. I became skilled at navigating localized issues—such as an SME’s preferred way of working—and finding the right balance between high customer usability/satisfaction and keeping processes and systems efficient, streamlined, and accessible. I also managed a 5-person offshore team supporting the launch, and became a go-to team member based on the agile-development knowledge I picked up as scrum master. Andersen partners and client executives were thrilled with the results, and I was entrusted to represent our team in Japan and Mexico as a rising leader and thought partner. — — — Family Challenges Last year, when we learned Dad’s cancer had returned, we wept. He had been our role model, our glue, an ambitious man who worked hard to rise from a Chilean farm town to a high-level executive, taking us to exciting new lands and opportunities. “I can beat this,” he assured us as the disease progressed. However as he struggled to survive, so did our family bonds. Dad had always been our mediator and, while I tried to take on that role as the middle sibling of three, it wasn’t easy. The night he lost his final battle, our collective stress boiled over, with a flashpoint between my siblings who held longtime resentment. My mother and I tried to step in, without luck. Over the weeks that followed, our once-harmonious family became fractured, pushed to the limit by Dad’s passing, the pandemic, and a national political divide reflected in our own home. After backing off initially, I worked quietly to address the gap, planning a family barbecue, meeting with attorneys to ensure legal matters didn’t compound the issue. We miss Papa deeply, and there are no easy answers, but we are healing now, slowly. My highs and lows demonstrate that relationships are about earning trust by being there for others—whether a client, teammate, or sibling—and giving people space and time as needed, all as part of mutual support and growth. — — —

In both of the short-answer responses above, the student does a great job of directly responding to the prompts while continuing to offer details that position themselves as being very much aligned with the global emphasis of the program to which they are applying. 

The first paragraph, describing their achievement helping a SME (in Mexico) to implement a global shared-services center (in Japan), does a great job of both colorfully and concisely explaining the key role they played in helping their company to become a success. I would recommend very small edits of spelling out SME the first time the abbreviation is used: while the professionals working on a business school admissions committee will typically know they meant “Small Medium Business,” SME also has other common meanings like “Subject Matter Expert,” and given the global audience, it’s best to err on the side of clarity. I’d also recommend they omit the slash mark in, “high customer usability/satisfaction” replacing it with the word “and” or even “and/or,” rather than a more informal slash mark.

The student’s second paragraph responds to the prompt, “describe a situation where you failed.” The student chose to write about dealing with and working to overcome a challenging situation, helping the reader to understand their personal strengths of commitment, persistence, and compassion when navigating the loss of their father. However, I’d assert that this challenging situation was not a “failure.” They mention that they “tried to step in, without luck”—so one can see that perhaps they feel like they “failed” in that way, but it’s clear that the situation is more complicated than what one person’s action might remedy. If I were advising this student, I’d suggest they choose a different approach to this prompt, one that shows their self-awareness, maturity, and growth by highlighting a failure, the lessons learned, and how their relationships (or skills and abilities) have been impacted and improved by their experience (Failure is a part of life. Your readers know this. They want to see that you also know it, and know how to learn from it, rather than fearing failure or fearing people knowing about your failures ). 

3. Describe all types of extra-professional activities in which you have been or are still involved for a significant amount of time (clubs, sports, music, arts, etc). How are you enriched by these activities? (maximum 300 words) *

Having multiple life activities enriches me and brings me joy. Music: I started playing drums at age 10 and was instantly hooked. Music became my main outside-of-school/work pursuit, whether playing in a band or enjoying the local music scene with friends wherever I lived. Today I’m still passionate about playing and listening, but have shifted much of my attention to music production. I blend samples and recordings to create house music, and last year completed an online music production program with top label Toolroom Records. I’m increasingly part of the house music production scene, having released two songs already, with growing listenership. Music invigorates and relaxes me, while providing a sense of community and a creative cohort, each of us learning from the others. Sports: Growing up I played on a travel soccer team and learned the power of teamwork and competitive spirit. Today I play in weekly pickup games, and am eager to continue with INSEAD’s football club. Beyond soccer I’m a half-marathoner and love getting muddy in Spartan Races. As a former skateboarder and now-avid snowboarder, I planned several trips for my ski group, including one to Verbier and Val-d'Isère. I’d love to take classmates on a similar trip, or to beautiful dive spots around Singapore (I’m a PADI-certified diver), enhancing our skills and experience.  Service: In college, I loved giving back, such as working with EASE (Essay 1), tutoring immigrants via LINC, and mentoring small-business owners with the Carolina Microfinance Initiative (CMI). For example, I helped a woman implement her idea of bringing affordable eyeglasses to her Nicaraguan town by teaching her to write a business plan and create a supply chain. She paid off her micro-loan in two months! At INSEAD, I plan to join INDEVOR to continue paying it forward. — — —

This is an excellent response to the prompt. It would have been ideal for the opening to be longer than one line, but given the word limit, the student provided a concise introduction. 

The student positions themselves positively by offering examples of extracurriculars they enjoy including the arts (music), sports (football/soccer, running,  skateboarding, skiing, diving), and service providing specific examples of each. 

Their response really shines when mentioning by name similar endeavors offered by INSEAD they look forward to joining. This shows the admissions committee that the student has “done their homework” and is genuinely interested in attending INSEAD and taking advantage of the opportunities they offer (rather than submitting a generic application to a number of schools).  

4. Is there anything else that was not covered in your application that you would like to share with the Admissions Committee? (maximum 300 words)

INSEAD is the best way to pursue my vision of growing as a strategy consultant and rising leader (see Career Vision essay). By leveraging the school’s wide array of courses, clubs, and global alumni network, I’ll be poised to develop into a leader at my future firm and beyond. For example, participating in the Personal Leadership Development Programme will enable me to craft a leadership development plan best-suited to my needs. I’ll gain further leadership and management insights from classes like Leadership Communications Foundations and events within the Global Leadership Club. I’m especially interested in learning to motivate and guide larger teams and to help clients tackle their most challenging executive-level issues. Moreover, by completing the Blue Ocean Strategy certificate classes I’ll be better prepared to make strategic project decisions at client sites and bring value to any business implementation. Lessons learned from classes like “Realising Entrepreneurial Potential” and INSEAD LaunchPad aligns directly with my long-term goal of developing an entrepreneurial venture to connect Latin America to US and European innovation hubs—whether within the consulting sphere or in an emerging industry like smart grid development. As a longtime global explorer, I’m particularly looking forward to splitting time between Singapore and France via the Campus Exchange program. Multiple students and alumni have told me how much they’ve gained from INSEAD. For example, Julien Antovici (’16) said, “I loved doing an MBA outside the US for the change of perspective. My section included people from all nationalities and professional backgrounds.” That’s exactly the kind of learning and growth experience I seek, with diverse people, experiences, and viewpoints. In short, I can think of no better place to pursue my educational and professional goals than INSEAD. — — —

Analysis:  

This is an optimal response to a prompt of this sort. Often, questions like, “Is there anything else you’d like to share?” are used an opportunity for students to explain any shortcomings in their academic record (low grades on their transcript, low scores on standardized tests, etc.) and/or extenuating circumstances. While that can be useful context for your readers, here the student instead uses the prompt to offer greater “why us” detail: 

As in the prior response, the student does a stellar job of showing genuine interest in the school by mentioning a number of programs, clubs, activities, courses, and other offerings and opportunities unique to INSEAD in which they plan to participate. They also use this prompt as an opportunity to share positive things they’ve heard about the school from students and alumni. Yet again their affiliation with INSEAD students and alumni  helps to demonstrate to the admissions committee that not only are they qualified, their networks help to establish that they are the type of student who will succeed in INSEAD’s MBA program. 

INSEAD - Job Description Section

5. Briefly summarise your current (or most recent) job, including the nature of work, major responsibilities, and where relevant, employees under your supervision, size of budget, clients/products and results achieved. (200 words maximum) *

At LEK Consulting I am part of consulting teams working across multiple projects, completing analyses, presentation of recommendations, and other supporting tasks toward project goals. My responsibilities vary. Currently, for example, I’m engaging with regional leads across 9 countries to integrate processes and configure systems for a global human-capital-management (HCM) project; earlier I evaluated the ROI of establishing a foreign trade zone (FTZ) at a major electronics distribution client. Overall, I’ve worked with 10+ clients in my career, ranging from smaller local companies (<$1B in revenue) to massive global businesses ($100B+ in revenue). These clients span different industries, with electric utilities being our most common sector of focus and others including: higher education, financial services, entertainment, automotive manufacturing, and supply chain distribution. Every LEK team’s structure reflects client/project needs. On smaller engagements, I am often the sole consultant handling daily project requirements while reporting to the partner and presenting to client Directors and VPs. On larger, more complex projects I lead 1-2 workstreams (e.g., Global Payroll Integrations Lead) on teams of up to 7-8 consultants. Sometimes I manage an analyst if there is overlap on workstream tasks, or if the project is an internal company initiative. — — —

The student does a great job here of clearly and thoroughly articulating (while remaining within the 200 word limit) their current professional role and responsibilities. While this is minor, I’d like to mention that unlike the prior example where abbreviations were used without spelling out the terms, they did so here—which is most appropriate for formal writing of this sort. 

6. What would be your next step in terms of position if you were to remain in the same company instead of going to business school? (200 words maximum)*

At LEK, the next step for me after Senior Associate would be Manager, followed by Director and eventually Partner. I am one of only two senior analysts who has broken into the ranks of Associate without a master’s degree; and now the only Senior Associate without an MBA after my colleague departed the firm to begin her MBA program. Moreover, I understand and respect the unspoken policy that an MBA would be required here for advancement to Manager and beyond. A comprehensive management education would build/sharpen intangible leadership qualities critical to more senior roles. This is especially evident at the Director/Partner level, where the focus shifts from analysis/advisory to business development and sales, and where one needs “instant” credibility to succeed. Thus even if I were to advance to Manager without an MBA, I recognize the deep value of attending a program like INSEAD, for the skills I would gain across strategic problem-solving, business development, and people leadership, not to mention a professional qualification recognized and respected worldwide, and an unparalleled global network. Finally, I’m eager to gain perspective and capabilities beyond consulting, given my long-term interest in entrepreneurship. — — —

In this response, the student is transparent about their interest in INSEAD being about more than just earning the degree—they truly seek the experience of being immersed in learning (rather than being overly focused on the outcome of earning the degree, as is often the case among applicants). The student explains that, while a MBA is typically required for their ability to advance along their current path, there is a possibility that they might be promoted to Manager without a MBA in hand. The student does a fantastic job of stating their desire to gain specific skills while attending INSEAD and hints at their response to the final prompt regarding their future aspirations.  

7. Please give a full description of your career since graduating from university. Describe your career path with the rationale behind your choices. (300 words maximum) *

I’ve grown from every post-college career experience. My first post-graduation job was interning with BTG Pactual’s marketing area in Chile, where I learned new skills in a global environment. Upon returning to the US I began as an analyst at LEK, where I was promoted after one year (versus a typical timeframe of 1.5-2 years). I gained broad and deep experience working in projects across three industries and learning from managers, partners, peers, and clients. Because an MBA was typically required for advancement at LEK, I chose to first transition to Andersen as an HR Transformations Consultant, working on HR design assessments and then a long-term global HR redesign implementation at a multinational automotive client. That demanding project accelerated my growth and led to meaningful new engagement opportunities including leading cross-country process design, working with local SMEs, and serving as scrum master for our offshore development team. My performance earned the client’s and Partners’ respect, making me a go-to consultant for key responsibilities. Meanwhile, I’d remained in contact with LEK partners who had mentored me, and they offered me significant advancement of title and compensation to rejoin the firm, with the additional possibility of MBA sponsorship as per their newly established policy. I was happy to accept the offer, knowing the larger project and leadership responsibility I’d gain at a smaller consultancy. As hoped, I’ve continued to build experience and skills at LEK, growing as an agile thinker and evolving leader. But my time here has only reinforced how much more I have to learn, and how INSEAD would be the ideal source for advanced management training. — — —

Yet again, this student offers a solid narrative in response to the prompt, fully describing their positions held since graduating with their undergraduate degree. Their response shows self-awareness around the experience, expertise, and skills they gained from each role. 

The student is communicating between the lines to the admissions committee when mentioning that their employer may sponsor their MBA. Unfortunately, the last sentence lands as being a bit abrupt and unlike the others instances, they did not appear to be limited by the word count (268 of the 300 word limit). As such, I would recommend they use some of the 32 words remaining to close this essay with a more thorough and thoughtful conclusion.

8. Discuss your short and long term career aspirations with an MBA from INSEAD. (100 words maximum) *

Post-INSEAD I aim to excel as a Manager at LEK, with increasing focus on clean tech and sustainability and/or global supply chain projects, along with excellent client service. Longer term, I’ll use my experience/training to move toward consulting partner or global entrepreneurship. I’m especially interested in green energy. For instance, Distributed Generation is a growing market in LatAm, but many countries lack the “smart grid” transmission system to justify further investment. Similarly, utility-level solar costs are decreasing 9% annually there, making it critical to find the right business strategies/models to scale solar. I’m excited to pursue my vision at INSEAD. — — —

In prompts of this sort, admissions committees are typically looking for applicants to share examples of clear plans, including transferable skills they hope to gain and the future roles they seek to pursue. However, INSEAD gave a very short 100 word limit; thus, the student’s response did a nice job of responding to the prompt in a way that  hopefully gives them an additional advantage by framing their future plans as being innovative—by mentioning their interest in working in clean tech and green energy. 

In short, this is an outstanding series of short-answer essays that together position the applicant as a strong and well qualified prospective MBA student, as well as a future leader whose accomplishments and achievements will reflect positively on INSEAD. 

Lastly, this student’s submission also underscores why many MBA programs only accept applicants with at least two years of full-time work experience. I speak with many undergraduates and recent graduates who aspire to earn MBA degrees and express frustration that the programs which they’re interested in attending require at least two years of significant work experience—they’d prefer to be admitted immediately following earning their undergraduate degree. While many schools have created new programs for students to earn  master's degrees in business-related fields over the past two decades, many traditional MBA programs continue to require two years of professional experience. This student’s responses show how important and impactful his work with Andersen and LEK have been in preparing him for both his MBA studies and his future career trajectory. We are happy to help students compare the variety of graduate business degree program options available and position themselves as outstanding candidates for their best fit schools. 

Statement of purpose sample 4

The statement of purpose below is geared towards application for the PhD in Peace Studies and History at the University of Notre Dame. This academic degree program is designed to provide students with robust theoretical and empirical skills to conduct independent multidisciplinary research in the field of Peace Studies aimed at academic and practitioner positions after completion of the program. This doctoral program differs from traditional field-specific programs in the social sciences in that it focuses on cross-disciplinary theories relating to the study of peace studies. Indeed, this degree program is housed at the Kroc Institute, a leading academic center with the intellectual mission to understand the causes of armed conflict, ways to prevent this conflict, and how to foster peaceful and just societies. The Institute is uniquely suited to conduct research in these areas by drawing on core faculty with expertise in various disciplines ranging from history, political science, anthropology, and sociology. This provides students with a rich intellectual environment in which to pursue a PhD, as the cross-disciplinary approach to doctoral studies provides students with diverse theoretical and methodological models by which to conduct independent research in the field of peace studies.

In the forthcoming statement of purpose analysis, we assess a strong statement of purpose that articulates a few key components that graduate admissions committees seek in prospective students. After all, a statement of purpose is an academic statement designed to develop a thesis as to why the academic interest of the student is a “good fit” for the academic program considered and to signal that  the student will succeed if selected for admission to the department. As we will focus on in the analysis, this student successfully defines her: 

Inspiration for their intellectual interest in the historical narrative of peace studies

Strong record of accomplishments designed to signal success in the competitive environment of graduate doctoral studies

Specific cross-disciplinary academic research interest the student would pursue in the doctoral program in peace studies

Strong record of accomplishments designed to signal success in the competitive environment of graduate doctoral studies; and 

Highlights how the academic interests would fit neatly within the expertise of faculty already at the Kroc Institute.

Paul Rusesabagina, the hero of the Hollywood blockbuster Hotel Rwanda , is not considered a “rescuer” in Rwanda nor in academic literature because, according to the Rwandan government, he made Tutsis pay to stay at the Hotel de Milles Collines. Similarly vexing, there are very few “Righteous Among the Nations” from Denmark, despite 99% of Danish Jews surviving the Holocaust; the Danish Underground wanted to be seen as a communal movement, precluding them from the honor, which is only given to individuals. Much of the limited scholarship on rescuing during mass atrocities defines “rescuers” using stringent constraints set by Yad Vashem’s “Righteous Among the Nations” eligibility criteria: individuals must be non-Jewish and have (1) had active involvement in saving Jews; (2) risked their lives, liberty, or position; and (3) been only altruistically motivated. The Rwandan government supplements these criteria with additional constraints in the context of the Rwandan genocide: only those who saved lives but did not kill can be considered rescuers, reaffirming a criterion of moral absolutism, and denying the study of complex actors. I will commit my academic career to expanding how we study rescuing narratives in contexts of mass atrocities and transitional justice, starting with four questions: (1) what do we learn from studying individuals who saved lives but do not meet the “Righteous Among the Nations” eligibility criteria; (2) how might we understand institutions and states as rescuers, going beyond the existing literature on so-called “altruistic” individuals; (3) how would studying rescuing outside of the contexts of the Rwandan genocide and the Holocaust — the primary case studies of academic literature — influence our understanding of rescuing; and (4) how and to what effect has the “rescuer” label been politicized? To begin to explore these questions, I will focus my doctoral studies on a historical analysis of how regional and international state actors in the modern Middle East established themselves as altruistic rescuers, but then used the morally absolute definition of rescuing to deny or rationalize their involvement in subsequent war crimes, crimes against humanity, and genocide. The University of Amsterdam and the University of Chicago provided me with a strong intellectual foundation for pursuing this research. In my Master’s thesis, which was awarded the University of Amsterdam Faculty of Humanities Thesis Prize, I developed a historical analysis of rescuing during the Rwandan genocide. I used oral testimonies, memoirs, newspaper articles, and government-sponsored content to compare the reasons given for rescuing by Hutu rescuers, UN Commander Roméo Dallaire, humanitarian aid worker Carl Wilkens, and the Rwandan Patriotic Front. I then wrote a peer-reviewed book chapter, forthcoming, which explored the constraints of the “rescuer” label ( The Holocaust: Remembrance, Respect, Resilience, edited by Michael Posner and Suki John).  At UChicago, I delved into the history of human rights through the Human Rights minor with Susan Gzesh and Mark Bradley and engaged in the interdisciplinary discourse on mass violence through courses including “Perpetrators, Victims, and Bystanders” (Eric Stover) and “Insurgency, Terrorism, and Civil War” (Paul Staniland). Through Harvard’s history study abroad program in Ghana (Emmanuel Akyeampong), I researched how the Middle Passage developed trauma-based communal identities. Building on my coursework, my Bachelor’s thesis developed a historical analysis to evaluate early warning signs of genocidal events in Darfur. Arabic classes in high school and college and Arabic lessons with tutors, as well as an immersion course in Summer 2022, will enable me to study primary sources on rescuing in the Middle East.  My decision to pursue doctoral studies is also informed by my professional experiences at the Social Science Research Council (SSRC), J-PAL North America (MIT), and SYE Initiative and DAWNetwork. At the SSRC, I coordinated a fellowship that supports African PhD candidates studying peace and security. I planned and attended five workshops in sub-Saharan Africa, where fellows developed dissertation proposals, discussed research methodology, and fine-tuned their dissertations. At J-PAL North America, I coordinate fundraising, accruing $15 million to support randomized evaluations on poverty alleviation. As Program Manager at SYE Initiative, a nonprofit that helps Syrian and Iraqi students apply to college, and as founder of DAWNetwork, a mentorship program for Syrian girls, I fostered my interest in the Middle East and developed deep networks in both Syria and Iraq. Working with students in contexts where academic inquiry is so deeply politicized has reinforced my resolve to take more critical approaches to historical narratives. Genocide Studies inherently prompts interdisciplinary questions: history, psychology, sociology, anthropology, and political science are all essential to gaining a more comprehensive understanding of mass atrocities and transitional justice. My undergraduate studies taught me the value of interdisciplinary approaches to studying conflict, while my history-centered Master’s program enriched my understanding of the foundational need for historical analyses. The constrained definitions of “rescuing” conjoined with the politicization of the rescuer label have established accepted histories out of incomplete narratives; combining historical sources, including archival sources and oral testimonies, with the interdisciplinary dynamics of peace studies will be essential to bringing more complex narratives to light. The University of Notre Dame’s Peace Studies and History PhD is an ideal fit to pursue research on the creation and manipulation of rescuing narratives throughout the 20th century. I look forward to studying with and being advised by scholars who have grappled with the historical legacies of mass conflict. In the History department, I hope to work with Professors Aron Coleman and James Dell. Coleman’s work on the legacies of national identity, and the interplay between memory, history, and violence, as well as his regional expertise on the Levant, provides an ideal ecosystem for exploring rescuing narratives at the macro-level. James Dell’s work on nationalism and state making would provide thematic and methodological groundings for my own research. I furthermore hope to enrich my research through the interdisciplinary approach of Peace Studies by studying the dynamics of rescuing through the lenses of transitional justice and comparative genocide studies with Professor Veraga. I look forward to the intellectual dialogue and mentorship I would find at the University of Notre Dame, where I could grapple with fundamental questions on resistance, peace and war, and the manipulation of history to realize political goals. — — —

PhD statement of purpose example, with analysis:

Paul Rusesabagina, the hero of the Hollywood blockbuster Hotel Rwanda , is not considered a “rescuer” in Rwanda nor in academic literature because, according to the Rwandan government, he made Tutsis pay to stay at the Hotel de Milles Collines. Similarly vexing, there are very few “Righteous Among the Nations” from Denmark, despite 99% of Danish Jews surviving the Holocaust; the Danish Underground wanted to be seen as a communal movement, precluding them from the honor, which is only given to individuals. Much of the limited scholarship on rescuing during mass atrocities defines “rescuers” using stringent constraints set by Yad Vashem’s “Righteous Among the Nations” eligibility criteria: individuals must be non-Jewish and have (1) had active involvement in saving Jews; (2) risked their lives, liberty, or position; and (3) been only altruistically motivated. The Rwandan government supplements these criteria with additional constraints in the context of the Rwandan genocide: only those who saved lives but did not kill can be considered rescuers, reaffirming a criterion of moral absolutism, and denying the study of complex actors. — — —

This first paragraph speaks to limited scholarship on defining rescuers within the broader context of Peace Studies. This first paragraph is focused on drawing an introductory narrative by highlighting a description of a Hollywood film and how popular media helps shed light on how academic research is needed to redefine “rescuers”. This first paragraph helps set the stage for subsequent paragraphs to define specific research questions and how this intellectual interest was fostered in previous educational pursuits at the undergraduate and master’s level. 

Overall, this is a fantastic start to the statement of purpose that could be perhaps strengthened with a more explicit thesis statement of why this doctoral program is uniquely suited towards providing the student the academic training needed to tackle a normatively important question.

Now onto the next paragraph:

I will commit my academic career to expanding how we study rescuing narratives in contexts of mass atrocities and transitional justice, starting with four questions: (1) what do we learn from studying individuals who saved lives but do not meet the “Righteous Among the Nations” eligibility criteria; (2) how might we understand institutions and states as rescuers, going beyond the existing literature on so-called “altruistic” individuals; (3) how would studying rescuing outside of the contexts of the Rwandan genocide and the Holocaust — the primary case studies of academic literature — influence our understanding of rescuing; and (4) how and to what effect has the “rescuer” label been politicized? To begin to explore these questions, I will focus my doctoral studies on a historical analysis of how regional and international state actors in the modern Middle East established themselves as altruistic rescuers, but then used the morally absolute definition of rescuing to deny or rationalize their involvement in subsequent war crimes, crimes against humanity, and genocide. — — —

This is a fantastic paragraph that is, appropriately, featured prominently at the beginning of the statement of purpose. The student does an exemplary job clearly articulating the academic questions they wish to explore in potential admission to the multidisciplinary peace studies graduate program. In the above paragraph, the applicant clearly articulates academic interests to “expand” the scholarly field of inquiry of developing narratives in contexts of mass atrocities, such as the previously mentioned Rwandan genocide and Holocaust. Again, the only suggestion towards strengthening an already outstanding statement introduction is, early on, identifying how individual faculty expertise could help the student tackle the “big questions” laid out in this paragraph. Put simply, how does this specific scholarly interest in “rescuers” fit with the department’s program offering and why are you applying for this specific graduate program? 

Overall, the preceding two paragraphs help complete the first critical task of this statement of purpose: (1) inspiration for their intellectual interest in the historical narrative of peace studies.

The next pargaph:

The University of Amsterdam and the University of Chicago provided me with a strong intellectual foundation for pursuing this research. In my Master’s thesis, which was awarded the University of Amsterdam Faculty of Humanities Thesis Prize, I developed a historical analysis of rescuing during the Rwandan genocide. I used oral testimonies, memoirs, newspaper articles, and government-sponsored content to compare the reasons given for rescuing by Hutu rescuers, UN Commander Roméo Dallaire, humanitarian aid worker Carl Wilkens, and the Rwandan Patriotic Front. I then wrote a peer-reviewed book chapter, forthcoming, which explored the constraints of the “rescuer” label ( The Holocaust: Remembrance, Respect, Resilience, edited by Michael Posner and Suki John).  At UChicago, I delved into the history of human rights through the Human Rights minor with Susan Gzesh and Mark Bradley and engaged in the interdisciplinary discourse on mass violence through courses including “Perpetrators, Victims, and Bystanders” (Eric Stover) and “Insurgency, Terrorism, and Civil War” (Paul Staniland). Through Harvard’s history study abroad program in Ghana (Emmanuel Akyeampong), I researched how the Middle Passage developed trauma-based communal identities. Building on my coursework, my Bachelor’s thesis developed a historical analysis to evaluate early warning signs of genocidal events in Darfur. Arabic classes in high school and college and Arabic lessons with tutors, as well as an immersion course in Summer 2022, will enable me to study primary sources on rescuing in the Middle East.  — — —

These two preceding paragraphs highlight the applicant’s strong record of accomplishments (point (4) above) and how this record helps inform their decision to apply to the program. This section, in a very effective manner, demonstrates her strong likelihood of success in a graduate program in peace studies. In the first paragraph, the applicant highlights previous work at the master’s level and touches on previous research conducted at this level of graduate education. Moreover, the applicant shares that they have engaged in peer reviewed research on the topic prior to a doctoral program. Given the challenges of publishing, this is a major accomplishment and should be a central component of the application. Indeed, one suggestion to tweak this statement of purpose would be to signal this scholarship to the admissions committee within the first few paragraphs and how this experience leads to an academic interest in peace studies at the doctoral level.

Another potential suggestion to strengthen this already outstanding statement of purpose is to go chronologically with respect to highlighting these academic achievements. One potential avenue could be to first discuss how the undergraduate experience informs the decision to pursue a master’s degree within the area of peace studies. The structure of such a narrative of academic accomplishments is apparent in the two preceding paragraphs. I would focus on using the material in these two paragraphs to firmly build a scholarly journey: how did your experience at the undergraduate level inform your decision to pursue a master’s degree and, ultimately, how did this cumulative journey from the undergraduate to the master’s level inform the decision to pursue the stellar research highlighted previously in a peace studies PhD?

My decision to pursue doctoral studies is also informed by my professional experiences at the Social Science Research Council (SSRC), J-PAL North America (MIT), and SYE Initiative and DAWNetwork. At the SSRC, I coordinated a fellowship that supports African PhD candidates studying peace and security. I planned and attended five workshops in sub-Saharan Africa, where fellows developed dissertation proposals, discussed research methodology, and fine-tuned their dissertations. At J-PAL North America, I coordinate fundraising, accruing $15 million to support randomized evaluations on poverty alleviation. As Program Manager at SYE Initiative, a nonprofit that helps Syrian and Iraqi students apply to college, and as founder of DAWNetwork, a mentorship program for Syrian girls, I fostered my interest in the Middle East and developed deep networks in both Syria and Iraq. Working with students in contexts where academic inquiry is so deeply politicized has reinforced my resolve to take more critical approaches to historical narratives. — — —

This professional experience paragraph further strengthens the statement of purpose by articulating how these professional experiences inform the scholarly interest in developing narratives of rescuers during catastrophic events involving human suffering. This professional experience is rich and applied, showcasing that the applicant has direct experience in organizing workshops in sub-Saharan Africa and exposure with refugees fleeing war-torn areas. The author uses this professional experience to build on the personal narrative and explicitly states how this professional experience is relevant to developing a scholarly interest in the topic of defining rescuers. Specifically, this passage effectively intertwines how Syrian and Iraqi student networks informed her interest in conducting research on developing historical narratives during times of conflict. This is a very strong section that defines how professional experience informs her desire to pursue a graduate degree assessing these important research questions.

Overall, the preceding two paragraphs help tackle another key component of this academic statement by addressing: (2) strong record of accomplishments designed to signal success in the competitive environment of graduate doctoral studies.

Genocide Studies inherently prompts interdisciplinary questions: history, psychology, sociology, anthropology, and political science are all essential to gaining a more comprehensive understanding of mass atrocities and transitional justice. My undergraduate studies taught me the value of interdisciplinary approaches to studying conflict, while my history-centered Master’s program enriched my understanding of the foundational need for historical analyses. The constrained definitions of “rescuing” conjoined with the politicization of the rescuer label have established accepted histories out of incomplete narratives; combining historical sources, including archival sources and oral testimonies, with the interdisciplinary dynamics of peace studies will be essential to bringing more complex narratives to light. — — —

This is a terrific paragraph that highlights both academic interests and fit with the program. 

One potential recommendation to strengthen this paragraph is to expand it by connecting the historical and political analysis plan advocated to the interdisciplinary nature of the peace studies program. For example, why is an interdisciplinary approach appealing? Is it due to differing theoretical approaches to genocide studies or is it due to difference in methodological approaches? 

This section could expand as to why their multidisciplinary approach towards studying conflict would be an ideal fit in this peace studies program with perhaps tying this section back to the professional experience of assessing both the politicization and historical origins of conflict. This expansion of the paragraph would really drive home another key consideration: (3) specific cross-disciplinary academic research interest the student would pursue in the doctoral program in peace studies.

The University of Notre Dame’s Peace Studies and History PhD is an ideal fit to pursue research on the creation and manipulation of rescuing narratives throughout the 20th century. I look forward to studying with and being advised by scholars who have grappled with the historical legacies of mass conflict. In the History department, I hope to work with Professors Aron Coleman and James Dell. Coleman’s work on the legacies of national identity, and the interplay between memory, history, and violence, as well as his regional expertise on the Levant, provides an ideal ecosystem for exploring rescuing narratives at the macro-level. James Dell’s work on nationalism and state making would provide thematic and methodological groundings for my own research. I furthermore hope to enrich my research through the interdisciplinary approach of Peace Studies by studying the dynamics of rescuing through the lenses of transitional justice and comparative genocide studies with Professor Veraga. I look forward to the intellectual dialogue and mentorship I would find at the University of Notre Dame, where I could grapple with fundamental questions on resistance, peace and war, and the manipulation of history to realize political goals.  — — —

Next, let’s discuss the student’s final paragraph:

This is another terrific paragraph that articulates why the specific department of peace studies is an attractive option for the applicant to pursue a doctoral degree assessing the narratives used to define “rescuers” in mass atrocities. This paragraph is terrific for a few key reasons: 

There is clear identification of scholars and their work in the area of defining narratives to mass atrocities. Indeed, there is clear overlap between the research areas of the identified faculty and the academic interests pursued by the applicant. This strongly signals to the admissions committee that the applicant has taken the time to not only familiarize themselves with the work provided by the faculty member, but also how these research areas can inform potential mentorship in graduate school. It would strengthen this SoP even further to feature this paragraph more prominently rather than being relegated to the concluding paragraph—departments would like to see how a prospective student fits in with the scholarly orientation of individual faculty members and this paragraph does just that. 

Overall, the preceding section helps tackle the fifth key component: (5) highlighting how the academic interests would fit neatly within the expertise of faculty already at the Kroc Institute.

In sum, this is an outstanding statement of purpose that hits all the key components that signal to a doctoral admissions committee as to why an applicant would thrive as a scholar within their department.

Graduate school personal statement example 5

This statement of purpose is geared towards application for the Masters in Family and Community Education at the Teachers College, Columbia University. This applied degree program is designed to give educators the intellectual skills needed to consider how education is linked with family and family support institutions, such as schools, day care centers, and social service agencies. As such, this degree program seeks educators that would like to continue their education with an emphasis on how to integrate family support structures into their teaching and mentorship pedagogy, emphasizing a critical understanding of the role family and support institutions play in shaping educational policy, practice, and instruction.

In the statement of purpose analysis below, we assess a strong statement of purpose that can be also improved in providing a competitive application for this degree program. As discussed above, a statement of purpose is an academic statement designed to build a thesis as to why the academic interests of the student are a “good fit” for the academic program considered and to signal ultimate success if selected for admission.

Overall, this statement of purpose, while requiring some editing, establishes a strong foundation anchoring a successful application for admission to the degree program. As the specific analysis will show, the applicant draws on their diverse experience as a nonbinary and Latinx educator to emphasize their intellectual interests in how to use racial justice to develop the quantitative and ethnographic skills needed to support diverse student populations, particularly Black and Latinx queer youth. Moreover, and while a bit limited as the forthcoming analysis shows, the applicant also articulates how admission to the Masters in Family and Community Education program will sharpen pedological practices that will inform their approach to community-based learning to diverse student populations.

As public school educators, my parents understood that learning went beyond the four  walls of the classroom. With an open door policy for students and their families, my parents modeled for me how to welcome and nurture relationships with newly arrived immigrant and working class communities. The house I grew up in was home to parent-teacher conferences over cafecito, informal English-language lessons, and communal gatherings during American holidays. In our home, I remember providing gentle guidance to a heartbroken mother whose gay child was being bullied and harassed. As a gay and Latinx child, school taught me that the key to avoiding harassment was a series of rather unsuccessful attempts to codeswitch and hide my truths. Thankfully, my home, my parents, and my experiences as Latinx and nonbinary propelled me to further explore how queer students could be supported outside school—particularly through museums and community centers. I am confident that my aspiration to create spaces of truth-telling and healing for queer, Black, and Latinx youth can be fortified through the Family and Community Education concentration within the International Educational Development program at Teachers College.  Both my commitment to racial justice and my interest in exploring how museums mediate critical conversations brought me to Washington, D.C., to work with the Association for the Study of African American Life and History (ASALH). In my role at ASALH, I support the sacred work of honoring those who experienced racial injustice in the United States by creating curricular materials for schools and organizations visiting D.C.’s museums. In addition to curriculum development and marketing, I am also responsible for facilitating visits that are mindful and considerate of how Black visitors may be moving through the space with intimate and personal familiarity.  In an early instance, I was guiding a Black North Carolinian family who had driven to visit memorials. During their visit, I was struck by the gravity of a request they made—for me to help find the names of potential kin lynched in Johnston County, North Carolina. While we did not find a recognizable name, the family’s grief and mourning translated into a weighted silence that I have grown accustomed to reverently witnessing. Every time I observe families in shock and awe when reading the atrocities that occurred in their own counties—counties that, to this day, omit our history of racial terror. The existence of Equal Justice Initiative’s memorial in the “Cradle of the Confederacy” provided me a fresh lens to how a community space can reckon with complex histories and provide a pathway toward necessary healing. If a memorial like this could stand in the Deep South then there is surely room for spaces that reflect the histories of LGBTQ+ Black and Latinx people. During my undergraduate studies, I read the work of Hope Jensen Leichter from Teachers College on Families and Communities as Educators. I was interested in how “the family selects, criticizes, appraises, complements and transforms the museum experience.” Leichter’s wisdom inspired me to build a permanent LGBTQ+ resource room at Williams College that also acted as an archive of queer experiences. I carry the lessons of Leichter’s assertions into my work within the greater D.C. community. Earlier this year, I worked with volunteers to open an LGBTQ+ resource center that houses a food pantry, mentorship programs, and health resources. As a mentor to queer youth, I am confronted with providing social-emotional care to students who are underserved by local schools. Additionally, our center guides confused and weary parents through a process of understanding, acceptance, and care for their LGBTQ+ children.  Most recently, I worked with Alia, a student who came out as bisexual to a parent who was initially unaccepting. In two months, Alia’s mother went from denial to collecting pamphlets on allyship. Alia’s story reminded me of my own coming out experience and how I sought out guidance from other queer peers and elders when home became hostile. The gradual process of acceptance between Alia and her mother motivates me to study effective programming that not only support queer youth but educates families on complex topics such as gender and sexuality. Studying at Teachers College will provide me the opportunity to engage with organizations such as the LGBT Center of New York, which houses family support groups and museum exhibits that families can experience together. Teachers College would provide an opportunity for me to further develop my quantitative and ethnographic skills in assessing how community institutions support Black and Latinx queer youth. I am also interested in the global lens of this work with professors like Regina Cortina. Professor Cortina’s research in the education of indigenous children across Latin America piques my interest in how communities unite to preserve their unique heritage, culture, and identity. At Teachers College, I will further investigate the pedagogical practices that shaped my belief in the power of education to strengthen families and foster the type of community-based learning I first experienced at home. I ultimately seek to follow my parents model of community engagement by supporting LGBTQ+ youth who face close-minded individuals, closed borders, and closed doors.  — — —

IN-DEPTH ANALYSIS:

Let’s start with paragraph one:

As public school educators, my parents understood that learning went beyond the four  walls of the classroom. With an open door policy for students and their families, my parents modeled for me how to welcome and nurture relationships with newly arrived immigrant and working class communities. The house I grew up in was home to parent-teacher conferences over cafecito, informal English-language lessons, and communal gatherings during American holidays. In our home, I remember providing gentle guidance to a heartbroken mother whose gay child was being bullied and harassed. As a gay and Latinx child, school taught me that the key to avoiding harassment was a series of rather unsuccessful attempts to codeswitch and hide my truths. Thankfully, my home, my parents, and my experiences as Latinx and nonbinary propelled me to further explore how queer students could be supported outside school—particularly through museums and community centers. I am confident that my aspiration to create spaces of truth-telling and healing for queer, Black, and Latinx youth can be fortified through the Family and Community Education concentration within the International Educational Development program at Teachers College. 

This initial paragraph is excellent in laying a strong foundation to address the first two areas that a statement of purpose should focus on: 

Whether past professional and personal experiences help shape these intellectual interests. 

First, the author draws on personal experience as a gay Latinx child in a “newly arrived” immigrant and working-class community to highlight an interest in assessing how underserved populations, particularly queer students, could be supported outside of school. This is excellent given the focus of the Family and Community Education centers on how extracurricular institutions, such as family and community support structures, can improve extracurricular outcomes. 

By bringing in a personal experience of growing up in a diverse community actively involved in the educational experience of their children. This personal narrative is directly congruent with the educational goals of the applied program and signals a “good fit” with the goals of the academic program of interest.

Onto the next paragraph:

Both my commitment to racial justice and my interest in exploring how museums mediate critical conversations brought me to Washington, D.C., to work with the Association for the Study of African American Life and History (ASALH). In my role at ASALH, I support the sacred work of honoring those who experienced racial injustice in the United States by creating curricular materials for schools and organizations visiting D.C.’s museums. In addition to curriculum development and marketing, I am also responsible for facilitating visits that are mindful and considerate of how Black visitors may be moving through the space with intimate and personal familiarity.  In an early instance, I was guiding a Black North Carolinian family who had driven to visit memorials. During their visit, I was struck by the gravity of a request they made—for me to help find the names of potential kin lynched in Johnston County, North Carolina. While we did not find a recognizable name, the family’s grief and mourning translated into a weighted silence that I have grown accustomed to reverently witnessing. Every time I observe families in shock and awe when reading the atrocities that occurred in their own counties—counties that, to this day, omit our history of racial terror. The existence of Equal Justice Initiative’s memorial in the “Cradle of the Confederacy” provided me a fresh lens to how a community space can reckon with complex histories and provide a pathway toward necessary healing. If a memorial like this could stand in the Deep South then there is surely room for spaces that reflect the histories of LGBTQ+ Black and Latinx people. During my undergraduate studies, I read the work of Hope Jensen Leichter from Teachers College on Families and Communities as Educators. I was interested in how “the family selects, criticizes, appraises, complements and transforms the museum experience.” Leichter’s wisdom inspired me to build a permanent LGBTQ+ resource room at Williams College that also acted as an archive of queer experiences. I carry the lessons of Leichter’s assertions into my work within the greater D.C. community. Earlier this year, I worked with volunteers to open an LGBTQ+ resource center that houses a food pantry, mentorship programs, and health resources. As a mentor to queer youth, I am confronted with providing social-emotional care to students who are underserved by local schools. Additionally, our center guides confused and weary parents through a process of understanding, acceptance, and care for their LGBTQ+ children. 

The previous four paragraphs help further articulate the second point of focus: (2) whether past professional and personal experiences help shape these intellectual interests. It is clear reading these preceding paragraphs that the applicant has important experience in racial justice, demonstrated through the development of curriculum for the Association for the Study of African American Life and History. This experience helps inform how a community space with complex histories can be used “as a pathway toward necessary healing” and how these structures can integrate community support structures towards more equitable education outcomes. 

Moreover, this theme is continued when speaking to their experience opening an LGBTQ+ resource center that provides a food pantry, student mentorship programs, and health resources within the greater DC community. This is an important narrative that can be further tied, explicitly, to the teaching objectives of the applied graduate program in family and community education offered at the Teacher’s College; this is a directly relevant narrative that is consistent with the academic objectives and values of the program.

Most recently, I worked with Alia, a student who came out as bisexual to a parent who was initially unaccepting. In two months, Alia’s mother went from denial to collecting pamphlets on allyship. Alia’s story reminded me of my own coming out experience and how I sought out guidance from other queer peers and elders when home became hostile. The gradual process of acceptance between Alia and her mother motivates me to study effective programming that not only support queer youth but educates families on complex topics such as gender and sexuality. Studying at Teachers College will provide me the opportunity to engage with organizations such as the LGBT Center of New York, which houses family support groups and museum exhibits that families can experience together. Teachers College would provide an opportunity for me to further develop my quantitative and ethnographic skills in assessing how community institutions support Black and Latinx queer youth. I am also interested in the global lens of this work with professors like Regina Cortina. Professor Cortina’s research in the education of indigenous children across Latin America piques my interest in how communities unite to preserve their unique heritage, culture, and identity. At Teachers College, I will further investigate the pedagogical practices that shaped my belief in the power of education to strengthen families and foster the type of community-based learning I first experienced at home. I ultimately seek to follow my parents model of community engagement by supporting LGBTQ+ youth who face close-minded individuals, closed borders, and closed doors. 

Lastly, the final two paragraphs address the third point: (3) how completion of the applied degree program will provide the applicant with the skillsets they need to advance their career objectives in the education field. 

First, the applicant draws on their specific experience in mentoring a bisexual student to motivate their desire to work with LGBT Center of New York during their prospective time at the Teacher’s College. As the program emphasizes community-based structures in helping achieve more equitable education outcomes, this experience signals to the admissions committee that the applicant has engaged in thoughtful analysis of how to further sharpen skill sets needed to reach underserved students in their future academic endeavors. 

Coupled with the identification of specific faculty’s interest in the last paragraph and the desire to further investigate pedagogical practices to further foster community-based learning, the applicant effectively paints a picture of how admission to the applied masters of family and community education at Teacher’s College can help facilitate growth in their future career goals in the education field. 

While clearly effective, this section can be further strengthened by expanding how the Masters in Family and Community Education program will sharpen pedological practices that will inform their approach to community-based learning to diverse student populations, particularly in the highlighted nonbinary and Latinx communities.

Example statement of purpose 6

The following statement of purpose example was written for UPenn’s Integrated Product Design program (but the student decided to attend Harvard).

The paragraph-by-paragraph analysis of the statement of purpose example below was written by Kathy Liu.

Want to work with Kathy through your grad school admissions process? Schedule a call with our team to learn more here .

UPenn IPD Prompt:

Personal statement of research and professional interests (2-page limit).  IPD applicants may choose to write a personal statement that addresses all of the questions below or submit a statement of their own design.

Why are you applying to IPD? Why is it the right choice for you right now?

What do you believe you can achieve with us personally or professionally that you can’t anywhere else in the world?

Tell us about a time when you identified a new, unusual or different approach for addressing a problem or task?

What’s the most important thing you’ve learned from a peer and how have you used that lesson in your day-to-day life?

UPenn IPD Statement of Purpose I am a student of social policy, a civic engagement practitioner, a designer and an elite athlete (in fact, last time I visited Penn’s campus I was competing against your fencing team). In all, I’m a multidisciplinary thinker. I know that innovative solutions are created through an intersection of disciplines and a diversity of practices. I am pursuing graduate study in order to further my ability to innovate and to address problems using manifold strategies. The Master of Integrated Product Design program at University of Pennsylvania is an opportunity not only to deepen my design practice but to strengthen it through innovative engineering and clever business practices. I am seeking opportunities to extend my tools for making a difference and I believe that the M:IPD program at Penn would do just that.  When I started my first quarter at Northwestern University all I knew was that I wanted to study something that would allow me to leverage my education for the betterment of communities. Eventually, I landed on Social Policy, a degree that would provide the opportunity to challenge systems and learn the methodologies necessary to improve those systems. Despite my interest in making change at the policy level, I was hungry for opportunities to engage with issues in a more hands-on way. So, I pursued and completed two additional certificates: the Civic Engagement Certificate and the Design Certificate, both as a means of doing hands-on work to improve the lives of community members. Now, I am seeking graduate study for similar reasons. I want to deepen my creative practice through study of new methodologies in order to increase my breadth and efficacy as a designer. As a designer, I am focused on two main domains. Much of my design work centers around accessibility. I seek to utilize design to increase access to experiences, products and opportunities. One community that I’m particularly moved by and interested in designing for, is that of aging or older adults. A project in my portfolio, “CareBot” is an example of my work in this domain as it seeks to provide older adults with access to community, family, and empathetic medical care. In my time in the M:IPD program, I would be interested in continuing and expanding upon this focus. The engineering aspect of the program is especially interesting to me as I believe it would provide tangible means of innovation in order to bolster my aesthetic design work. I know that courses such as “Rehab Engineering & Design” would be integral to leveraging engineering methodologies for creating real-world impact.  My other domain of interest is within the field of technology ethics. Issues such as cell phone addiction, data privacy, and artificial intelligence development all intrigue me. I strongly believe that technology can be developed in a way that prioritizes human connection, empathy, and access. Using systems-level design solutions, I am interested in transforming not only technology products but also the process used to develop those products in order to craft humanistic technology solutions. Penn’s multidisciplinary framework is uniquely situated to help me create thoughtful and effective design solutions to technology’s most pressing issues. No consequential innovation can be created using just one discipline but rather requires tactful marrying of many key practices. I recognize that in order to improve quality of life through my design work I require a deeper understanding of business strategy and engineering practices. As such, I am excited about the ability to focus on a number of electives in order to take advantage of the M:IPD’s three-pronged focus and develop skills across human-centered design disciplines, especially in engineering.  Though Northwestern University does not have a full design degree program, I created my own path through my studies. Through the Segal Design Certificate program, I developed skills in human-centered design methodologies. I have a strong understanding of the product development process and the steps required to deliver on complex problems. To augment the program, I also participated in Advanced Design’s “Offsite” program which seeks to give developing designers the skills necessary to excel in design programs and studios. Consequently, I have proficiency in CAD, Keyshot, sketching, and physical prototyping methods. I am confident that I have the necessary skills to execute design projects, communicate my ideas, and craft effective solutions to problems that require innovation. Studying in the Weitzman School of Design and Penn Engineering would deepen this skillset and further expand it, so as to provide the skills necessary to deliver on my ideas.  I have also held a number of work and internship experiences that would inform my work as both a student and a community member at Penn. In my role at Unity Technologies, I worked to identify issues with the grant evaluation process utilized by Unity’s Social Impact team. As a result of research, observation, and ideation I overhauled the grant writing and evaluation process to increase efficacy and ease of use. Currently, I work as a Design Lead at Iris Education, a startup that seeks to provide reliable and accessible information about US universities to international students. There, I run a team of four designers and developers to design the UI/UX and implement thoughtful design decisions into code. No matter my role in previous organizations, I am seen as a critical thinker and team player. Whether it be implementing one line of code or unifying a team to deliver an entire product, I am always striving to be a thoughtful and impactful problem-solver. If given the opportunity, I would work to continue growing as a leader in the Penn community and honing my collaborative skills on projects with my peers.  I want to be a truly innovative designer, working to increase equity and community. I see study at Penn as an invaluable opportunity to become a triple-threat problem solver, a chameleon that can be impactful in nearly any problem solving situation. To me, the M:IPD program would provide the best path towards becoming a more effective and adroit designer. Penn’s multidisciplinary approach and community resonate with me. I have many interests, from studying social policy to playing multiple instruments to being an elite fencer, and I thrive in communities where a wide variety of interests are not only celebrated but enhanced. I am looking for a learning community that sits at the intersection of my multidisciplinary interests. The last time I was on Penn’s campus was when I was competing against Penn’s women’s fencing team. Next year I hope to be on the other side, a member of the Penn educational community, cheering on my new home team.  — — —

First, let’s take a look at the opening paragraph:

I am a student of social policy, a civic engagement practitioner, a designer and an elite athlete (in fact, last time I visited Penn’s campus I was competing against your fencing team). In all, I’m a multidisciplinary thinker. I know that innovative solutions are created through an intersection of disciplines and a diversity of practices. I am pursuing graduate study in order to further my ability to innovate and to address problems using manifold strategies. The Master of Integrated Product Design program at University of Pennsylvania is an opportunity not only to deepen my design practice but to strengthen it through innovative engineering and clever business practices. I am seeking opportunities to extend my tools for making a difference and I believe that the M:IPD program at Penn would do just that. 

The intro is clear and effective: Upfront in the first sentence, this paragraph gives an image of what the student is passionate about in a very specific, comprehensive, and compelling list. It immediately shows familiarity with UPenn (helping immediately draw the reader’s attention to the fact that this student is genuinely interested in UPenn specifically) using a direct anecdote of competing against the UPenn fencing team. The paragraph then clearly gives the reader the student’s “why” for grad school immediately and why UPenn’s Integrated Product Design program aligns with those goals. 

The student could strengthen the intro even further by shifting some elements in  the latter half of the paragraph that are a little vague: for example, “manifold strategies” could be more specific in saying things like “combination of civic engagement and social design strategies.” This isn’t particularly a concern because it’s only the introduction. But in your own SoP consider adding more details and precise phrasing.

Now, let’s get into the next paragraph:

When I started my first quarter at Northwestern University all I knew was that I wanted to study something that would allow me to leverage my education for the betterment of communities. Eventually, I landed on Social Policy, a degree that would provide the opportunity to challenge systems and learn the methodologies necessary to improve those systems. Despite my interest in making change at the policy level, I was hungry for opportunities to engage with issues in a more hands-on way. So, I pursued and completed two additional certificates: the Civic Engagement Certificate and the Design Certificate, both as a means of doing hands-on work to improve the lives of community members. Now, I am seeking graduate study for similar reasons. I want to deepen my creative practice through study of new methodologies in order to increase my breadth and efficacy as a designer.

This paragraph excels with a very clear pairing of intention (what they wanted to study and who they wanted to impact), follow-up action (which programs), and results (the student’s impact). The student does a great job of describing their academic journey, which shows that the student has long-range vision and the ability to execute towards making that vision happen. An explanation of a student’s degree program should definitely be included in the SoP and this paragraph is a great example. 

The student then fantastically connects their past work and education with their current goals to pursue in grad school, showing that they’ll take what they learn to another level afterwards. This positions them as a future leader a school will want to invest in. 

Let’s take a look at the next paragraph:

As a designer, I am focused on two main domains. Much of my design work centers around accessibility. I seek to utilize design to increase access to experiences, products and opportunities. One community that I’m particularly moved by and interested in designing for, is that of aging or older adults. A project in my portfolio, “CareBot” is an example of my work in this domain as it seeks to provide older adults with access to community, family, and empathetic medical care. In my time in the M:IPD program, I would be interested in continuing and expanding upon this focus. The engineering aspect of the program is especially interesting to me as I believe it would provide tangible means of innovation in order to bolster my aesthetic design work. I know that courses such as “Rehab Engineering & Design” would be integral to leveraging engineering methodologies for creating real-world impact. 

Graduate programs will want to see that you are able to go past just what your major/academic program requires you to do—that you will create projects and chase your passions outside of classes. The student does a great job with that here, especially by explicitly naming their past projects like “CareBot” to show that they’ve completed bodies of work. They then wrap their projects around a theme (in this case, accessibility), which gives the reviewers further means of imagining the student’s area of impact. 

After the student describes their past projects, it is especially compelling that they include the engineering focus that the M:IPD program will give to the student, since the reader has the context now to imagine where these added engineering skills will fit in the student’s skillset.

Naming specific classes that the student is interested in then shows that the student has done their research about the program and is genuinely excited about the day-to-day possibilities that the M:IPD program provides. While this student did this here as a follow-up to their projects which works for this student, you can also write these types of details in a “Why this Program” paragraph.

My other domain of interest is within the field of technology ethics. Issues such as cell phone addiction, data privacy, and artificial intelligence development all intrigue me. I strongly believe that technology can be developed in a way that prioritizes human connection, empathy, and access. Using systems-level design solutions, I am interested in transforming not only technology products but also the process used to develop those products in order to craft humanistic technology solutions. Penn’s multidisciplinary framework is uniquely situated to help me create thoughtful and effective design solutions to technology’s most pressing issues. No consequential innovation can be created using just one discipline but rather requires tactful marrying of many key practices. I recognize that in order to improve quality of life through my design work I require a deeper understanding of business strategy and engineering practices. As such, I am excited about the ability to focus on a number of electives in order to take advantage of the M:IPD’s three-pronged focus and develop skills across human-centered design disciplines, especially in engineering. 

This paragraph starts with relatable and very socially relevant issues: cell phone addiction, data privacy, and artificial intelligence. These situate the student’s work within a global and modern context; the student is compassionate and socially aware with their design. 

Backing up the paragraph’s emphasis on interdisciplinary design by specifically mentioning “M:IPD’s three-pronged focus” is key to showing that this statement is specific to the M:IPD program. 

While effective, it would have been more compelling for this paragraph to include another example of the student’s past work—one where “tactful marrying of many key practices” created a tangible result that readers can envision and be impressed by.

Though Northwestern University does not have a full design degree program, I created my own path through my studies. Through the Segal Design Certificate program, I developed skills in human-centered design methodologies. I have a strong understanding of the product development process and the steps required to deliver on complex problems. To augment the program, I also participated in Advanced Design’s “Offsite” program which seeks to give developing designers the skills necessary to excel in design programs and studios. Consequently, I have proficiency in CAD, Keyshot, sketching, and physical prototyping methods. I am confident that I have the necessary skills to execute design projects, communicate my ideas, and craft effective solutions to problems that require innovation. Studying in the Weitzman School of Design and Penn Engineering would deepen this skillset and further expand it, so as to provide the skills necessary to deliver on my ideas. 

The start of this paragraph is very strong—it shows how uniquely and actively the student chases after their own passions. They created a program to study what they wanted to, even when their university didn’t offer it!

Listing specific engineering skills is useful here to demonstrate that the student is ready to engage in a program that has an engineering component. This is not only advantageous by showing that the student is qualified with technical skills, but also shows initiative in being able to execute past projects.

I have also held a number of work and internship experiences that would inform my work as both a student and a community member at Penn. In my role at Unity Technologies, I worked to identify issues with the grant evaluation process utilized by Unity’s Social Impact team. As a result of research, observation, and ideation I overhauled the grant writing and evaluation process to increase efficacy and ease of use. Currently, I work as a Design Lead at Iris Education, a startup that seeks to provide reliable and accessible information about US universities to international students. There, I run a team of four designers and developers to design the UI/UX and implement thoughtful design decisions into code. No matter my role in previous organizations, I am seen as a critical thinker and team player. Whether it be implementing one line of code or unifying a team to deliver an entire product, I am always striving to be a thoughtful and impactful problem-solver. If given the opportunity, I would work to continue growing as a leader in the Penn community and honing my collaborative skills on projects with my peers. 

This paragraph establishes 2 new key dimensions for the student: 

Industry experience, and 

Leadership. 

Importantly, in both roles, the student described what they did and the impact they had. In doing this, the reader can identify how their work ties in with the human and equity-centered design themes of the work they care about.  

Finally, let’s look at how this student closes their personal statement

I want to be a truly innovative designer, working to increase equity and community. I see study at Penn as an invaluable opportunity to become a triple-threat problem solver, a chameleon that can be impactful in nearly any problem solving situation. To me, the M:IPD program would provide the best path towards becoming a more effective and adroit designer. Penn’s multidisciplinary approach and community resonate with me. I have many interests, from studying social policy to playing multiple instruments to being an elite fencer, and I thrive in communities where a wide variety of interests are not only celebrated but enhanced. I am looking for a learning community that sits at the intersection of my multidisciplinary interests. The last time I was on Penn’s campus was when I was competing against Penn’s women’s fencing team. Next year I hope to be on the other side, a member of the Penn educational community, cheering on my new home team. 

This strongly-worded conclusion provides a comprehensive summary of the student, effectively wrapping up their SoP with a very organized and passionate bow. While the ending sentence reads as fun and personality-driven at first, it actually also functions to reiterate the student’s commitment to teamwork and support of people first. It’s easy to imagine where the student might fit as a peer in the M:IPD program’s cohort. 

On a structural note, it may be interesting for a different version of this essay to include more details about the student’s fencing experience and how that might shape their aspirations and/or approaches to their work; it’s clear they’re skilled at fencing as an elite athlete and that fencing was one of their previous ties to UPenn. But perhaps this is a great place for future students to explore when writing their own essays!

Statement of purpose for graduate school example 7

Statement of purpose written by Zack, for the University of Rhode Island Graduate Program in Oceanography .

The below statement of purpose was written for an application for the Masters in Oceanography at the University of Rhode Island, Kingston. This applied graduate degree program provides students with an interdisciplinary foundation to study oceanography at a National Oceanic and Atmospheric Administration (NOAA) Sea Grant institution. This NOAA Sea Grant designation provides for specific programs involved in scientific research on various dimensions of marine conservation and use. This degree program offers various specialties ranging from biological-based inquiry of marine research to atmospheric and geological areas of focus. This degree program seeks to provide students with interdisciplinary research experience to pursue applied degrees within the field of oceanography, potentially for further career advancement in marine conservation or research, or for further continuation of the study of oceanography at the doctoral level. Independent of specific outcomes, this Masters in Oceanography program provides students with an interdisciplinary approach towards strengthening their understanding of various aspects of marine oceanic health and changes.

In the following statement of purpose analysis, we assess a solid, successful statement of purpose which could also  be further improved as a key component of a competitive application for this degree program.

Specifically, we focus on:  

whether the applicant emphasizes intellectual interests congruent with the research focus of the academic department

whether past professional and personal experiences help shape these intellectual interests, and 

how completion of the applied degree program will provide the applicant with the skillsets they need to advance their career objectives in the field of Oceanography.

Overall, this statement of purpose establishes a strong foundation anchoring a successful application to a very academically focused master’s degree program (though we’ll point out elements that could be further strengthened). 

The applicant draws on personal preferences relating to interest in oceanography and his academic journey to inform the decision to pursue a graduate degree program in oceanography. Specifically, the student draws on his fascination with the ocean and his previous academic interest in the medical field to define his desire to study oceanography at URI. This is a compelling narrative and, coupled with a greater focus on the specific academic interest in oceanography and how these fit his post-degree career plans, will strengthen this application for a very research-focused academic program.

I was five years old, bundled in an oversized orange life jacket over the incredibly embarrassing sun-suit my mom insisted I wear. The translucent green water revealed a foreign, mystical world of vibrantly colored corals teaming with sea anemones and clownfish. I lay terrified on the oversized surfboard as my dad pushed me into a wave that was probably only a few inches tall but felt huge. I remember struggling to my feet, the colors of the reef zipping by as I sped through the water at what felt like a million miles per hour. That moment changed the trajectory of my life. The ocean would forever become my muse. My parents are water people: my dad, an avid surfer; my mom, an avid swimmer. I soon followed suit. My love for surfing, swimming, and beach days quickly grew to dominate my life.  Academically inclined and a straight-A student, I graduated college with honors. After two ill-fated medical school application cycles, however, I felt lost. Interviewing at different schools and meeting other applicants created a moment of clarity. While they wanted to discuss the pros and cons of different medical specialties, I wanted to look at weather models and swell charts. For the first time in my life, I turned away from academia and focused on other passions: travel, surfing, and exploring my place in the world. And, for the first time, doing so not through the lens of chasing academic success. I also continued to build my math and science tutoring business. I began tutoring in college as a way to make some money, but in the past few years of full-time tutoring, I’ve found that helping kids learn is rewarding in unexpected ways. I like helping kids become more excited about school and learning, seeing their “aha moments,” building bonds and helping mentor students, and feeling a sense of satisfaction upon seeing their (often unexpected) success. However, tutoring is very similar, year in and year out. For the most part, it’s the same curriculum – high school calculus and chemistry don’t really change that much.  One passion that has stayed constant, and even intensified over the years, is my love for the ocean. I’ve taken every opportunity to travel, explore the coastline, and chase swells into remote corners of the world. But, it has also become apparent in my travels how dramatically the ocean is changing. My favorite island in Indonesia is being developed at light-speed. Each time I return, more and more of the coral is dead, replaced by villas for the world’s wealthy. The little beachside town in Mexico I went to with my family, formerly a turtle sanctuary, now houses luxury resorts and golf courses. And even at home in San Francisco, the parking lot where I spent countless hours hanging out with friends before and after surfing has been lost to erosion. Everywhere I look, the natural world is collapsing around us, and nowhere is this more evident than in my own safe haven: the ocean. My life is in a period of transition, just like the planet we call home. As I’ve thought about what I want to accomplish with my career, I’ve realized that it’s my moral and ethical duty to protect the oceans, a place that has given me so much joy and shaped who I am. I want formal training to gain the knowledge, skills, and credibility to join this fight. I’ve spent hours and days teaching myself how to read nautical charts and weather forecasts. I’ve stared at the ocean, trying to hypothesize how the bathymetry of the ocean floor might mean that the waves break bigger on a west versus a southwest swell direction. I’ve poured over satellite images and radar projections of storm movement and considered how that impacts wind direction. I’ve become a decent, self taught hack, but I’ve never studied the ocean in a formal academic setting. Now, I want to. The URI curriculum is the perfect fit to allow me to transition into a field about which I’m actually excited. Because I’ve never worked in the field, I appreciate that the curriculum is broad enough to allow exploration to determine my exact area of interest within oceanography. I’m excited about the opportunity for independent, experimental study to hone in on those areas. The online and self-paced nature of the program will allow me to continue working full time, pursue my recreational passion for the ocean, and start the process of pursuing a career for which I am passionate.  — — —

I was five years old, bundled in an oversized orange life jacket over the incredibly embarrassing sun-suit my mom insisted I wear. The translucent green water revealed a foreign, mystical world of vibrantly colored corals teaming with sea anemones and clownfish. I lay terrified on the oversized surfboard as my dad pushed me into a wave that was probably only a few inches tall but felt huge. I remember struggling to my feet, the colors of the reef zipping by as I sped through the water at what felt like a million miles per hour. That moment changed the trajectory of my life. The ocean would forever become my muse. My parents are water people: my dad, an avid surfer; my mom, an avid swimmer. I soon followed suit. My love for surfing, swimming, and beach days quickly grew to dominate my life.  Academically inclined and a straight-A student, I graduated college with honors. After two ill-fated medical school application cycles, however, I felt lost. Interviewing at different schools and meeting other applicants created a moment of clarity. While they wanted to discuss the pros and cons of different medical specialties, I wanted to look at weather models and swell charts. For the first time in my life, I turned away from academia and focused on other passions: travel, surfing, and exploring my place in the world. And, for the first time, doing so not through the lens of chasing academic success. I also continued to build my math and science tutoring business. I began tutoring in college as a way to make some money, but in the past few years of full-time tutoring, I’ve found that helping kids learn is rewarding in unexpected ways. I like helping kids become more excited about school and learning, seeing their “aha moments,” building bonds and helping mentor students, and feeling a sense of satisfaction upon seeing their (often unexpected) success. However, tutoring is very similar, year in and year out. For the most part, it’s the same curriculum – high school calculus and chemistry don’t really change that much.  — — —

The preceding two paragraphs help draw a narrative of how past experiences motivate current intellectual interests:  

In the first paragraph, the applicant describes a longstanding fascination with the ocean and water activities. This passage helps signal a enduring interest in the environment and activities relating to surfing and swimming. 

In the second paragraph, the applicant notes being drawn back to the passion of the ocean, describing “two ill-fated medical school application cycles” as a key motivator for hitting the reset of sorts on their intellectual journal. 

To an admissions committee, these two paragraphs signal tenacity in the pursuit of intellectual interests. Refocusing on the initial stated passion of the ocean, the applicant builds a narrative of returning to academia to pursue this deep-rooted interest. Coupled with sharing an enjoyable experience of tutoring students, the applicant is further arguing for a return to academia by combining two of his passions: the ocean and tutoring.

How can this section be improved?  

First, what is lacking in this section is a clear, direct, coherent thesis statement as to why admissions into a graduate program would help reach professional objectives (for a statement of purpose, clarity and directness are more important than voice/style). 

Second, and related, the first two paragraphs would ideally highlight professional objectives. The applicant provides a foundation towards answering these two questions by stating a passion for the ocean and for the academic pursuit of tutoring and mentoring. This can be more effectively tied together within the context of seeking admission in a research-based masters in Oceanography. For example, is admission into this program helpful with respect to developing the technical expertise to tutor and mentor students in an academic environment? Is that the goal? The first two paragraphs can be strengthened to signal how (1) the intellectual Oceanic interests fits well with the graduate program offered by the department and (2) how past experiences help shape the goals pursued within this academic program.

Now let’s take a look at the next paragraph:

One passion that has stayed constant, and even intensified over the years, is my love for the ocean. I’ve taken every opportunity to travel, explore the coastline, and chase swells into remote corners of the world. But, it has also become apparent in my travels how dramatically the ocean is changing. My favorite island in Indonesia is being developed at light-speed. Each time I return, more and more of the coral is dead, replaced by villas for the world’s wealthy. The little beachside town in Mexico I went to with my family, formerly a turtle sanctuary, now houses luxury resorts and golf courses. And even at home in San Francisco, the parking lot where I spent countless hours hanging out with friends before and after surfing has been lost to erosion. Everywhere I look, the natural world is collapsing around us, and nowhere is this more evident than in my own safe haven: the ocean. My life is in a period of transition, just like the planet we call home. As I’ve thought about what I want to accomplish with my career, I’ve realized that it’s my moral and ethical duty to protect the oceans, a place that has given me so much joy and shaped who I am. I want formal training to gain the knowledge, skills, and credibility to join this fight. — — —

The preceding paragraph builds on the previous two paragraphs by further highlighting one key component of Oceanic interests, that of conservation. This could be highlighted much earlier given that this is directly congruent with the research interests of faculty within the URI department and one of the key learning outcomes of the master’s program offered. This signals strongly that the applicant has not only coordinated his academic interests with the academic specialty offered by the department, but also offers evidence as to the first to the specific focus (1) of how these interests intersect with the research focus of faculty, especially with respect to Oceanic conservation.

Finally, let’s see how this student closes their personal statement

I’ve spent hours and days teaching myself how to read nautical charts and weather forecasts. I’ve stared at the ocean, trying to hypothesize how the bathymetry of the ocean floor might mean that the waves break bigger on a west versus a southwest swell direction. I’ve poured over satellite images and radar projections of storm movement and considered how that impacts wind direction. I’ve become a decent, self taught hack, but I’ve never studied the ocean in a formal academic setting. Now, I want to. The URI curriculum is the perfect fit to allow me to transition into a field about which I’m actually excited. Because I’ve never worked in the field, I appreciate that the curriculum is broad enough to allow exploration to determine my exact area of interest within oceanography. I’m excited about the opportunity for independent, experimental study to hone in on those areas. The online and self-paced nature of the program will allow me to continue working full time, pursue my recreational passion for the ocean, and start the process of pursuing a career for which I am passionate.  — — —

This last paragraph provides a critical component of the academic statement (which could be highlighted earlier in the SoP). In this section, there is a clear attempt to signal as to why the URI Oceanography program is a terrific fit for the applicant and why this program can help pursue a career in oceanography. Highlighting the online nature of the program and the flexibility this provides towards pursuing a career in Oceanography strongly signals that preliminary research was conducted prior to applying. 

In this section, I would highlight (3) which specific scales the applicant would hope to pick up in this master’s program and how this would help advance their career objectives. What are these career objectives and what skills are needed to advance them? This would strengthen an already strong statement of purpose and add more of an academic narrative to a statement designed to explain why an applicant would like to pursue a graduate degree within a given department.

Final thoughts on Statements of Purpose

We hope that, with the above guide + statement of purpose examples, you feel well-equipped to draft and revise your own SoP. Be sure to give yourself plenty of time to write and revise—this is a key component of your grad school application. If you’d like to talk through ways we can support you, please feel free to contact us . And we wish you the best of luck on your application process.

Special thanks to CEG Grad School coaches Christine Rose, Kathy Liu, Kristin Joys, & Carlos A. for writing this post.

Christine (she/her) holds a Master's of Literature from the University of Toronto and a PhD in the History of Consciousness from UCSC. Her research specializes in the history of medicine, British colonialism, LGBTQI+ studies, poststructuralism, historiography, and critical race theory. A former professor at Mills College, Macalester College, and UC Davis, she offered popular interdisciplinary courses, including The Bizarre History of Medicine, Sex Panics, and Deviance & Discipline: A History of American Citizenship. She has lectured internationally at institutions such as Oxford University, Humboldt University, and MIT. Her extracurricular activities include rescuing cats and turning simple dinner plans into ridiculously complicated gourmet feasts that require buying entirely unnecessary kitchen gadgets. She spends her winters in Miami and summers in Berlin .

Kathy (she/her) is a Ph.D. student at Harvard University in Materials Science & Mechanical Engineering. After completing her B.S. in Materials Science & Engineering at Stanford, she moved to the Netherlands on a Fulbright research fellowship. Her research focuses on making dynamic, stimuli-responsive materials such as skin-inspired electronics, biomedical materials, and soft robotics. No matter where she is, she's passionate about storytelling, community, and empowering others.

Carlos (he/him) is a practicing academic originally from the Pacific Northwest. He holds a BA and PhD in political science from UCD along with a master’s in public policy from OSU. His research focuses on the nature of American elections and the factors that influence how legislators make decisions. His research has appeared in The Economist, New York Times, Washington Post, and Vox. In his spare time, he enjoys following his favorite professional baseball and college football teams while exploring the outdoors throughout the west coast, particularly in Southern California.

Kristin (she/her) has spent more than two decades enthusiastically educating and empowering changemakers. Since 2005 she has taught courses on Social Entrepreneurship & Sustainable Business at the University of Florida, where she co-founded and directs the Social Impact & Sustainability Initiative .

After earning a Ph.D. in Social Psychology in Sociology and a Graduate Certificate in Women & Gender Studies, Kristin earned a Post Doc in Management in Marketing from UF, graduate degrees in Social Entrepreneurship from INSEAD & Stanford Business School, and a certificate in Sustainable Business Strategy from Harvard Business School.

How To Write a Statement of Purpose for Graduate School

Congratulations! You’ve chosen a graduate program , read up on tips for applying to grad school , and even written a focused grad school resumé . But if you’re like many students, you’ve left the most daunting part of the application process for last—writing a statement of purpose. The good news is that the task doesn’t have to feel so overwhelming, as long as you break the process down into simple, actionable steps. Below, learn how to write a strong, unique statement of purpose that will impress admissions committees and increase your chances of getting into your dream school.

What is a statement of purpose?

A statement of purpose (SOP), sometimes referred to as a personal statement, is a critical piece of a graduate school application that tells admissions committees who you are, what your academic and professional interests are, and how you’ll add value to the graduate program you’re applying to.

Jared Pierce, former associate director of enrollment services at Northeastern University, says a strong statement of purpose can be the deciding factor in a graduate student’s admission.  

“Your statement of purpose is where you tell your story about who you are and why you deserve to be a part of the [university’s] community. It gives the admissions committee the chance to get to know you and understand how you’ll add value to the classroom,” he says.

How long should a statement of purpose be? “A statement of purpose should be between 500 and 1,000 words,” Pierce says, noting that it should typically not exceed a single page. He advises that students use a traditional font at a readable size (11 or 12 points) and leave enough white space in the margins to make the statement easy to read. Make sure to double-space the statement if the university has requested it, he adds. 

How to write a statement of purpose: a step-by-step guide

Now that you understand how to format a statement of purpose, you can begin drafting your own. Getting started can feel daunting, but Pierce suggests making the process more manageable by breaking down the writing process into four easy steps.

1. Brainstorm your ideas.

First, he says, try to reframe the task at hand and get excited for the opportunity to write your statement of purpose. 

“Throughout the application process, you’re afforded few opportunities to address the committee directly,” he explains. “Here is your chance to truly speak directly to them. Each student arrives at this process with a unique story, including prior jobs, volunteer experience, or undergraduate studies. Think about what makes you you and start outlining.”

When writing your statement of purpose, Pierce suggests asking yourself these key questions:

• Why do I want this degree?
• What are my expectations for this degree?
• What courses or program features excite me the most?
• Where do I want this degree to take me, professionally and personally?
• How will my unique professional and personal experiences add value to the program?

Jot these responses down to get your initial thoughts on paper. This will act as your starting point for creating an outline and writing your first draft.

2. Develop an outline.

Next, you’ll want to take the ideas that you’ve identified during the brainstorming process and plug them into an outline that will guide your writing. 

An effective outline for your statement of purpose might look something like this:

• An attention-grabbing hook
• A brief introduction of yourself and your background as it relates to your motivation behind applying to graduate school 
• Your professional goals as they relate to the program
• Why you’re interested in the specific school and what you can bring to the table
• A brief summary of the information presented in the body that emphasizes your qualifications and compatibility with the school

An outline like the one above will give you a roadmap to follow so that your statement of purpose is well organized and concise. 

3. Write the first draft.

Your statement of purpose should communicate who you are and why you are interested in a particular program, but it also needs to be positioned in a way that differentiates you from other applicants. 

Admissions professionals already have your transcripts, resumé, and test scores; the statement of purpose is your chance to tell your story in your own words.

When you begin drafting content, make sure to:

• Provide insight into what drives you , whether that’s professional advancement, personal growth, or both.
• Demonstrate your interest in the school by addressing the unique features of the program that interest you most. For Northeastern, he says, maybe it’s experiential learning; you’re excited to tackle real-world projects in your desired industry. Or perhaps it’s learning from faculty who are experts in your field of study.
• Be yourself. It helps to keep your audience in mind while writing, but don’t forget to let your personality shine through. It’s important to be authentic when writing your statement to show the admissions committee who you are and why your unique perspective will add value to the program.

4. Edit and refine your work.

Before you submit your statement of purpose:

• Make sure you’ve followed all directions thoroughly , including requirements about margins, spacing, and font size.
• Proofread carefully for grammar, spelling, and punctuation.
• Remember that a statement of purpose should be between 500 and 1,000 words. If you’ve written far more than this, read through your statement again and edit for clarity and conciseness. Less is often more; articulate your main points strongly and get rid of any “clutter.”
• Walk away and come back later with a fresh set of eyes. Sometimes your best ideas come when you’re not sitting and staring at your computer.
• Ask someone you trust to read your statement before you submit it.

Making a lasting impression

Your statement of purpose can leave a lasting impression if done well, Pierce says. It provides you with the opportunity to highlight your unique background and skills so that admissions professionals understand why you’re the ideal candidate for the program that you’re applying to. If nothing else, stay focused on what you uniquely bring to the classroom, the program, and the campus community. If you do that, you’ll excel.

To learn more tricks and tips for submitting an impressive graduate school application, explore our related grad school success articles .

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Editor’s note: This article was originally published in March 2017. It has since been updated for thoroughness and accuracy.

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Writing your academic statement of purpose.

What is it?

Each applicant must submit an academic statement of purpose (ASOP). The ASOP is one of your primary opportunities to help the admissions committee understand your academic objectives and determine if you are a good match for the program you are applying to. The goal of this document is to impress upon the admissions committee that you have a solid background and experience in your area of interest and that you have the potential to be successful in graduate study.

Why is it important?

The ASOP is one of the most important pieces of your graduate school application because it:

• Gives the reviewers an understanding of your academic background and interests.
• Allows you to illustrate in your own words what sets you apart from other applicants.
• Helps them determine if you are a good match for the program to which you are applying.
• Shows your communication style and ability.

Information to Include

Introduce yourself and your academic interests.

• Provide simple background information on your area of interest and how it became of particular interest to you.
• Here you can also share with them how and why you decided to pursue a graduate degree in this field.

Describe your academic background, preparation, and training

• Skills you have learned from academic, lab, or research experiences (e.g., undergraduate coursework, research opportunities, scholarly writings, jobs in the field, presentations, etc.). Whenever possible, give specific examples and illustrate the points you are making, don’t just simply tell them.
• Research you conducted – project title or focus, research mentor, your specific role, what you learned and the outcome. If there were challenges, don’t be afraid to mention what you learned from them. This shows persistence and resilience in the face of adversity– these are also things they are looking for!
• Important papers or thesis project you completed, as well as anything scholarly beyond your academic degree requirements.
• Relevant work or internship experience as related to the field you are applying to.

Show them you are making an informed decision

• Indicate what you would like to study in graduate school in enough detail to convince the faculty that you understand the scope of research in the discipline and are aware of research trends.
• Show them that you have thoroughly researched the program, its faculty, and research focus areas, and why you are applying to this program specifically. This will help you write a more informed essay that is relatable to the faculty who will be reviewing your application.
• Describe why you are a good fit for the program and why the program is a good fit for you.
• If there are specific faculty you are interested in working with, check the program’s ASOP instructions and determine how best to mention this in your essay. Some programs require you to name a professor(s) with whom you would like to work.
• Are there any aspects of the program that are of particular interest to you (immersion program, opportunities for collaboration with others outside of the institution, research centers associated with the program, etc.)?
• Include information that is important to you outside of the program – supportive environment for first-year students, access to amazing literary resources, opportunities to participate in professional/career development programming, etc.
• Professional goals – you may wish to outline what you plan to do after you complete the program as a way of underscoring the importance of your choice to pursue graduate study.
• Share any extracurricular opportunities you have had that show leadership, ability to work with a diverse group of people, teaching skills, etc.
• Research degree applicants should identify specific faculty members whose research interests align with your own interests. 

Important Things to Remember

• Pay attention and follow instructions very carefully – every program is different and some have specific items/topics they want you to address.
• Unless otherwise noted, this is an academically focused essay, not necessarily a personal essay. You will likely add some personal details here and there, but be sure to keep the focus on your academic background and future potential.
• Proofread and pay close attention to details – they really matter!
• Have others from a variety of perspectives read your essay before you submit it – they should be looking at it in terms of content, style, and grammar. Remember, those outside of your field can provide you with valuable perspective and feedback.
• Keep in mind that you can continue editing your ASOP after you have submitted it to programs with earlier deadlines.

Length, Format and Tone

• Unless otherwise noted one to two pages in a standard font and size is typical.
• Include your full name and proposed program of study at the top of each page – if faculty are not reading an electronic version of your essay, pages can become separated.
• Write with confidence and in an active voice – doing this makes your sentences clear and less wordy/complicated.
• Language should be positive and focused. Since faculty are the ones reviewing your application, it is fine to use discipline-specific terminology, tone, and style in your ASOP.

Final Checklist

• Described your academic background in enough detail to show your experience and preparedness in the field?
• Shown that you are a good fit for the program you are applying to?
• Defined why you want a graduate degree in this field?
• Demonstrated that you are self-motivated, persistent, competent, and have the skills necessary to be successful in graduate school?
• Followed the ASOP instructions as defined by the program you are applying to?
• Polished, proofread, and had others review your ASOP?

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• Applying to graduate school

How to Write a Statement of Purpose | Example

Published on February 13, 2019 by Shona McCombes . Revised on June 1, 2023.

When you apply for graduate programs or scholarships, the admissions committee is looking for more than just a list of grades. The statement of purpose (also known as a statement of intent or motivation letter) is your chance to stand out from the crowd and showcase your motivation, skills and potential. It should:

• Outline your academic or professional interests and goals
• Discuss relevant skills, experience and achievements
• Demonstrate why you’d be a good fit for the program

Table of contents

Successful statement of purpose example, requirements and prompts, personal introduction, experience and achievements, goals and motivations, fit with the program, tips for an effective statement of purpose, other interesting articles.

The torment of the Founding Fathers is responsible for my interest in Classics. My desire to learn Latin stemmed from reading American Revolutionary-era history during junior high and high school, and particularly from the countless Latin quotations I found in John Adams’ writings. Always eager for a challenge, I was intrigued by the American founders’ accounts of the torture of learning such a difficult language. In my first semester at university, I started learning Latin and thoroughly loved it. As I learned more and more about classical civilization through the language, I realized that I was passionately interested in many aspects of the field of Classics. I have since taken courses on mythology, art and archaeology, and religion, on ancient history, and on the classical tradition. I have also learned Greek, of course, starting with an intensive two-semester course at the university’s summer school. My experience studying abroad in Florence and traveling through Italy and Greece intensified my zeal for the field and, in particular, fueled my ambition to specialize in classical archaeology.

My personal philosophy of life is that everything is connected, and this conviction drives my desire to study Classics. The most rewarding moments for me are discovering and investigating connections – both broad ones, between fields and disciplines, and more specific ones, like the relationship between a piece of literature and an object of material culture. My liberal arts education has equipped me with a broad base of knowledge in the sciences, social sciences, humanities, and arts, and in the honors program I pursued independent projects exploring academic and personal connections, including a paper on ancient Mayan astronomy, a self-observation study on the effects of nutrition and hydration on exercise performance, and a paper on the influence of political context on the changing artistic representations of John Adams. By seeking out connections between seemingly unrelated areas of academia, I have acquired a well-rounded outlook which helps me approach new ideas with both a range of prior experiences and a mind always open to different interpretations.

In accordance with my personal philosophy, I have also continued to explore connections within Classics and between Classics and other fields. In 2007, I published an article in my university’s undergraduate humanities journal; inspired by my studies in Florence, I compared representations of the birth of Venus in ancient and Renaissance literature and art. My major academic achievement to date, however, has been my senior honor thesis on John Adams’ connection to the Classics. Funded by a Hilldale Research Fellowship, I conducted research in the Adams Papers at the Massachusetts Historical Society and in John Adams’ personal library at the Boston Public Library on the influence of the classical tradition on Adams’ worldview and how he consciously modeled himself on classical ideals. It was particularly fulfilling to connect historical and classical research in writing about the figure most responsible for instigating my study of the Classics.

As well as my research skills, I have demonstrated proficiency in the classical languages, winning prizes for both Latin and Greek translation from the Classics Department, as well as receiving an enthusiastic nomination from the department for the Pearson Fellowship from the American Philological Association. I am also the president of the undergraduate Classics Society, which allows me to share my enthusiasm for Classics with other students and the larger community.

One of the most appealing aspects of studying Classics is the vast range of topics encompassed by the field. Because my interests are broad and I value an interdisciplinary approach, I would like to pursue graduate study ultimately leading to a PhD in Classical Archaeology. Archaeology in itself is, of course, a multi-faceted field, requiring knowledge of history, language, anthropology, and various scientific and technological methods. I have already started building my skills in this area: I participated in a microartifact analysis from the excavation of a Maya site in Belize as part of an honors project, and this summer I will take part in two archaeological projects in Turkey after working as a research assistant on related material in the spring semester. This PhD program includes many other opportunities I am eager to explore, such as palaeography and papyrology courses, and especially the variety of fieldwork and museum experiences available. I believe that my strong background in the classical languages and wide range of courses on classical civilization and archaeological methods have prepared me well for this program, and I am convinced that, guided by my philosophy of interconnectedness, I will flourish in this program.

The first step is to read the application instructions. These should include the length of the document (usually 1-2 pages), any formatting requirements, and often a question or prompt that indicates what you should focus on.

In some cases, you might also be asked to submit a personal statement . Similar advice applies to both of these documents—both should give a sense of who you are, what you’ve done and what you want to do. But a statement of purpose is often more formal, tightly focused on your academic background and your suitability for the program.

If you are working on multiple applications, don’t try to write a one-size-fits-all text—tailor your statement of purpose to each program. Make sure to respond to the prompt and include all the information you’re asked for. A typical statement of purpose prompt looks like this:

Your focus will be slightly different depending on whether you’re applying for research-based academic programs (such as a PhD ) or professional qualifications (such as an MBA). But all statements of purpose should contain the following elements.

This is your chance to introduce yourself to the admissions committee and let them hear your voice. The statement of purpose shouldn’t tell your life story, but it should give a glimpse into who you are.

Academic and personal background

Give an overview of your academic background, and show what drives your interest in this field or profession. You might want to include some personal background too—your family history, social circumstances, personal relationships and life experiences have all shaped your trajectory and perspective. What unique insights will you bring with you?

Characteristics and personality

Think about aspects of your character that make you well-suited for graduate school. Don’t just list generic adjectives—give examples that demonstrate your strengths and show why they’re relevant.

• Are you organized enough to handle a high-pressure workload?
• Do you have the creativity needed to develop original ideas, or a systematic mindset perfect for problem-solving?
• Do you have strong leadership skills, or are you great at working collaboratively?

Avoid including irrelevant autobiographical detail in the statement of purpose. Everything you include should be aimed at showing why you’d be a strong candidate for the program.

Your experience shows that you have the necessary skills to succeed in graduate school. Don’t just summarize everything you’ve done—pick out some highlights to build a clear picture of your strengths and priorities, illustrating how you’ve learned and developed along the way.

Academic experience

If you’re applying for a research-focused program, such as a PhD, show your knowledge of the field and outline your research experience. This might include:

• A brief summary of your thesis or final project
• Courses that you found particularly valuable
• Projects you contributed to
• Publications
• Presentations
• Extracurriculars that gave you relevant skills or experience

Professional experience

If you’re applying for a professional program, such as an MBA, outline your experience so far and show how it relates to your career plans. This might include:

• Past or current job roles
• Projects you led or participated in
• Internships
• Voluntary work
• Training courses

In all cases, give specific examples with details of what you worked on, what you achieved, and what you got out of the experience.

As well as showing that you’re prepared for the program, explain what you expect to get out of it. What are your motivations for applying? How do you plan to make the most of its opportunities, and how will it help you achieve your goals?

Academic motivations

For academic programs, indicate your research interests, showing how they follow from and build upon what you have studied so far. This might include:

• A subfield that you want to strengthen your expertise in
• A specific problem or question that you’d like to address
• An initial idea for a research project
• A theoretical or methodological approach that you want to develop

This isn’t the place for an in-depth research plan, but it’s a chance to show your enthusiasm and knowledge of your field.

Professional motivations

For professional programs, outline your career aspirations and show how your experience informs your goals. This might include:

• The next step you want to take in your career. What position are you aiming for and how will the program help you achieve it?
• Your motivations for a career change. Can you make a link between your previous experience and your new direction?
• Your long-term goals. Where do you want to be in five or ten years, and how do you see yourself getting there?

The admissions committee wants to know that you’re genuinely motivated to complete the program, and the clearer your plans, the more convincing your commitment.

It’s important to show not only why you want to study this subject, but also why you want to do it in this particular institution and department.

• Do your research, and mention particular classes, specialisms or faculty that attracted you.
• Show why you’re a good fit. Do your priorities align with the values and culture of the institution? What will you contribute to the department?
• Discuss the specific skills, knowledge and experience you expect to get from the program.

The statement of purpose isn’t only about selling yourself—it’s about illustrating an ideal match between you and the program.

Once you’ve made sure to cover all the key elements, you can work on strengthening and polishing the text. Follow these tips to make your application the best it can be.

Stay focused

It can be tempting to try to cram in everything you’ve done, but a good statement of purpose requires careful selection to craft a focused narrative. One way to do this is by building your text around a central theme—for example, a character trait, an intellectual interest, or a career goal.

This strategy helps structure your text and puts your priorities centre stage. Link each paragraph back to the central idea, making it clear how everything fits together.

Think about your structure

The structure of a statement of purpose is somewhat flexible, as long as you include all the relevant information in an order that makes sense.

For example, you might start with a chronological story of where your interests began, or you might open with your goals and then select a series of examples that show your capacity to achieve them. If you’re desperate to study in this specific program, you could lead with a summary of why it’s your ideal choice, and then elaborate on each aspect to show why you’re a perfect fit.

The important thing is that the text showcases your strengths and motivations in a compelling, coherent way. As in any other piece of academic writing, make sure each paragraph communicates one main idea, and that each sentence flows smoothly and logically from the last. Use transition words and topic sentences to move between paragraphs.

Add meaning to your resume

The bare facts of your achievements—grades, prizes, work experience—are already included in your graduate school resume and transcripts. Use the statement of purpose not to repeat yourself, but to add personal meaning and texture to these facts.

If you got top marks for your thesis, describe the research process and demonstrate your enthusiasm for the topic. If you completed an internship or participated in a project, explain what new skills you learned and which aspects you found most valuable. If you already have lots of experience in the field, show how each step developed your skills and shaped your current plans.

Revise, edit, proofread

Your statement of purpose isn’t only about the content—it’s also a chance to show that you can express yourself fluently, confidently and coherently in writing. Spend plenty of time revising, editing and proofreading your text before you submit.

Make sure you stay within the recommended length, and check if there are any specific formatting requirements. If not, use a standard 12pt font, 1-inch margins and 1.5 line spacing.

When you have a final draft, our professional statement of purpose proofreading service can offer an extra pair of eyes to make sure every sentence is perfect.

Proofread my statement of purpose

Checklist: Statement of purpose

My statement of purpose clearly responds to the prompt.

I have introduced my academic, professional and/or personal background.

I have described any relevant experience and shown my development over time.

I have highlighted key achievements that demonstrate my talents.

There is a clear connection between my previous experience and my future plans.

I have explained how the program will help me achieve my goals.

I have mentioned specific aspects of the program, department and institution that appeal to me.

Every paragraph focuses on one central idea.

The paragraphs are organized in a logical order and tell a clear, coherent story.

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Statement of Purpose 

The statement of purpose is very important to programs when deciding whether to admit a candidate. Your statement should be focused, informative, and convey your research interests and qualifications. You should describe your reasons and motivations for pursuing a graduate degree in your chosen degree program, noting the experiences that shaped your research ambitions, indicating briefly your career objectives, and concisely stating your past work in your intended field of study and in related fields. Your degree program of interest may have specific guidance or requirements for the statement of purpose, so be sure to review the degree program page for more information. Unless otherwise noted, your statement should not exceed 1,000 words. 

Personal Statement

Please describe the personal experiences that led you to pursue graduate education and how these experiences will contribute to the academic environment and/or community in your program or Harvard Griffin GSAS. These may include social and cultural experiences, leadership positions, community engagement, equity and inclusion efforts, other opportunities, or challenges. Your statement should be no longer than 500 words.

Please note that there is no expectation to share detailed sensitive information and you should refrain from including anything that you would not feel at ease sharing. Please also note that the Personal Statement should complement rather than duplicate the content provided in the Statement of Purpose. 

Visit Degree Programs and navigate to your degree program of interest to determine if a Personal Statement is required. The degree program pages will be updated by early September indicating if the Personal Statement is required for your program.

Writing Sample 

Please visit Degree Programs and navigate to your degree program of interest to determine if a writing sample is required. When preparing your writing sample, be sure to follow program requirements, which may include format, topic, or length. 

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Writing the Statement of Purpose

The statement of purpose should convince the admissions committee that your achievements show promise for your success in graduate study. Think of the statement of purpose as a composition with four different parts.

Make sure to check on the appropriate departmental website to find out if your statement should include additional or specific information.

Part 1: Introduce yourself, your interests and motivations

Tell them what you’re interested in, and perhaps, what sparked your desire for graduate study. This should be short and to the point; don’t spend a great deal of time on autobiography.

Part 2: Summarize your undergraduate and previous graduate career

a) Research you conducted. Indicate with whom, the title of the project, what your responsibilities were, and the outcome. Write technically, or in the style of your discipline. Faculty are the people who read these statements.

b) Important paper or thesis project you completed, as well as anything scholarly beyond your curricular requirements.

c) Work experience, especially if you had any kind of responsibility for testing, designing, researching or interning in an area similar to what you wish to study in graduate school.

Part 3: Discuss the relevance of your recent and current activities

If you graduated and worked prior to returning to graduate 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.

Part 4: Elaborate on your academic interests

Here you indicate what you would like to study in graduate school in enough detail to convince the faculty that you understand the scope of research in their discipline, and are engaged with current research themes.

a) Indicate the area of your interests. Ideally, pose a question, define a problem, or indicate a theme that you would like to address, and questions that arise from contemporary research. This should be an ample paragraph!

b) Look on the web for information about departments you’re interested in, including professors and their research. Are there professors whose research interests parallel yours? If so, indicate this. Check the specific program; many may require you to name a professor or professors with whom you might work.

c) End your statement in a positive manner, indicating your excitement and readiness for the challenges ahead of you.

Essential Tips

1. What the admissions committee will read between the lines: self-motivation, competence, potential as a graduate student.

2. Emphasize everything from a positive perspective and write in an active, not a passive voice.

3. Demonstrate everything by example; don’t say directly that you’re a persistent person, show it.

4. If there is something important that happened to you that affected your grades, such as poverty, illness, or excessive work, state it. Write it affirmatively, showing your perseverance despite obstacles. You can elaborate more in your personal statement.

5. Make sure everything is linked with continuity and focus.

6. Unless the specific program says otherwise, be concise; an ideal essay should say everything it needs to with brevity. Approximately 500 to 1000 well-selected words (1-2 single space pages in 12 point font) is better than more words with less clarity and poor organization.

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How to write a statement of purpose for graduate school.

When writing your statement of purpose for graduate school, focus on your specific plans and how the graduate program and its faculty will help you meet these goals. Graduate study is not for slackers. It takes focus and determination to pursue an advanced degree. That's why admissions committees examine your statement of purpose (also called a letter of intent or research statement) very closely—they want to see whether you have the right stuff to succeed in grad school. Follow these tips to write an effective graduate school statement of purpose.

1. Know what grad schools are really asking.

Different grad school programs have different prompts. Nonetheless, they're all asking for the same four pieces of information:

• What you want to study at graduate school?
• Why you want to study it?
• What experience you have in your field?
• What you plan to do with your degree once you have it?

Admissions committees look for candidates with clear, well-defined research interests that arise from experience. With that in mind, your statement of purpose should reveal that you care deeply about your chosen discipline and that you have the background to support your ideas and sentiments. It should also demonstrate that you're a diligent student who will remain committed for the long haul. Always answer the question asked of you. Being substantive and direct is much better than being creative or flashy.

2. Be selective about the details you include.

Grad schools don’t care that you make a great chicken casserole or play intramural bocce ball. They do care about those activities that speak to your suitability for graduate work. As a graduate student, you'll be called upon to do difficult coursework and research. You may have to teach undergraduate classes within your field and conceivably even design a course. And you'll have to get along with a diverse group of colleagues who will sometimes work very closely with you. Any experience in school, work, or your extracurricular life that speaks to those abilities is worth talking about.

Read More: 5 Tips for Choosing a Grad School

3. Make your statement of purpose unique.

While it's important to be focused, there's no need to be boring. To distinguish your essay, add unique (yet relevant) information. One of the best ways to do this is to discuss—briefly—an idea in your field that turns you on intellectually. It's an effective essay-opener, and it lets you write about something besides yourself for a bit.

Remember, the idea you choose to talk about can tell an admissions committee a lot about you. And it demonstrates your interest in your field, rather than just describing it.

4. Ask for feedback.

Be sure to show your statement of purpose to someone you respect, preferably the professors who are writing your recommendations, and get some feedback on the content before you send it in. Have someone else proofread your essay for spelling and grammar. A fresh set of eyes often picks up something you missed.

Finally, don't just reuse the same statement of purpose for each school to which you apply. You can recycle the same information, but make sure you change the presentation to fit each individual program.

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How to Write a Statement of Purpose for PhD Admission

The dreaded doctoral statement of purpose — every PhD program asks for it, but why is it so difficult to write? Writing a strong statement of purpose is essential to getting into your top PhD programs. A PhD statement of purpose gives admissions committees an introduction to your research interests and why their specific program is of interest to you.

Like a cover letter for a job application, a great statement of purpose allows you to highlight your strengths, interests and experience. If you need statement of purpose advice, keep reading for guidance on how to write a successful statement of purpose that will make your PhD application stand out.

Statement of purpose vs. personal statement

Though the two may sound similar, they’re not necessarily interchangeable. A personal statement gives insight into who you are, while a statement of purpose is meant to showcase what you want to do. Rarely will you be asked to write a personal statement for a PhD program.

As you go through the PhD application process, you will likely see schools requesting either a statement of purpose or a research statement. In most cases, they're both looking for the same thing. Admissions committees want to know about your academic background, your research goals and what you hope to accomplish as a candidate in a PhD program.

Your research goals should align with faculty research

Being admitted to a PhD program is a great feeling, but if you enroll in a program that doesn’t match your research interests or help support your career goals, you may be setting yourself up for disappointment later down the road.

Applying for admission to a program is all about fit. Faculty reviewers are looking for students who best represent the department’s mission and will help them obtain their research objectives.

By the time you apply, you should have a solid understanding of what the department’s primary research and content areas are, as well as which faculty members you’d like to work with more closely. This might mean finding information about what their labs do and reading published articles related to their work.

Be sure to include how your interests and past experiences align with the work that they do and how you would be an active contributor to those endeavors. This approach shows that you took the time to look into their program, so the committee will be more willing to invest theirs in reviewing your application.

Don’t be afraid to address your weaknesses

Many people assume they should avoid listing their shortcomings in their essays. The whole point of applying to a program is to impress the reviewers, right? But constructively addressing your weaknesses can be a great way to demonstrate how this program can help you achieve your academic goals.

Look at the catalog and read through the courses that are part of the program. If there is a particular class that fascinates you, talk about how it could help you obtain a new skill or a better understanding of a concept that you’ve struggled with before.

This demonstrates that you are actively seeking programs to help you better your education. It also exhibits that you’re mindful of what areas of your knowledge need some improvement, which shows maturity and the ability to self-assess.

Keep it succinct

If your program of interest does not specify a page word or word limit, it’s best to assume that your statement should not exceed two pages total. It should be enough to give them a glimpse of who you are and what you have to offer but not share your life story.

The aim is to communicate how and why this particular program will help you meet your academic and career goals. Limited space means you must prioritize what you include in your statement.

Create an outline before you start writing to ensure you are including points that are relevant to your application and the program to which you are applying. Your statement is also an example of how well you can write. By framing your essay before you write it, you can avoid stream-of-consciousness writing that can often come across as undefined and incoherent.

Proofread! And read it over and over

When you think you have a finished product, read your essay out loud. This makes it easier to catch typos, poor grammar, and oddly worded sentences. If you have a friend who is also applying to grad school, help each other out by editing each other’s essays.

Having someone else read your statement and ask questions can help you clarify your points and make it more compelling. Your statement is your one chance to present yourself professionally in your own words. The occasional mistake is excusable, but messy writing will make them think you lack attention to detail.

Before you hit submit on that application, be sure that you have attached the correct document for the right institution. It can be very embarrassing if your statement mentions the wrong faculty member’s name or refers to another school’s library! It could also cause the reviewers to think you are not as serious about their program.

You’ve spent a good amount of time perfecting your application, so take your time to review everything before you submit it so you can rest easy knowing you’ve presented your best.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Statements of Purpose: Drafting Your Statement

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Write one essay for each program. Although they may sound similar, each program’s statement prompts asks for slightly different pieces of information about who you are. You may be fortunate to have two or three similar prompts for a few programs, but even then, remember that you must meld your own interests with the opportunities available at each particular program--so, no two statements should read exactly alike. In essence, be prepared to draft (and continuously revise) dedicated statements for each program application. Don’t send out a boilerplate essay.

Attempt to create one unifying theme in your narrative. Some applications ask you to include the answers to broad prompts in your statement. For instance, the only instructions you get may be: describe your goals and preparation to pursue graduate study in no more than 1500 words. Conversely, others may ask you to answer a series of very specific questions such as your reasons for applying to their program in particular, how your background fits into your professional goals, how your past achievements would aid you during your time in graduate school, and what you have learned from your prior professional experience. Regardless of the particular kind of writing situation, attempt to fit your narrative into one unifying theme. For example, if your essay focuses on how family has played an important role in your decision to go to graduate school, do not throw in an experience from your trip to a foreign country as another factor in your decision making process unless it is strongly tied with the overall theme of family. Also, be sure to stick to the word limits.

Strong statements of purpose answer four important questions that inform admissions committees of who you are professionally and personally.

Professionally, statements of purpose answer two questions for the committee.

First: what kind of work are you interested in doing in graduate school?

Be specific, don’t make the mistake of thinking that being vague in your focus will reach a wider audience. For instance, if you mainly want to study business ethics with two prominent faculty members who focus on that topic, write that in your statement. Do not worry that you are pigeonholing yourself by being specific and instead list several other areas that you could be interested in. There will not be enough time to go into all of these areas and it will make your statement sound aimless and disconnected.

Second: why is the program you are applying to a good fit for you?

This is where your online research on each program comes into play. Be specific about what makes the program that you are applying to your ideal choice. Avoid general statements such as “your program is one of the best in the country.” Focus more on the specific things that you think make it great—for you and your research in particular. If it has a good instructor to student ratio, how will that benefit you? If what separates the program from the rest is that it provides excellent field training before you graduate, how will you take advantage of this? Be specific. You may also talk about your goals after grad school. Where do you see yourself? Does the program have a good history in helping other students get there? You don’t have to be one hundred percent certain about your future plans; no one will pull your application essay before you graduate and express shock and disappointment if your interests happen to change. But generally, going to graduate school is a huge commitment. Admission committees want to know that you understand this and that you envision some type of gain for your dedication.

A word of caution: Avoid changing your statement just to get into a program if it is a bad fit for you. You’ll save yourself time and money down the line.

Be aware that while it is generally a good idea to be as honest about your intentions as possible, avoid being too candid about your reasons for applying to a certain school if they are less than scholarly. For instance, admission committees do not want to hear that you are applying to their program primarily because of the school’s proximity to significant others, family, friends; because it is located in a place with a great college town feeling; or, because it offers a variety of funding opportunities (however, you could probably mention this last one in passing if their funding is outstanding among other programs, signaling a dedication to its students’ goals).

Personally, statements of purpose also answer two questions for the committee.

First: What matters to you—and why?

The committee will receive a lot of data about you. The statement of purpose allows you to give that data meaning. It is important that you not just rephrase whatever is on your CV or resume because this won’t get at the meaning behind your experiences. A job or a class may have lasted only a few months, but it may have been the impetus for you to go to graduate school because of a unique experience that occurred there. The statement of purpose should give the committee a sense of who you are and how you have personally interpreted events in your life.

Second: How are you unique from the other candidates?

Above all, avoid playing it safe with bland language. It can be tempting to resist making yourself stand out in your statement because you don’t want to ruin your chances by “sounding weird.” Ironically, this type of information may be what makes you the most compelling candidate. Graduate program committees receive dozens—sometimes hundreds—of applications each year. Make your voice stand out among the rest by showing that you are not only professional but that there’s a person behind the important decisions you have made. What was the human element that motivated you to get you to where you are?

Many people wonder whether they should mention their minority status. Generally, you should mention your minority status only if it pertains to your studies. For instance, did working with a minority group (that you belong to) motivate you to go to graduate school? How so? Are you interested in undertaking minority issues once you have earned your degree—and, if so, in what capacity? For example, once you earn your Masters in Social Work, are you hoping to help Hispanic individuals who suffer from serious and persistent mental illness? Tie this with your background to give this goal some context.

Remember to switch over between other graduate application tasks such as asking for letters of recommendation, ordering your transcripts, filling out the questionnaire for each school, and so forth. This will break up the writing task and help to re-energize you.

Works Consulted

Getting In: A Step-By-Step Plan for Gaining Admission to Graduate School in Psychology . Washington, DC: American Psychological Association. 1997. Print.

Kaplan, Inc. Get into Graduate School: A Strategic Approach . New York: Simon & Schuster. 2003. Print.

Stelzer, Richard J. How to Write a Winning Personal Statement for Graduate and Professional School . 3rd. ed. Lawrenceville, NJ: Peterson’s Publishing, 2002. Print.

Stewart, Mark Allen. Peterson's How to Write the Perfect Personal Statement . Lawrenceville, NJ: Peterson’s Publishing, 2009. Print.

Your Trusted Advisors for Admissions Success

Admissions and test prep resources to help you get into your dream schools

Graduate School Statement of Purpose: The Ultimate Guide

Timeless strategies to conquer your essay, stand out, and get into your dream doctorate or master's program.

Part 1: Introduction

Part 2: what is a statement of purpose, part 3: preparing to write, part 4: writing your statement of purpose, special section: how to transform your statement of purpose into a personal statement, special section: letters of recommendation, special section: the graduate school interview, frequently asked questions.

You know you’re cut out for grad school. You’ve likely spent countless hours in lab trying to get your experiments to work or given up weekends and fun with friends to dig through archives for your thesis project. You may have even presented your work at conferences and left feeling more excited than ever about your work.

Your graduate education will serve as the next step toward your dream career, regardless of whether your goal is to become a professor, get a fancy position in industry, or work for the government.

Unfortunately, applying to graduate school can be a daunting task. Whether you’re still in school, working, or both, it’s hard to muster the time and focus to sit down and get started on your applications. And even when you do get around to it, you might not know where to start. How do you actually translate years of education and hard work in a field into a standout application? What accomplishments do you choose to highlight in your graduate school statement of purpose? How do you write the kind of statement of purpose that will get you into your dream school?

A statement of purpose is an essay that summarizes your past work and preparation for graduate studies. It lays out your most important experiences (e.g., jobs, internships, apprenticeships, teaching) and accomplishments (e.g., publications, presentations, grants, exhibitions, speaking engagements) with the goal of getting you into your first-choice graduate program.

Whereas strong grades and test scores are the foundation of your application and are necessary to be considered at top programs, your experiences are what set you apart. Therefore, the goal with your statement of purpose is to organize and present your academic journey in a way that convinces the top institutions’ admissions committees that you are perfect for their program.

Regardless of the specific statement of purpose prompts you encounter, the central question is the same: Why you for our graduate program in this field?

To expand, your statement of purpose should argue the following:

Why you want to go to graduate school

How you’ve prepared for graduate studies

What field and specific area you intend to study and why (e.g., Ph.D. in History with a focus on the American Revolution)

Why you’ve chosen University of X for your studies (e.g., specific offerings, resources, faculty)

How is a personal statement different from a statement of purpose?

Although most graduate programs require a statement of purpose, a few will ask for a personal statement instead, yet some schools will request both.

A statement of purpose places a narrative to your achievements to demonstrate that you have prepared for success in your graduate studies. On the other hand, a personal statement draws from your personal and professional experiences to explain how you have come to the decision to pursue a graduate education in your field of interest. In addition, your personal statement can be used to give admissions committees a sense of who you are as a person, including any obstacles you’ve had to overcome, explanations of your less-than-ideal academic record, and contributions you’ve made to your community.

If you are asked for a statement of purpose and personal statement, you should reserve information about your personal journey and hardships for your personal statement and discuss career-related experiences and academic accomplishments in your statement of purpose.

(Note: If you’ve written a statement of purpose, you can easily modify it into a personal statement for programs and fellowships that ask for one and not the other. This modification process is covered in a special section, below.)

What is the admissions committee looking for in a potential graduate student?

Before we get into our step-by-step approach to writing a standout graduate school statement of purpose, let’s discuss what admissions committees are looking for so that you’ll have an easier time writing a compelling essay.

Graduate schools want to admit students who have exhibited a history of determination, self-motivation and passion for their intended field of study. Sound like you? Thought so.

The key word here is exhibited . In other words, you’ll want to draw from your experiences and accomplishments to highlight the aforementioned attributes through your essay.

Here’s a quick cheat-sheet on how to demonstrate the qualities graduate programs are looking for:

History of determination: Experiences in your field that have lasted 1+ year(s)

Self-motivation: Internships, funding, and presentations that you independently and successfully pursued

Passion: A discussion of how you decided on your field of interest (in your intro) and the specific area you’d like to study during your graduate career (in the conclusion)

In addition, below is a summary of what you’ll be critiqued for:

How clearly you present your experiences and accomplishments to display your fitness for their program

Whether your statement of purpose makes a coherent and concise argument that you are the kind of graduate student they are looking for

Your writing skills (i.e., formal and respectful in tone, proper grammar and punctuation, and easy-to-follow argument presented through your experiences on how you arrived at the decision to pursue graduate studies in your field of interest)

The role of your statement of purpose in your overall application

Your statement of purpose offers a unique opportunity to develop a narrative to your experiences and make a compelling case for your admission to various programs. Therefore, make sure to highlight only your most important achievements, insights, and mentors to present yourself as a cohesive package to admissions committees.

What do we mean by a cohesive package? If you’ve had a standout experience (e.g., you’ve worked in a great scientist’s laboratory, you’ve worked for the Gates Foundation, or you’ve taught in an inner-city school), then aside from mentioning it in your statement of purpose, you should have a letter of recommendation for that experience and it should be mentioned in your CV. By making connections across the various components of your application, you’ll reinforce the meaningfulness and importance of your experiences. Moreover, overtly repeating your qualities and achievements throughout your application will influence how your admissions reviewer will think about and remember you.

Therefore, the unique role of your statement of purpose is to draw from the experiences you mention in other parts of your application (e.g., your CV) and use these experiences to provide key insights about you. For example, say you were a botany major who spent 3 years conducting research in the same laboratory, 4 years volunteering at the local botanical garden, and consulting for the Sierra Club on and off since obtaining your undergraduate degree 2 years ago . On paper, you seem like a dedicated applicant with all those years of hard work at the same three places. How do you humbly reinforce your dedication in your statement of purpose using all three of these experiences?

First, be sure to mention the number of years you devoted to each experience and mention any accomplishments within the experience (e.g., presentations you gave, funding goals you reached, events you organized). Next, obtain a letter of recommendation from your supervisor or mentor for each experience, and be sure they explicitly highlight your dedication and the accomplishments you mention in your statement of purpose. Lastly, be sure to quantify your accomplishments whenever possible within your statement of purpose and on your CV (e.g., Botanical garden volunteer: Fundraised over $3,000 for garden outreach program; Organized K-12 field-trip event).

Your goal in developing a cohesive application is simple: Make it easy for the admissions committee reviewer to notice important achievements across your statement of purpose, CV and recommendation letters. By reinforcing your dedication through your experiences and accomplishments, you’ll give the admissions committee reviewer confidence that you will thrive in their graduate program.

(Note: We strongly encourage you to update your CV before you begin writing to ensure that the dates and details you discuss in your statement of purpose are sorted out.)

A little bit of preparation before you write will make the drafting process a lot easier. Recall that the statement of purpose should put a narrative to the accomplishments on your CV that supports your decision to pursue graduate studies.

To best prepare, first jot down dates and details of each activity (e.g., research apprenticeship, job) along with associated accomplishments (e.g., publication, presentation), and figure out which qualities of the ideal graduate student are exhibited through your various experiences.

Here are some qualities to consider demonstrating:

Perseverant

Collaborative

Good mentor

Independent

Self-motivated

Strong interpersonal skills

Clearly communicates complex material

Often, not all experiences or details will make it into your statement of purpose (more on which experiences to include in a moment), but having it all in one place can really help you get your brain juices flowing.

Alternatively, you can simply take a red pen to your CV and write down some comments next to each accomplishment by answering the following questions:

What did you learn from this experience?

Did you get to apply yourself in this opportunity to go above and beyond? If so, how?

Did you get to make a presentation, publish, or obtain funding through this experience?

Did this experience contribute to your decision to go to graduate school? If so, how?

What does this experience say about who you are? Is this something you want to share with the admissions committee?

What should you use from your CV in your statement of purpose?

Simply put, you want to choose experiences and accomplishments that display you are a determined, self-motivated individual with a passion for their field of interest.

Experiences to consider including:

Research assistantships

Volunteering

Internships

(Note: The earliest experiences should be from when you were an undergraduate and onward to the present day. You can include pivotal experiences from before college on your CV, but unless they have been incredibly influential (e.g., high school internship at a university laboratory), save the space for more recent experiences.)

Accomplishments to consider including:

Publications

Presentations

Funding (fellowship, grants, travel grants, scholarships)

Exhibitions

Fundraising

Invited speaker or panelist

Ideally, your listed experiences should be multi-year and within your field of interest. Still, you can boost the importance of shorter experiences like a summer internship by discussing achievements you made during that short period of time, such as particularly strong results, a resulting presentation, or pitching a novel idea that was used by the institution/company.

For each experience you include in your statement of purpose, you’ll have to discuss the following:

A short description of what you did

How long you did it

Why you did it (not always necessary but can be used as a transition in between experiences)

What you learned from it

Any accomplishments that came out of it, such as results, publications, exhibitions, grants, presentations, fundraising, etc.

The accomplishments you present within each experience will not only validate your experience and make it seem more impressive, but can also be used to display your fit for graduate studies. For instance, let’s say you’re applying to a graduate program in Environmental Ecology and you’ve spent the majority of your undergraduate years working on a thesis project investigating the effects of DTT contamination on bird populations in California’s Sierra Mountains. During this time you presented your work at two local conferences and one national conference. You also co-authored a study, mentored a student over the summer, and received the Dean’s award for your thesis project. You definitely want to mention all of that! (We’ll be reviewing examples of strong experience descriptions in Part 4: Writing Your Statement of Purpose, below.)

What shouldn’t you include in your statement of purpose?

1. Unnecessary personal details

What do we mean by personal? Don’t share that you’ve been interested in history since your parents took you to see some Greek ruins as a child and now you want to study European History. Moreover, you should probably exclude sharing an overwhelming hardship that led you to want to pursue graduate studies in, for example, Chemical Biology. These details would be more appropriate for a personal statement, and are neither professional enough nor necessary for a statement of purpose.

There is, however, one exception: If you have changed careers to pursue your field of interest, you should discuss this. For example, let’s say your first undergraduate degree is in Education, and you discovered your interest in science while working as a teacher. Hence, you went back to school for a second undergraduate degree in Physics. This is a personal detail you’ll want to include because the admissions committee will wonder why you have two undergraduate degrees. You can do so subtly by explaining what you learned from your previous degree and how you’ve applied it to your current work.

(Note: some schools will offer an additional section to explain personal circumstances. If you’re given the opportunity to discuss personal details elsewhere, use it, making sure to focus your statement of purpose on why you want to go to graduate school.)

2. Hobbies and inapplicable extracurricular activities

Your hobbies (e.g., art, cooking, skiing, biking) should most certainly not be included in your statement of purpose. A few schools ask additional questions regarding your hobbies on the application. Feel free to include them there.

On the other hand, extracurricular activities such as volunteering or mentoring can be included if they are associated with your field of interest. For example, if you’re applying to a Ph.D. program in Education and you’ve volunteered in a classroom or served as a mentor for a high school student, then definitely include that, especially if you’ve been doing it for a while and it has contributed to your decision to pursue graduate studies. If a school is asking for both a personal statement and a statement of purpose, then such an experience can be included in either.

The ultimate outline for your statement of purpose

Once you’ve gone over your CV and picked out the experiences and accomplishments to highlight, the most tedious part is done. The one final step to complete before you begin writing is putting together an outline.

The skeleton of a strong statement of purpose is straightforward, as follows:

Introduction: State intention to pursue graduate education

The undergraduate experience that initially sparked your interest in the field and how you got into conducting research, creating, etc.

Experience 1: Include description, mention accomplishments A, B, and C, and any insights or lessons learned

Experience 2: Include description, mention accomplishments D and E, and any insights or lessons learned

Experience 3: Include description, mention accomplishments F, G, H, and I, and any insights or lessons learned

Mention area within field of interest you will focus on during graduate school. Why University of X? What programs and which faculty’s mentorship interests you?

What will you do with your graduate degree?

Once you build more detail into this skeleton, your outline should resemble something like this example:

Introduction: I want to study basic biology with an emphasis on pharmacology because understanding the mechanisms of interaction between small molecules/chemicals and proteins fascinates me.

Mention the class that introduced me to pharmacology and microbiology, what about it interested me, and how I approached the graduate student teaching the lab section for a research opportunity.

Undergraduate research opportunity 1 (3 years)

Describe the research question, technique, and any findings

Mention presentation at annual meeting

Mention publication

Any insights or lessons learned (e.g., Enjoyed independence in designing my own experiments)

Transition: curiosity in experiencing a different research environment

Summer Internship at (Amgen)

Description of the project I contributed to

Got me interested in application of basic biology to drug development

Transition: wanted to further explore research environment and interest in pharmacology, but this time apply it to a new organism

Research Position at Harvard after college (2 years)

Mention that I worked on multiple projects along with my own independent project

Mention I presented my work at multiple meetings (local and national)

Mention publications

Transition: Work proved my passion for pharmacology and microbiology

What will my Ph.D. be in?

Begin with: “After working on therapeutic applications of microbial biology, I have decided to pursue the field from a basic science standpoint.”

Ph.D. program in basic biology and pharmacology

Customized bit on professors I’m interested in working with at specific school

Conclude with the future!

I’d like to attend graduate school so I can become a great scientist and continue conducting excellent scientific research in academia

Once you have an outline containing all the details you want to include in your statement of purpose, it’s time to write everything out.

The introduction

Your statement of purpose should initially introduce a theme or reason that will tie your separate accomplishments together and present a logical argument for why you have decided to attend graduate school. A theme could be an academic interest that ties your experiences together (e.g., Russian history, particle physics, microbiology), or a general concept you’re interested in (e.g., size scales, human interaction, efficiency). It is best to keep this short and to the point. Simply state what you’re interested in and what made you want to go to graduate school. To reiterate, you want to keep this discussion formal and not get overly personal.

Example (Continued from outline):

I am fascinated with understanding the molecular mechanisms of disease and with exploring interactions between chemicals and proteins in the cell. My past experiences exploring basic biology in microorganisms have helped me gain an appreciation for applying basic science to disease research. My ambition to continue learning new skills, exploring the scientific method, and learning more about the molecular world has resulted in my decision to pursue a doctorate in the Biological and Biomedical Sciences Program with an emphasis in Pharmacology at Harvard University.

Backing up your introduction with your experiences and accomplishments

Now for the meat of your statement of purpose: the experiences that led you to graduate studies. This section needs to make a logical argument as to why you are a good fit for the graduate program, as well as apply a clear and seamless narrative to your accomplishments.

How do you make a logical argument for graduate studies? Let’s say that you mention wanting to study X in your introduction. When presenting each experience, you note how it has prepared you to study X by helping you experience one of the attributes of an exemplary graduate student: determination, competence, self-motivation, passion, independence, etc.

But rather than simply stating your independence, for example, you should note any accomplishments that display your independence. For instance, if you funded your own research through a grant or fellowship, make sure to weave that detail into your experience discussion.

In order to support the expenses associated with my research, I applied for and was awarded a small grant from the California History Museum.

This one short sentence shows the reader that you are independent enough to seek your own funding and that you have experience writing grants and securing funding (very useful in graduate school and beyond). Who wouldn’t want to admit a student like that?

To demonstrate passion for your field, be sure to note how your interest developed and how you will use each university’s unique opportunities to pursue it. For example:

After working on therapeutic applications of microbial biology, I have decided to pursue the field from a basic science standpoint. As a Ph.D. student, I aim to study the molecular mechanisms that are involved in disease states of microorganisms. I am particularly excited by Dr. Dale Heart’s work on the mechanism of the switch made by Histoplasma capsulatum from the filamentous soil form to the pathogenic yeast form.

Although there are multiple ways to demonstrate passion throughout your statement of purpose, it helps to always take an enthusiastic tone when writing about your experiences. Don’t mention anything negative in your statement of purpose, such as a poor mentor, a graduate student who mistreated you, or a nasty grant application reviewer. In addition, don’t badmouth any collaborators, as it reflects poorly on you and the collaborator may even have a relationship with the individuals reviewing your application. You also shouldn’t complain about applying a faulty method to your experiments or creations. And of course, you don’t want to complain about difficulties with your work that might show you are not committed and easily give up. Just stay positive and share your excitement for the journey that led you to graduate school.

How do you apply a narrative to your statement of purpose?

This is a slightly more difficult task for a statement of purpose vs. a personal statement.

Narrative in a statement of purpose is achieved by incorporating reflections on your accomplishments and using clear transitions to logically string together the various experiences listed on your CV. 

For example, if you apply a narrative structure to paragraph 4 from the outline above—“Summer internship at Amgen”—you could end up with the following paragraph:

In order to experience applied research, I held a summer internship at Amgen, where I worked on a protein involved in cancer metastasis. Through this experience, I learned the process by which basic science is used to understand the molecular biology of cancer and, along with chemistry and pharmacology, how this knowledge can be applied to create a drug. At the end of my internship, I presented my findings to the Amgen scientists. I enjoyed studying the basic biology involved in early-phase drug discovery and the application of chemistry and pharmacology to translating basic science into a pharmaceutical application. Thus, I decided to further explore this strategy after college and learn more about infectious diseases in an academic setting, which led to my current position in Dr. Anna Smith’s Lab at Harvard University as a Research Associate.

In this example, the student was able to support their passion for their field of interest and display independence by noting a presentation at the end of the internship. Moreover, by explaining her reasoning for moving from one experience to the next, the applicant developed a narrative that connected her summer internship at Amgen with her research associate position at Harvard, which she’ll transition to discussing in the following paragraph.

(A quick note on industry experience: Most of the time, you are bound by contract to not disclose detailed information about your project. If this is the case, still provide a description of the project without mentioning important details. Most industry mentors will help you come up with a general description of your work that doesn’t give away any secrets. Note how blanket terms were used in the previous example to ensure that no actual drug names or molecular targets were mentioned. Yet, the reader can understand the work’s general goal.)

The ending: What are your academic interests?  What will you do in the future with a Ph.D.?

By the time you get to the end of your statement of purpose, you will have reasoned that you are a capable and driven person who is ready to pursue graduate studies. Now it’s time to convince the admissions committee to accept you into their specific program.

The conclusion of your statement of purpose should contain two paragraphs:

A discussion of your academic interests and specific professors and programs that draw you to a particular institution

A discussion of what you intend to do beyond graduate school

The second-to-last paragraph should specifically state what you are interested in working on during your graduate studies. You’ll need to do some research about departmental or program-associated professors at a given university with whom you’d like to work, as well as mention some areas the program excels in and how those fit with your educational goals.

To make things easier when applying to multiple schools, you can keep the general field of interest (e.g., Colonial History, Microbiology, American Literature, etc.) the same across all of your statements and customize the professors and the specific topics (e.g., Colonial History of Haiti during a certain period, Microbiology of Histoplasma , American Literature during the Gilded Age) for each school.

The second-to-last paragraph should answer the following questions:

What are your academic interests?

This should be more specific than what you stated in your introduction. For example, instead of merely stating that you have an interest in history, explicitly mention which era of history in which specific country or region.

How will you explore your interests at the school you are applying to?

For example, the school may offer the best education in an important technique in your field (e.g., leading experts in CRISPR, on-site cyclotron, etc.).

Are there any specific professors whose work you are interested in? What about their work interests you/applies to your academic interest?

Name names and keep it short. For example: I am intrigued by the work of Dr. Mark Zane on excited state dynamics of biological molecules.

In the very last paragraph, you can get a bit cheesy. You’ll want to state what you intend do beyond graduate school, make a broad statement about your reasons for attending, and reiterate your passion for your field of interest. If you chose a theme in your intro, end with that. It doesn’t have to be long, but it should leave the reader with a personal connection to you regarding your shared field of interest.

(A note on mentioning future endeavors: Unfortunately, there exists a general bias within academia when it comes to the future endeavors of graduate students. Most of the time, the people reviewing your application are academics and want to train future academics. If you want to apply your Ph.D. to a career in academia, then state so. If you want to apply your degree to industry and you’re applying to a school that reveres academia (you can usually tell by just asking around), then keep your career aspirations more general. For example, if you’re applying to a science-based graduate program, say you’ll apply your degree toward becoming a better scientist, and be sure to go along with this during your interview.)

In either of these two paragraphs, you should mention the name of the school you are applying to. And remember to change the institution’s name for each application! Moreover, you want to “show” the school that you’ve put some thought into why you are applying to spend 4-7+ years at their institution. Here’s an example of personalization in the second-to-last paragraph:

As a graduate student in Berkeley’s History Department, I would be interested in working with Dr. Dana Sil to explore peace and conflict in the Middle East.

And here’s an example of personalization in the very last paragraph:

A well-rounded program such as the Molecular Cell Biology Program at Harvard University would be the ideal place for me to train and continue my exploration into the molecular world.

A full-length sample statement of purpose

Below is an example of a full-length statement of purpose based on the outline presented earlier.

While at the University of California, San Diego, I completed a double major in Molecular Cellular Biology (MCB) and Pharmacology. With Pharmacology, I sought a molecular explanation for the chemical and disease interface, while with MCB I delved deeper into understanding the basic biology that supports life. I first considered academic research after taking a class with Dr. Ray Goodman on Microbiology because I enjoyed the laboratory portion of the class and working with various organisms. After the class ended, I asked Dr. Goodman’s graduate student, Lana Garcia, for an opportunity to work with her on the molecular mechanism of biofilm formation in Streptococcus pneumoniae .

S. pneumonia is a Gram positive, facultative anaerobic bacterium that grows in biofilms and can lead to deadly infections in children and the elderly. For three years, I worked with Lana to uncover the key molecular players that regulate S. pneumonia biofilm formation using genetic knockouts and a novel biofilm formation assay that I helped design. Our work resulted in the identification of Hdp1, a protein found in the cell wall, as a key component of biofilm formation. The work was published in the September 2014 issue of Cell . I had the opportunity to present findings at the American Society for Microbiology’s (ASM) Annual Meeting in 2014 and at a few local conferences. In order to support the expenses associated with my research, I applied for and was awarded ASM’s Undergraduate Research Fellowship along with several travel grants. I enjoyed the independence I was given to conduct research and design experiments, but I was curious about the application of basic science findings to drug design in a corporate setting.

For the past two years, I have been working on an independent research project in Dr. Smith’s lab where I am applying high-throughput drug screens to identify new drugs for Coccidioides immitis , the fungus that causes Valley fever. My efforts have resulted in the identification of a new drug, and with the application of genetic and biochemical methods, I have identified the biofilm-inducing gene Xdt3 as the drug target. I am currently preparing a manuscript for publication. I have also contributed to multiple other projects in the lab involving the basic biology behind C. immitis growth and spore formation. These works have been published in the Proceedings of the National Academy of Sciences and mBio . Throughout my time at the Smith lab, I have had opportunities to present my work at several local and national meetings, including ASM’s Annual Meeting in 2017. This experience solidified my passion for pharmacology and microbiology and helped me gain insight into academic life.

After working on therapeutic applications of microbiology for years, I have decided to pursue the field from a basic science standpoint. As a Ph.D. student, I aim to study the molecular mechanisms that are involved in disease states of microorganisms. I am excited by Dr. Dale Heart’s work on the mechanism of the switch made by Histoplasma capsulatum from the filamentous soil form to the pathogenic yeast form. I am also interested in Dr. Pablo Ruiz’s work on the gut microbiome as well as Dr. Tina Johnson’s work on host-pathogen interactions. Working in these three professors’ laboratories and others in your program would be an ideal next step for me to apply my background in microbiology and drug discovery to basic science projects.

Beyond graduate school, I hope to pursue a career in academia studying the molecular mechanism behind disease-causing microorganisms. I highly regard basic science and its application to improve human health.  A well-rounded program such as the Biological and Biomedical Sciences Program at Harvard University would be an excellent place for me to train and continue my exploration into the molecular world.

Final thoughts

Our final tip is that once you’ve written your statement of purpose, be sure that things you mention in it come up in your CV, your Letters of Recommendation, and any other part of your application. Remember, you want to submit a cohesive application where each component reinforces the other and important experiences or accomplishments are repeated across multiple components of your application. Doing so will not only help your reviewers walk away remembering key pieces about you, but it will also validate your accomplishments.

(Note: If a program requests both documents, you should not follow the advice in this question. Instead, you must write two separate essays for that program.).

Let’s start with the introduction. Whereas you wrote your statement of purpose concisely and to the point, your personal statement should have an introduction that will hook the reader while introducing an important aspect of your background or personality.

The most effective and creative way to engage your reader right away is by starting your introduction in media res , which is Latin for “in the middle of things.” You can tell a story about an obstacle you’ve overcome or a moment that highlights why you want to study X. Either of these personal stories can be turned into a theme that ties together experiences you shared in your statement of purpose, as well as extracurricular experiences you’ll be sharing in your personal statement.

Once you have a theme, simply go through your statement of purpose and insert commentary that ties back to the theme or uses it as a transition from one experience or paragraph to the next.

Perhaps you have not had to overcome any major obstacles in your life that have influenced your decision to pursue a graduate degree in your chosen field. In that case, you may highlight other personal experiences, such as something interesting about your family background or efforts to support individuals who are less fortunate than you to develop a theme.

For example, let’s say that during college you were a volunteer psychology tutor for local high school students.  Now, you’re applying to a Ph.D. program in Psychology. Draw from your volunteer experience to connect with the reader and introduce your intentions for graduate studies in Psychology. It can be something as simple as the moment when you explained a difficult concept to a student. Here, your theme will be teaching and/or mentorship. Throughout your personal statement, you can talk about opportunities you’ve had to teach and mentor, as well as the great mentors who have guided you throughout your academic journey.

Alternatively, you can get “personal” by discussing experiences that highlight your reasons for pursuing your field of interest in more depth. However, it’s more difficult to achieve uniqueness with this approach because most graduate students in your field will share similar experiences, rendering your story cliché. Set your story apart from others by being more descriptive, starting in media res , and connecting with the reader through creative writing in your introduction. However, if you’ve had an extraordinary experience like discovering your love for architecture through a relative who took you on tours of Frank Lloyd Wright buildings or a curiosity in environmental biology from a visit to a disaster site caused by Hurricane Katrina, that could serve as the foundation for an engaging personal statement introduction. From there, identify a lesson or theme from your experience that has resonated throughout all of your other experiences, such as triumph, curiosity, determination, etc. 

Whether it’s an obstacle you’ve overcome, a volunteer experience, or a unique circumstance that sparked your passion, the end goal of your personal statement is to tug at the heartstrings of your reader and convince them that you are a great candidate for their graduate program.

A full-length sample personal statement

We’ve taken the statement of purpose example from above and modified it into a personal statement. The theme is a scientific interest in microbiology and biofilms (a phenomenon in microbiology where single-celled organisms work together to create an impenetrable multicellular complex) sparked by a family tragedy (modified text in bold).

Crouched over in the only chair in my father’s room at the Intensive Care Unit of St. Mary’s Hospital, all I could think about was how a common fungus could cause so much harm. My father had recently undergone a simple procedure that required the use of a central venous catheter to deliver medication. Without our knowledge, this catheter was the perfect site for the common yeast Candida albicans to transform and build a biofilm, which in turn caused my father to have a systemic fungal infection. How could a single cellular organism switch and create a multicellular complex? How is it that modern medicine does not have apt tools and techniques for detecting and treating such infections? After watching my father survive this ordeal, I went back to college with my view of single-celled organisms, microbiology, and medicine forever changed.

I am fascinated with understanding the molecular mechanisms of biofilm formation, its role in disease, and the translation of such science to drug development. While at the University of California, San Diego, I completed a double major in Molecular Cellular Biology (MCB) and Pharmacology. With Pharmacology, I sought a molecular explanation for the chemical and disease interface, while with MCB I delved deeper into understanding the basic biology that supports life. I first considered academic research after taking a class with Dr. Ray Goodman on Microbiology because I enjoyed the laboratory portion of the class and working with various organisms. After the class ended, I asked Dr. Goodman’s graduate student, Lana Garcia, for an opportunity to work with her on the molecular mechanism of biofilm formation in Streptococcus pneumoniae .

S. pneumonia is a Gram positive, facultative anaerobic bacterium that grows in biofilms and can lead to deadly infections in children and the elderly. For three years, I worked with Lana to uncover the key molecular players that regulate S. pneumonia biofilm formation using genetic knockouts and a novel biofilm formation assay that I helped design. Our work resulted in the identification of Hdp1, a protein found in the cell wall, as a key component of biofilm formation. The work was published in the September 2014 issue of Cell . I had the opportunity to present findings at the American Society for Microbiology’s (ASM) Annual Meeting in 2014 and at a few local conferences. In order to support the expenses associated with my research, I applied for and was awarded ASM’s Undergraduate Research Fellowship along with several travel grants. I enjoyed the independence I was given to conduct research and design experiments.

Aside from my work in the laboratory, I spent two years of my undergraduate career starting the Bench to Bedside Education Initiative (BBEI). BBEI brings together nurses and doctors from our local hospital as well as scientists of all levels to an annual symposium to exchange information on procedures and scientific findings with the goal of helping each party walk away having learned something they can take back to their daily work. I started BBEI because I felt there was knowledge about biofilm formation that I was learning in the laboratory that could be translated to procedural changes at local hospitals in an effort to prevent systemic fungal infections. I have fundraised over $20,000 for BBEI and launched a website with resources and example lessons that BBEI symposium attendees have learned from each other. My work with BBEI sparked my interest in human biology and the pharmaceutical industry, which prompted me to explore cancer biology and drug development in a corporate setting.  

In order to experience applied research, I held a summer internship at Amgen, where I worked on a protein involved in cancer metastasis. Through this experience, I learned the process by which basic science is used to understand the molecular biology of cancer and, along with chemistry and pharmacology, how this knowledge can be applied to create a drug. At the end of my internship, I presented my findings to the Amgen scientists. I enjoyed studying the basic biology involved in early-phase drug discovery and the application of chemistry and pharmacology to translating basic science into a pharmaceutical application.   However, I wanted to continue pursuing my passion for biofilm-based diseases . Thus, I decided to further explore this strategy after college and learn more about infectious diseases in an academic setting, which led to my current position in Dr. Anna Smith’s Lab at Harvard University as a Research Associate.

For the past two years, I have been working on an independent research project in Dr. Smith’s lab where I am applying high-throughput drug screens to identify new drugs for Coccidioides immitis , a biofilm-forming fungus that causes Valley fever. My efforts have resulted in the identification of a new drug, and with the application of genetic and biochemical methods, I have identified the biofilm-inducing gene Xdt3 as the drug target. I am currently preparing a manuscript for publication. I have also contributed to multiple other projects in the lab involving the basic biology behind C. immitis growth and spore formation. These works have been published in the Proceedings of the National Academy of Sciences and mBio . Throughout my time at the Smith lab, I have had opportunities to present my work at several local and national meetings, including ASM’s Annual Meeting in 2017. This experience solidified my passion for pharmacology and microbiology and helped me gain insight into academic life.

The ordeal my family overcame with my father’s two-month battle to survive a systemic fungal infection started by a biofilm sparked my passion for science, and ultimately, it has fueled my academic interest in the basic biology of this mysterious phenomenon in microbiology. Beyond graduate school, I hope to pursue a career in academia studying the molecular mechanism behind disease-causing microorganisms. I highly regard basic science and its application to improve human health. A well-rounded program such as the Biological and Biomedical Sciences Program at Harvard University would be an excellent place for me to train and continue my exploration into the molecular world.

Whom to ask for a letter of recommendation

Here’s a simple rule: If you’ve mentioned a certain individual in your statement of purpose, then it’s best to have a letter from them. However, if you can’t get a letter from them directly, then mention the person you are getting a letter from somewhere in your statement of purpose. For instance, if the professor you worked with is too busy and the graduate student you worked with is writing your rec letter, then be sure to mention the graduate student’s name in your statement of purpose. Doing so will serve the following two purposes:

Help the admissions committee connect the letter to your story

Validate the experience you mention in the statement of purpose by having someone back it up with a letter. This repetition of the experience outside of your CV and statement of purpose will help the experience stick with the admissions committee and leave them with a third form of validation to highlight its importance. As mentioned previously, this kind of repetition makes for a cohesive application.

Some professors might ask you to write your own letter of recommendation. If at all possible, avoid this situation. Applicant-written letters can be spotted a mile away and look bad for the applicant. If possible, ask a postdoctoral fellow or a graduate student working with the professor to write the letter for you and ask that the professor co-sign the letter.

How to ask for a letter of recommendation

Be sure to provide letter writers with a copy of your statement of purpose. If that’s not possible, give your recommenders a quick description of what you’ll be mentioning about them—and your work with them—so they know what to address in their letter. If you want your letter writer to mention something specific, like a publication that is still in the works or an outstanding personal quality, then make sure you explicitly ask them to do so. Most importantly, provide your recommenders with an updated CV. This can serve as a gentle reminder of your accomplishments and gives your recommendation letter writer something to work with.

Request letters of recommendation at least two months in advance in order to give writers plenty of time to produce a great letter. Your initial request should be somewhat formal and include a question to improve your odds of receiving a response.

Here’s an example of an email you could send to request a letter of recommendation:

Dear Dr. Goodman,

I hope all is well with you. On my end, I’ve been keeping busy with senior year courses and my work in the Smith Lab.

After years of research and the experience I gained in your laboratory, I’m confident in my decision to pursue a Ph.D. In fact, I’ll be applying to graduate programs this upcoming December.

As part of my application, I’d like to include a recommendation letter from you because my experience conducting research in your laboratory under your mentorship has thoroughly prepared me for this next step. Would you write a letter of reference highlighting my work in your lab? Letters are due by December 15th.

If so, I’d appreciate it if you would focus on my work with Lana on discovering Hdp1, the resulting publications (published and unpublished), fellowship grant, and talks at conferences.

Of course, I can provide you with my CV, statement of purpose, and more information regarding the schools, programs, etc. upon your agreement.

Thanks for considering to help.

Dan Nakamura

Note that the student does not give all the information in the initial email. This provides an opportunity for a follow-up email with dates, schools, CV, and a statement of purpose, which buys the student time to get those in order and, more importantly, serves as a reminder for the faculty to write the letter. Also, note the student asks specifically for what he would like mentioned in the letter.

You should send each recommender a reminder one month before the due date as well as two weeks before the due date. If your writers have not submitted their recommendation letter a week before the due date, another reminder should be sent out.

Recommendation letter reminders should be sent via email as a reply to the original email because folks are more likely to read an email if there is a “Re:” in the subject line. For example:

Hi Dr. Goodman

I’m checking in to see whether you’ve had a chance to write my letter of recommendation for graduate school. It’s due in two weeks (December 15) and the application website notes that you have not yet submitted it.

Please let me know if I can provide any additional information.

Thanks again,

You can also send your recommendation letter writers ultra-gentle reminders by sending them an attachment they didn’t have before (e.g., your updated statement of purpose). For example:

I hope you’re doing well. Just wanted to send along the final version of my statement of purpose so you’re aware of exactly what I mention about my experience in your lab.

Please let me know if you have any questions or concerns.

Whether applying to a program or a specific laboratory, you will most likely have to interview as part of your graduate school admissions process.

You should aim to achieve the following two goals during your interviews:

Getting your interviewers to like you (see our articles on medical school admissions interviews for more information on how to accomplish this: Article 1 & Article 2 )

Continue reinforcing the main points from the rest of your application, especially your statement of purpose, to ensure you leave your interviewers with your intended impression (see The Cohesive Application section, above, for more information).

You will receive a call, email, or both inviting you to an interview. Regardless of the medium, be pleasant, convey enthusiasm, and express appreciation. And regardless of how or by whom you’re contacted, accept the interview offer as soon as possible to demonstrate your excitement. This advice applies for your dream schools and backup schools. You want to keep all of your options open.

Preparing for your interview

Before your interview date, practice talking about your past and current work with friends and mentors, and come up with a well-rehearsed sound bite for each experience. The sound bite will come in handy when you’re meeting other interviewees and current graduate students at mixers, as well as when you draw a blank during an interview. Most importantly, when practicing discussing your past and current work, ask your friends and mentors to follow up with questions. This way, you will get an idea of the areas of your work that require further explanation and, more importantly, you’ll get used to answering questions on the fly.

When it comes time for the real interview, how well you explain your past work will be a key factor in whether admissions committees see you as a strong fit at their graduate programs. To do this effectively, you’ll want to set up your experience discussions with background, the problem, the method, your findings, and associated accomplishments. Sound familiar? All of this information is contained in your statement of purpose, so just practice “talking” about what you wrote with another human being who can ask you to elaborate when needed.

For example, if we were to turn the very last experience from the example statement of purpose above into an interview answer, it would go something like this:

“After graduating from undergrad, I spent two years in Dr. Smith’s lab at Harvard applying my expertise in microbiology to Coccidioides immitis . C. immitis is the fungus that causes Valley fever in folks across the United States; however, there are no specific drugs for this fungus. Instead, patients are given general antifungals. In order to create a C. immitis -specific drug, we took advantage of the fungus’s ability to form multicellular biofilms and used genetic knockout libraries of the fungus assayed in our novel assay to identify Xdt3 as a drug target. We then applied high-throughput drug screens to discovery a new drug that targets the C. immitis gene Xdt3 and nothing else. Although I am currently preparing a manuscript for the bulk of this work, I did contribute to multiple other projects involving C. immitis basc biology that have been published in the Proceedings of the National Academy of Sciences and mBio .”

Ahead of each school’s interview, review your application and prepare to discuss your research. Don’t waste time skimming over the latest publications so you have something interesting to talk about. Your work is plenty interesting and, as the expert on it, you should have much to discuss about it. Moreover, some schools will hand you a packet containing your interview schedule the night before the big day. Don’t waste your evening reading through every recent article the professor who is interviewing you has published. Instead, quickly skim their lab website so you’re aware enough of their work to ask intelligent questions when they talk about it. This effort should take no more than 30 minutes for each faculty interviewer. Spend the rest of your evening relaxing and resting for the busy day ahead.

Acing your actual interview

During each interview, be polite, open-minded, and–most importantly—be yourself. You are interviewing the program as much as they are interviewing you. Therefore, you want to make sure the graduate students you meet have the types of personalities you like to see in individuals you’re working with and are on similar career trajectories to the ones you’re interested in. In addition, note which professors you get along with naturally during your interview and why. Moreover, be open to learning about areas of work that you aren’t necessarily interested in.

Although schools do their best to match students with interviewers based on shared interests, they may also include interviewers outside of your field of interest. Don’t be intimidated by such “outside interviewers” and feel free to ask them about their research. By doing so, you’ll demonstrate your curiosity and openness to learning about new fields.

Remember also that you are being interviewed throughout the interview day, from the morning breakfast to the evening party with current graduate students. In addition to being polite, make sure to manage your drinking and behavior. This is not the time to share your wild side.

Lastly, you want to come across as a determined, self-motivated, passionate, and interesting potential graduate student who is also easy to talk to. Therefore, feel free to express enthusiasm about your past work when discussing a particular experience. Moreover, when asking your interviewer questions, look and sound interested while listening to their answers (most likely you will be, and fake it if you’re not). You can demonstrate interest in the following ways:

Nod as they talk about their work

Ask questions about their work. A great starting question to ask, especially if you don’t know what that professor studies, is the following: Would you tell me about an active project or two that you are pursuing?

Ask questions about the methods they use in their work. This is a great way to ask questions about a field you’re unfamiliar with but a method you know

Ask questions about the field to learn something from your interview experience. However, be sure to mention to the interviewer that you are unfamiliar with the specific field so they can explain it at the appropriate level.

For example, if your interest is in physical chemistry and the professor you’re interviewing with focuses on developing battery technology, ask them to explain the challenges with current battery technology and how their work addresses those challenges.

Feel free to ask a question at the end of your interview that aims to solicit advice from interviewers with whom you’ve built good rapport.

For example, a non-academic question that’s often well-received is, “What have you observed to be a common struggle among first-year graduate students, and how would you advise someone in my position to avoid such issues?”

Save more general, program-level questions (e.g., “What do you think are the biggest strengths and weaknesses of this program?”) for current graduate students you speak with during interview day.

It’s easy to notice how well you can demonstrate your enthusiasm, passion, and curiosity with questions. And although you may have never thought about how to ask excellent questions, doing so simply requires practice, like any other skill.

Because you may be rusty for your first interview, do your best to schedule one of your backup schools before heading into your dream school’s interview. That way, you can get some official practice under your belt and boost your odds of getting into your top-choice programs.

How to follow up after your interview

The day after your interview, you should email the professors and graduate students who interviewed you and thank them for their time. If any great academic or program-level questions that you forgot to ask come to mind, ask them at this point. Be sure not to come off like you assume you’re in the program. Exhibit humility and courtesy in your email.

Question: How long should my statement of purpose be?

Answer: Many schools will provide a specific character or word limit. However, when a program does not specify length, aim to write somewhere between 500 to 1000 words.

It’s generally better to write concisely than in a long-winded way. Moreover, there’s no need to worry if you don’t use the entire allotted space. As long as you have clearly explained your past work and why you want to graduate school, you’re all set.

Question: How should I discuss a challenge I have had to overcome during my undergraduate years that affected my grades or work?

Answer: Some applications extend the opportunity to discuss circumstances that have impacted your academic work. These opportunities typically come in the form of a short write-in answer that is separate from your statement of purpose.

However, if there’s no such “Additional Comments” section in some of your applications, be prepared to concisely mention in your statement of purpose what the obstacle was. More specifically, you can include this information in your second paragraph when you mention how you got started in your field as an undergraduate student.

(Note: Simply achieving lower-than-expected grades at some point in college does not justify you discussing your challenges. Most students in this position want to “explain” away poor grades and/or GRE scores due to poor adjustment to college, inadequate study time, or something else. These types of explanations won’t work in your favor, so you should only discuss your challenges if they were largely outside your control.)

Question: What should I bring with me during my graduate school interviews?

Here’s a short list of must-have items for all of your interviews:

Comfortable shoes: You’ll be doing a lot of walking!

Notebook and pen: You never know when you’ll need to jot down a note or explain a complex theory or formula by writing it out for your interviewer.

Three copies of your CV: Only offer these if your interviewer explicitly asks for it or if they mention that they have not seen your application.

Water and snack: Most programs offer coffee and snacks throughout interview day. However, you’ll need to stay hydrated and, if you’re the type of person who gets “hangry,” it helps to have a small snack to get you through your interviews. This final bullet underscores a larger important point: Interview days can be mentally and physically taxing, so make sure to listen to your body and take care of yourself.

• Graduate School

15 Winning Graduate School Statement of Purpose Examples

Featured Expert: Dr. Shiti Malhotra, PhD

Here’re the top 15 graduate school statement of purpose examples that got their writers accepted! In this article, you will learn how to increase your chances of getting into graduate school by submitting a statement of purpose that stands out among thousands! Let’s get started! 

>> Want us to help you get accepted? Schedule a free initial consultation here <<

Article Contents 12 min read

Graduate school statement of purpose example #1, this graduate school statement of purpose got 5 acceptances.

“Architecture is the will of an epoch translated into space.” I was 16 when I first read this quote by Mies van der Rohe, and, back then, I thought I really understood what it meant. Thinking of this quote one summer evening, as I walked around my beloved New York City, I was inspired to commit to a future in architecture. At that early stage, I cherished romantic ideals of designing grandiose buildings that would change a city; of adding my name to the list of architectural geniuses who had immortalized their vision of the world in concrete, steel, glass, and stone. It was in college that I became passionately interested in the theoretical design and engineering concepts that form the basis of architecture, while also exploring in greater detail the sociological and economic impact of architecture.

The true breakthrough for me took place in my sophomore year of college, when I was volunteering at The Bowery Mission, a women’s shelter situated in Queens, New York. The shelter was in a poorly ventilated building, with an essentially non-functioning air conditioning system. The little bit of relief for the people who stayed there was a small park nearby, a patch of green between suffocating buildings. One day when I was working the afternoon shift there in the peak of summer, I looked out to see bulldozers in the park. It was being torn up to make room for yet another building. I saw that completed building a year later – a grey block of steel that did not utilize any of the original park space. Witnessing this injustice, while learning every day about how climatology, materials technology, and engineering mechanics intersect with urban planning and architectural design, ignited a passion for sustainable design in me. [BeMo2] How can we, as architects, minimize our harm to communities and eco-systems? How can we design buildings with a view to sustain long-term energy and resource efficiency without sacrificing immediate economic viability? What are the eco-conscious solutions that architects can put forward to address the environmental changes of the 21st century? These were the questions that plagued me then and I have pursued the answers to these questions throughout my academic career so far.

I found the answers to some of these questions in the robust curriculum I pursued at ABC College of Architecture, New York. I took up advanced coursework in Engineering Mechanics, Surveying, Soil Mechanics, Steel Structures, Model Making etc. which helped me hone my technical skills. As my interest in sustainable architecture developed, I became curious about the social and anthropological impact of architecture. I studied Art History, African American Literature, Anthropology, and Cultures of Ancient Greece, which helped me develop a deeper understanding of the socio-ecological impact of architecture and ethical responsibilities of architects. With this strong background of academic exploration, my architectural philosophy continued to evolve. I became interested in cutting-edge design techniques and their application to sustainable design. In my junior year at college, I participated in the New Dimensions of Architecture conference held in New York City, presenting my own paper on “Analyzing the Implications of the Weiszman Design Theory for the Sustainable Architecture of the Future”. In fact, it was at this conference that I met Professor Richard Wright, the esteemed architect and professor emeritus at the Architecture department of XYZ University. Talking with him was one of the most enlightening moments of my life. We discussed our shared passion for ecologically efficient and socially cohesive architectural solutions, and he introduced me to the works of Leonard Nieman, Mary Andrews, and other cutting-edge green architecture firms that are making a real contribution to ecologically sustainable urban planning.

In fact, the possibility of learning from and working directly with Professor Wright is one of my main reasons to seek admission into your M.Arch program. His innovative design theories have a tremendous potential for sustainable architecture solutions. I would love to learn from him and collaborate with him to continue to explore my interest in these topics. I am also deeply interested in the scope of studies afforded by your wide-ranging curriculum that focuses on the latest architectural innovations as well as socio-economic evolutions in architecture. Moreover, for a budding green architect, nothing is more attractive than your quarterly line-up of seminars and conferences that frequently feature the names of the architects at the forefront of design innovation. With my strong academic background in both the technical and socio-economic aspects of architecture, and my focused passion on sustainable architectural solutions for the future, I think I am a perfect candidate for your master’s program. This education is exactly what I need to launch me into the next phase of my career, where I hope to gain experience at one of New York’s top green architecture firms, working on problems of low-budget housing, eco-friendly factory designs, and organic city planning. Eventually, I hope to specialize in sustainable, low-budget urban planning for socio-economically disadvantaged neighborhoods.

It’s funny to think how far I’ve come from my early romanticized ideals of what it meant to be an architect. Those sunset walks around New York city from my teenage years, surrounded by the works of Mies van der Rohe and Rem Koolhas, inspired in me an awe for the cultural power an architect can wield. It was an early lesson that a building can both represent and transform spaces. Today when I walk around my beloved city, what I see are the innumerable missed architectural opportunities to organically inhabit and improve any given space with sustainable design. And now, when I consider Mies van der Rohe’s famous quote, I no longer think of my own petty will or the limited scope of individual genius; I think of the will of an entire generation committed to saving our planet with teamwork, collaboration, and true passion, and how grateful I am to be a part of this generation of architects. (998 words).

Click here to read this grad school statement of purpose example.

Graduate School Statement of Purpose Example #3 - Public Health

Graduate school statement of purpose example #4 - history, graduate school statement of purpose example #5 - anthropology, graduate school statement of purpose example #6 - mechanical engineering, graduate school statement of purpose example #7 - religious studies, graduate school statement of purpose example #8 - international relations, graduate school statement of purpose example #9 - social work, graduate school statement of purpose example #10 - petroleum engineering, graduate school statement of purpose example #11 - public health, graduate school statement of purpose example #12 - education, graduate school statement of purpose example #13 - bioethics, graduate school statement of purpose example #14 - musicology, graduate school statement of purpose example #15 - nuclear engineering.

A graduate school statement of purpose provides the admissions committee with a way of understanding more about you as an applicant and is a very common graduate school requirement . This essay gives them the opportunity to assess your suitability for their particular program and institution.

A statement of purpose is not a cover letter or a resume , although it contains elements of both. Finding the right fit between an applicant and a graduate program is crucial for both parties, and your statement of purpose is your opportunity to explain to the admissions committee why you believe this graduate program is right for you. 

“I found the graduate school statement of purpose to be the hardest application component, as I was not sure which experience to include and which to exclude. Additionally, it was difficult to know how to present me as a unique candidate; someone who will be a good fit for the graduate program. My biggest advice for writing the statement of purpose is to keep a balance between academic and non-academic aspects of your background.” – Dr. Shiti Malhotra, Ph.D.

With this in mind, it is important to use the statement of purpose as a way of showcasing what led you to graduate school and your chosen program, and what you hope to achieve if accepted. Here’s a quick list of what should be included in your grad school statement of purpose:

• Why you are pursuing a PhD, Master's, or other graduate school program
• Why you are interested in a field more generally and the program specifically
• How you have prepared yourself academically and professionally for a career in this field
• What you will contribute to the program
• Your future career goals and how the program will help you achieve them

How to Write a Graduate School Statement of Purpose

You need to lay some groundwork before you even start drafting your statement of purpose. Here are the steps you need to take to prepare yourself.

#1 Set Aside the Time

Just as many other aspects of the graduate school timeline , preparing and writing a statement of purpose is not a quick undertaking. Since the statement of purpose itself will also require several drafts before reaching its final form, always keep in mind that this is not something to leave to the last minute!

Ideally, you should give yourself 6-8 weeks to write your statement. You will not be working on it every day, but you should leave lots of time to send out drafts to others and to give yourself a break from the writing process to come back with fresh ideas.

If you are currently in school or have a full-time job it may make sense to start this process even earlier to ensure you don’t rush.

#2 Research Your School and Program

Visit the school’s website and pay close attention to any mission statements or values that are stated. Visit the pages dedicated to your department and program of choice to glean clues regarding their academic culture. Key things to research are: faculty that align with your research interests, specialized equipment or institutes that are of interest to you, and areas of expertise or targeted areas of growth that you could contribute to. Not only will this come in handy while writing your SOP, but this research will be useful down the road for answering questions in your grad school interview . 

#3 Brainstorm How and Why You Would Fit into the School and Program

It’s not enough to want to attend a particular school just because of their good reputation or nice location. While learning about your program of choice and its faculty, you should be constantly reflecting upon how and why you would fit in as a member of that community.

Think about what you can contribute to the school and how the program will help you achieve your career goals. Remember that graduate school is a both an academic and a professional program. Schools want excellent academics who will excel in their programs, but they also want students who are willing to learn and have something to gain from graduate school.

You can review common grad school interview questions such as “why do you want to do a PhD?” or “Tell me about yourself” when trying to brainstorm ideas. 

If during your research you have discovered a faculty member whose work sounds intriguing to you, reach out to them to introduce yourself. Forming a direct connection with a faculty member could significantly boost your candidacy, especially if the faculty member is willing to supervise you or write you a graduate school recommendation letter . Plus, you can mention your interest in their research in your statement:

"My advice for writing [a statement of purpose] is to always include some specific faculty members and their research that was interesting to you. Look into their research! Find some recent publications that you can offer some ideas for!” – Dr. Hanlin Liu, PhD, University of Toronto

#5 make a list of any requirements.

Every program is unique. Make sure you understand the specifics of what they are looking for, e.g. length, emphasis, any required formatting guidelines. Many graduate schools will provide prompts to make your writing process easier.

Make sure to read the prompt carefully, as they provide clues as to what the admissions committee expects to see in your statement. Grad schools can receive many applications and you don’t want yours to be weeded out early because you make a simple mistake.

#6 Choose Experiences to Include

“the hardest part was narrowing down my experiences into a concise impactful narrative. the biggest advice for a sop is to highlight specific experiences that align with the specific program/research you are applying for.” – dr. reem sabry, phd.

To make this process simpler, make a short list of which experiences and achievements you would especially like to highlight in your statement. Ideally, include 1 to 3 experiences in your SOP. Note down specific examples of achievements you want to highlight. Make sure your experiences reflect WHY you are pursuing a graduate degree.

Make sure the experiences you choose align with the program’s mission and culture. Think of your accomplishments and strengths in relation to what you know about the school. Do they value research? Share your top undergraduate research experience . Does the program tout the importance of community? Discuss any community service you have participated in. 

How to Structure Your Graduate School Statement of Purpose

When you are ready to write, take a moment to review the length requirements. A statement of purpose is typically between 500 to 1,000 words long.

The statement of purpose should have a clear introduction, main body, and conclusion. Going through each section we can give you tips on how to make sure your statement of purpose gets you accepted!

Introduction:

You need to grab your reader’s attention. Start with a compelling first sentence: choose an anecdote, a quotation, or jolt the reader with a gripping personal fact. Your opening statement would make a reader stay with you to the end.

The second half of your introduction should provide a brief snapshot of what you will cover in greater detail in the main body of your statement.

If you find yourself struggling to write your introduction, set it aside until you have written the body and conclusion of your statement, since you will then know how the introduction could tie it all together.

The main body of your statement should highlight 1-3 formative experiences that led you to grad school. Avoid making your statement of purpose just another grad school CV – you need to create a narrative!

The amount of detail you go into will depend on the program and whether or not you are applying to a masters or a PhD . Make sure you tailor your statement of purpose to the program you are applying to. The more research-intensive your program is, the more research should be included. Whereas if you are applying to an MBA program you might want to emphasize your professional experience.

Remember, it’s more important to show why you are a great candidate, rather than simply talk about it.

Conclusion:

Your conclusion needs to tie everything together and should leave the reader wanting to know more about you. Try to leave your reader with one last compelling thought or insight as you reflect upon what enrolling in the program would mean to you.

You could speak about the current challenges faced by experts in your discipline, and your own eagerness to become more involved in contributing to the field.

Otherwise, your conclusion might also be a good place to address your future career plans. You could end by specifying how the program will help you achieve your professional goals such as working in the industry after academia , especially if you can link it a specific aspect of the program itself.

Be prepared to write and re-write your statement as many times as necessary! Carefully review your statement after every draft to look for areas you could improve or elements you might need to add or replace. ","label":"Important Note:","title":"Important Note:"}]" code="tab6" template="BlogArticle">

Checklist for Submitting Your Statement of Purpose

Click here for the checklist..

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A strong statement of purpose offers a compelling narrative about your interests, abilities, and experiences, to show the committee that you are a strong applicant and the right fit for their institution and graduate program.

A graduate school statement of purpose usually ranges between 500 and 1,000 words in length. Be sure to check the specific requirements stated by the program as you prepare to apply.

A graduate school statement of purpose should contain an introduction, a main body based on 2 or 3 experiences, and a conclusion. Your statement should be clearly written and well-organized to help the reader follow the flow of your narrative.

A statement of purpose should include four main elements: your research interests in your chosen field, your academic and professional preparation, and your career plans. 

No! While they may have similar components, a research interest statement is a more specific document that only mentions research, while your SOP may include a more holistic view of yourself.

You must never plagiarize your statement of purpose. Avoid using clichés and tired phrasing to keep your writing original and fresh. It is also important to favor clarity over artfulness, so be sure to avoid using overly-fancy language so that the focus is always on the substance of what you’re saying. Also avoid technical or overly specialized language unless absolutely necessary, and be sure to define any technical or specialized terms that you must use.

Yes, your statement of purpose should be tailored to each program you apply to. However, you can use the main structure and likely some of the experiences and examples between schools.

Yes! Graduate school, more so than other professional schools, is all about individual fit to a program. It is important to showcase your unique abilities and fit for the program in your statement of purpose.

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Have a question ask our admissions experts below and we'll answer your questions, 19 comments.

BeMo Academic Consulting

Hi Ablie! Thank you for your comment! We are glad you found this helpful!

Ayman Alfadil

Thanks a lot for your information. If my intended field of Ph.D. research is quite different from my previous research experiences, what am I suppose to do to link my previous interest with the new one? and Is it possible to have feedback on my writing?

Hello Ayman! Thank you for this wonderful question! It is not a problem that your previous research experience is not related to your new PhD interest. Even if they are not related in theme, it is important to showcase how your previous research experience honed your skills as a researcher. Demonstrate that the expertise that you acquired throughout your research history can be easily translated into this new field. Do not forget to give the admissions committee some sense of how you got interested in this new field, but it is not a problem that you decided to switch disciplines/interests. And of course we can help you with feedback on your writing. Please contact us for a free initial consultation (https://bemoacademicconsulting.com/Contact-Us.php) and we can discuss how we can help you make your statement the best it can be.

Ayman Alfadil, you are the winner of our weekly draw. Please email us by the end of the day tomorrow (June 19) at content[at]bemoacademicconsulting.com from the same email address you used to leave your comment to claim your prize!

Joana Smith

This is indeed the best Statement of purpose ever ,I love everything written here! It has really help me thank you!!!

Hello Joana! Thanks for your comment! We are glad you enjoyed this article!

Asra Tabassum

Hi...I want the sample for statement of purpose (for masters) where the student changes his filed/background/majors from science to IT... Atleast one sample which helps me to write my own. Thank you.

Hi Asra! Thanks for your comment and suggestion! We will try adding this kind of example as soon as possible!

Segun Abiri

I am so much in love with the way you make a big and difficult task simple. As a practitioner in adult education in Nigeria with over 6 years of experience, I intend to further my experience by having a Masters program in Canada. Problem is, my first degree is not in education, but Arts - Philosophy. I hope to scale through. Thank you for this great write ups.

Hi Segun! Thanks so much for your comment! We are glad you enjoyed the article. When you apply to a Master's program in Education, you do not need to have an undergrad degree in education. Your first degree in liberal arts will be a perfect fit for an Education graduate degree. Good luck and let us know if we can help you any further!

Chika happiness nwachukwu

Hi,indeed is the best statement of purpose ever,please I want the sample for statement of intents for masters,where the student changes his field,background/ majors from accounting education to educational foundations that will help me write my own. Thank you.

Hello Chika! Thanks for your comment! We will keep your request in mind when we update this blog! Thanks!

Hi, I wonder if you can only help me with SOP edits? Thanks.

Hello Bob! We can absolutely help you! Please contact us here https://bemoacademicconsulting.com/Contact-Us.php to schedule your free initial consultation.

Nwabueze Kewulezi

Hi, this is the best article on SOP I have read. Please, I need your advice. I am very passionate about teaching. I studied English, but my M.A. thesis is related to pragmatic. How do I relate both to my deep flare for education?

Hello Nwabueze! Thanks for your comment. Try to reflect on what connects your educational and professional background to teaching? Just because your MA thesis is not related to education, it does not mean that it cannot inform your love for teaching. Try making connections between your experience in the MA and what you want to do next. Hope this helps!

Samuel Frimpong

Can i get samples of these write-ups in Music?

Hello Smuela! Thanks for your comment. When we update the blog, we will make sure to keep your request in mind.

Chisa Amadi

Good morning, please I want to start up personal statement but don't seem to know how to go about it am applying for Agricultural science soil and water option. Please I will need a guide. Thank you

Hi Chisa! Thanks for your comment. Please feel free to reach out to us to discuss how we can help you with your personal statement! Look forward to hearing from you!

hey, thanks for the clear explanation, can you please help me write purpose statement for a journalism degree course

Hello Lucy! Please feel free to reach out to us to discuss how we can help you with your statement of purpose. Hope to hear from you!

This piece is extremely helpful

Hi Frimpong! Thanks! Glad you found this helpful!

Thank you for sharing this useful tips on SOPs.

Hello Anne! Thank you so much for your comment. Glad you found this helpful!

Elif Ülkü Türkoğlu

Thank you so much, this will be super helpful for my MA applications.

Hi Elif! Thanks for your comment! We are glad this is helpful!

Raphael Barrack Wangusu

Currently struggling with SOP preparations..i pursued Law for my bachelor degree and i wish to apply for masters scholarships in CANADA, UK, SWEEDN and USA. Thank you.

Hello Raphael! Thank you for your question. Please reach out to us for a free strategy call to discuss how we can help. 

Amazing content! I've never seen it explained the way you guys did it here!! Thank you!!!

Hello Joy! We are very glad you found this helpful!

It made me understand clearly what i have to do. thank you

Thanks Tumie! Glad you found this helpful!

i cant find any sop become related to food science. I really need a sample to help me. Could you help me please

Hello Shabnam, thanks for your message. We will keep your request in mind for when we update this blog.

I have enjoyed reading every bit of this document. I am so enlightened by it. Thank you.

Hello Michael! Glad you found this helpful! Thanks for your comment. 

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Flawless Statement Of Purpose For PhD: Samples & Tips

As an aspiring PhD student, you’ve probably heard it time and time again – your statement of purpose (SOP) is one of the most important elements of your application. In just a few short pages, the admissions committee needs to understand your research interests, fit for the program, and long-term career goals. It’s no small feat to efficiently and powerfully convey all this within the character limit restrictions. That’s why we are here to walk you through everything you need to know to create the perfect SOP and bolster your chances of admissions success. In this post, we’ll unpack the anatomy of a compelling SOP, including essential components and structure. We’ll also share statement of purpose for PhD samples from both real and fictional but effective essays to give you a sense of the different styles and tones you can take.Finally, we’ll provide my top writing and editing tips to help you put your best foot forward and craft the type of polished, punchy statement that makes admissions officers eager to admit you into their program. Let’s dive in and get started on building your application’s most pivotal piece.

Understand the purpose

A statement of purpose for a PhD program is more than just a formal requirement for the application process; it is a critical component that helps the admission committee understand your academic journey, your research interests, and your fit into the program. The SOP serves a dual purpose- it demonstrates your ability to articulate complex ideas clearly and concisely, reflecting your communication skills, and it outlines your intellectual curiosity and dedication to your field of study. The committee uses the SOP to gauge whether your research interests align with those of the faculty, whether you have the potential to contribute significantly to the field, and whether you have the resilience and dedication to withstand the rigors of a PhD program. Essentially, the SOP is your opportunity to convince the committee that you are a compatible candidate for the program and that you have the ambition, curiosity, and academic prowess to succeed.

What your statement of purpose should not do

While your statement of purpose should provide a comprehensive picture of your academic journey, it should not merely rehash what can already be found on your resume or CV. The resume primarily lists your qualifications, the courses you’ve taken, the projects you’ve completed, and the positions you’ve held. Simply repeating these details in your statement does not add any value to your application and can be redundant.

As demonstrated in the statement of purpose for PhD samples below, the aim of the essay is to provide context, explain the motivations behind your academic and professional decisions, and to outline your future research goals and aspirations. Rehashing your resume wastes valuable space that could be used to highlight your research interests, demonstrate your analytical thinking, and elucidate your understanding of the academic field. Moreover, it reflects a lack of creativity and an inability to think critically, traits that are extremely important for a successful PhD candidate. Therefore, it’s crucial to ensure that your SOP goes beyond your resume, offering a deeper insight into your intellectual journey and your commitment to your chosen field of study.

Here is an illustration of how your statement of purpose can provide a comprehensive account of your academic journey without simply echoing your resume or CV:

“As an undergraduate, I was drawn to the complexities and intricacies of molecular biology, a fascination that was kindled during my sophomore year project on DNA replication. This wasn’t simply a course requirement for me, but a thrilling dive into the minuscule yet mighty world of cells and DNA. The project led me to identify my research interest and, subsequently, to choose an internship in a lab specializing in gene editing techniques. This experience allowed me to work with renowned professionals and gain hands-on experience, igniting a desire to contribute meaningfully to this field. My decision to apply for a PhD program in molecular biology stems from this inquisitiveness and the profound desire to delve deeper into the mysteries of genetic codes. If granted the opportunity, my aim is to focus on gene therapy research to combat genetic disorders, a pursuit that I believe can change countless lives. This is not merely an academic endeavor for me; it is my commitment to contribute to a field that holds immense potential for human health.”

Know your audience

Understanding your audience is central to crafting a compelling statement of purpose for a PhD program. When preparing your SOP, consider the specifics of the program and department you’re applying to — what are their research focus areas, what methodologies do they frequently employ, who are the key faculty members, and what are their contributions to the field? Incorporating these details into your SOP will demonstrate that you’ve done your homework and that you’re genuinely interested in the program.

It’s not about pandering to the department; rather, it’s about showing that you’ve taken the time to understand their objectives and that you see a genuine alignment between their work and your research interests. For instance, if the department is known for its focus on quantitative methods, you might want to highlight your experience with these methods and how you plan to utilize them in your research. Similarly, if a faculty member in the department is doing groundbreaking work in your area of interest, mentioning this work and how it aligns with your research goals could work in your favor.

Remember, the SOP is not just about selling your skills and achievements; it’s about weaving a narrative that shows a deep understanding of the program, a clear vision of your research journey, and a firm belief in your compatibility with the department’s goals and values. Among the statement of purpose for PhD samples provided in this blog post, the following one demonstrates how to do just that:

“As an aspiring PhD candidate, I am drawn to the University of XYZ’s Department of Neuroscience due to its renowned focus on neurodegenerative diseases. I have a particular interest in the methodologies that Dr. Jane Doe employs in her groundbreaking research on Parkinson’s disease. Having utilized quantitative methods extensively during my master’s thesis, I plan to further refine these skills to contribute to this field’s evolving discourse. I am particularly impressed by the department’s innovative approach to integrating molecular biology and computational modeling . This aligns closely with my own vision of utilizing a multi-disciplinary approach to understand the complexities of neurodegenerative disorders. My past research endeavors along with my desire to delve deeper into this particular field have equipped me with a unique perspective and a steadfast determination. I firmly believe that the application of my skills and the alignment of our research interests will significantly contribute to the department’s ongoing projects and overarching goals.”

Focus on your research experience

In your statement of purpose, the articulation of past experiences forms a pivotal part. It lays a foundational layer that demonstrates your abilities, commitment, and growth. Each experience that you narrate should be a reflection of your intellectual curiosity, research acumen, and dedication to your chosen field.

This does not mean that you just sequentially list your experiences. Instead, it is essential to focus on those that had a significant impact on your academic journey or shaped your research interests. Discuss your learnings, illustrate how challenges were addressed and remember to underline your contribution to each experience shared.

The idea is to paint a picture of your capabilities, showcasing not just your technical skills, but also your problem-solving ability, perseverance, and team spirit. When an admissions committee member reads your SOP, they should not only grasp your past experiences but also see your potential to effect meaningful change in the future.

As such, your SOP should be a blend of your present and future – a snapshot of who you have been, who you are, and who you aspire to become. Therefore, invest the time to reflect, compose, and meticulously proofread your SOP, as it serves as a powerful tool that can impress the admissions committee, setting you apart from other candidates.

“During my undergraduate studies, I had the opportunity to be a part of a research team working on nano-sensor technology. This experience ignited my passion for nanotechnology and sensor systems, as I found the potential of these technologies in addressing some of the pressing environmental issues remarkable. I contributed to this project by identifying a novel approach for enhancing the sensor’s sensitivity, which was an outcome of my methodical problem-solving approach and rigorous testing. This experience was not without its challenges, and it was during these trying times that my perseverance shone through. There were instances when our team hit roadblocks, but we resolved them collaboratively, highlighting my ability to work effectively in a team. The knowledge and skills that I gained from this experience have significantly influenced my academic path and future aspirations. Now, I aim to delve deeper into this domain in my graduate studies, with the ultimate goal of developing innovative solutions for environmental challenges. I believe that my dedication, combined with my problem-solving skills and team spirit, will enable me to contribute significantly to the ongoing projects at your esteemed institution.”

Highlight your research interests

As shown in the statement of purpose for PhD samples below, general statements about being interested in a broad field, such as ‘molecular biology’ or ‘international relations,’ will not make you stand out. Instead, delve into the intricate aspects of your area of interest, demonstrating your profound understanding and passion for the subject.

For instance, if your research interest lies in the domain of molecular biology, you might specify that you are particularly intrigued by the role of microRNAs in gene regulation and its implications for cancer treatment. If international relations is your field, you might express a keen interest in the interplay of economic sanctions and nuclear disarmament, using specific case studies such as North Korea or Iran.

Back your assertions with evidence of your knowledge and skills – refer to relevant research you’ve done, courses you’ve taken, or seminal literature you’ve read. Tying your research interests to current debates and pressing issues in the field will further underscore your commitment and preparedness for PhD-level work. You also need to mention potential research questions you wish to explore, thereby showcasing your ability to conceptualize and execute research.

Remember, your research interests are the cornerstone of your PhD journey, and the statement of purpose is an opportunity to demonstrate that these interests are informed, well-articulated, and aligned with the department’s expertise.

“My fascination with molecular biology is deeply rooted in the complex world of microRNAs and their potential in gene regulation. I am particularly captivated by the implications this has for cancer treatment, a connection I have explored in my undergraduate research examining the role of microRNA-155 in breast cancer progression. This research, coupled with my advanced coursework in cellular biology and genetics, has equipped me with a robust understanding of the molecular mechanisms driving disease. Furthermore, my keen interest extends to pressing debates in the field, as I am actively engaged in studying the potential of microRNAs as therapeutic targets. Looking forward, I wish to delve deeper into this area during my PhD, with an initial research question centered around understanding the differential expression patterns of microRNAs in various cancer types. I am confident that the department’s expertise in molecular biology, notably the groundbreaking work on microRNA-based therapies, aligns perfectly with my research interests, and I am excited about the possibility of contributing to this pioneering field.”

Emphasize your motivation

Your motivation is the driving force behind your aspiration to pursue a PhD, and it is crucial to articulate this effectively in your statement of purpose . It is not enough to merely state that you are passionate about your subject; you need to demonstrate your commitment and dedication through tangible examples and anecdotes.

For instance, you might talk about a seminal moment or experience that sparked your interest in the field – perhaps a particular course you took or a paper you read that opened up a new perspective. You might recount how you pursued this interest, undertaking independent reading, engaging in research projects, or seeking out mentors in your field. You might discuss how these experiences fueled your passion further, inciting an insatiable curiosity and a determination to contribute to the field.

Convey how your subject has influenced your worldview, shaped your career goals, and ingrained a sense of purpose and direction in your life. This passion should seep into every facet of your statement of purpose, presenting a compelling narrative that resonates with the admissions committee. Ultimately, your motivation should underscore your willingness to embrace the rigors of a PhD program, your readiness to delve deeper into your field, and your ambition to make a profound impact on it.

“My fascination with neurobiology was truly sparked when I took an introductory course in my sophomore year of undergraduate studies. The intricate workings of the human brain and how it influences behavior captivated me. I sought to dive deeper into this subject, undertaking independent reading beyond the scope of my coursework. I also volunteered for a research project under the guidance of a respected professor in the field. This hands-on experience introduced me to the thrill of discovery and the satisfaction of contributing to scientific knowledge. These experiences reinforced my passion for neurobiology, instilling an insatiable curiosity and a determination to delve deeper. Today, this subject has evolved from merely an academic interest to a defining aspect of my life, shaping my career aspirations and directing my purpose. My motivation to pursue a PhD stems from this profound desire to deepen my understanding, participate in groundbreaking research, and ultimately contribute significantly to our understanding of the human brain.”

Discuss your qualifications

Your qualifications form a significant part of your application and should be highlighted effectively in your statement of purpose. Start by discussing your academic background, emphasizing the relevance of your degrees, courses, and thesis projects to your proposed area of study.

For example, if you’re applying for a PhD in psychology, you might mention your bachelor’s and master’s degrees in the same field, the psychology courses you’ve mastered, and the dissertation you’ve completed on a related topic.

Next, delve into relevant work experiences, internships, or research projects you’ve partaken in, explaining the insights and skills you’ve gleaned from these opportunities. Be specific about your roles and responsibilities, the methodologies you’ve used, the challenges you’ve overcome, and the results you’ve achieved.

Remember, each aspect of your qualifications should align with your research interests and underscore your readiness for the PhD program.

Show how you can contribute

In the conclusion of your statement of purpose, it’s essential to clearly articulate how you can contribute to the PhD program and the broader academic community. This involves showing how your unique perspectives, experiences, skills, and aspirations can enrich the learning environment, push the boundaries of your field, and address pertinent societal issues.

For example, you might highlight how your innovative research methodology can fill existing gaps in knowledge, how your commitment to mentorship can foster a supportive academic culture, or how your interdisciplinary approach can facilitate collaborations and yield groundbreaking insights.

Be sure to also touch on your long-term career goals, such as becoming a professor, a policy-maker, or a consultant, and explain how these align with the objectives of the PhD program and the institution’s mission. This gives the admissions committee a clear vision of your future trajectory and reassures them of your determination and potential to succeed.

Remember, your conclusion is your final chance to leave a lasting impression, so ensure it’s compelling, coherent, and reflective of your passion, readiness, and potential to excel in the PhD program.

“To conclude, I am keen to join your esteemed PhD program as I see it as a platform where my experiences, skills, and aspirations can have a significant impact. With my in-depth background in environmental science and a passion for data analytics, I intend to explore innovative methodologies that address the pressing issue of climate change. This interdisciplinary approach, I believe, can fill gaps in current research and provide novel insights that could potentially lead to impactful solutions. I am equally committed to fostering a supportive academic culture through active mentorship in the X program, leveraging my experience as a TA during my master’s in Y activities. Looking ahead, my ultimate career goal is to work as a policy consultant, leveraging research to shape powerful environmental policies. I am confident that this aligns with the mission of your institution and the objectives of the PhD program. In summary, I am eager to contribute to the academic community and believe that with my passion, readiness, and potential, I will be a valuable addition to your program.”

Express clearly and concisely

As demonstrated in the statement of purpose for PhD samples above, writing an essay that is clear and concise necessitates a logical structure and a succinct, yet compelling language.

Use simple, direct language, focusing on precision and clarity. Be mindful of wordiness and redundancy, as these can dilute your message and confuse the reader. It’s crucial to use strong, active verbs and to avoid jargon, ensuring that your SOP is accessible and engaging. Breaking down complex ideas into simpler terms not only demonstrates your understanding of the subject but also makes your SOP easier to read.

Each paragraph should flow seamlessly into the next, maintaining a logical progression of ideas. Providing relevant examples and conveying them succinctly can further enhance the clarity and impact of your SOP. Moreover, a well-structured, concise SOP reflects your ability to communicate effectively, a skill integral to any academic pursuit. Whether you’re describing your research interests, academic achievements, or future plans, make every word count.

Remember, your goal is to convince the admissions committee that you are a promising candidate who will contribute positively to their program.

Show, don’t just tell

One of the most persuasive techniques in writing a compelling SOP is to employ a ‘show, don’t tell’ approach. This involves illustrating your claims with vivid examples and stories that demonstrate your qualifications and passion, rather than merely stating them.

For instance, instead of claiming that you have strong research skills, you might describe a complex project that you successfully managed, explaining the strategies you used and the challenges you overcame. You could bring your academic interests to life by detailing the precise moment when you realized your passion for your field of study, whether it was a fascinating lecture, a thought-provoking book, or a groundbreaking research paper.

You can also substantiate your career aspirations by recounting relevant experiences, such as internships, workshops, or leadership roles, that shaped your career goals and prepared you for the future. These narratives not only provide concrete evidence of your attributes but also make your SOP more engaging and memorable.

Be sure to use vibrant language to paint a clear picture and evoke emotions, making your experiences resonate with the reader. Incorporating a personal touch — your unique perspective, insights, or reflections — can give your SOP a distinct voice that stands apart from others.

Through compelling storytelling, you can transform your SOP into a captivating narrative that leaves a lasting impression on the admissions committee.

Warning: The purpose of statement of purpose for PhD samples

When it comes to crafting an impactful statement of purpose, samples can serve as invaluable tools. They offer a glimpse into the structure, content, and tone expected in a well-curated SOP. More than mere templates to be copied, statement of purpose for PhD samples should be viewed as guides for understanding how to articulate your academic and career aspirations effectively. They showcase successful attempts at conveying passion for a field, highlighting academic achievements, and outlining future goals within the constraints of a limited word count.

Despite the benefits of statement of purpose for PhD samples, it’s critical to remember that each SOP is unique and personal. Simply copying a sample would undermine the primary purpose of the SOP: to provide a distinct and authentic narrative of your journey and aspirations. The correct way to utilize these statement of purpose for PhD samples is by analyzing the writing strategies used, deriving inspiration, and then creating an original piece of work that reflects the applicant’s unique story. This approach ensures that the SOP not only meets the formal requirements set forth by the academic institution but also captures the individuality of the applicant, thus making a lasting impression on the admissions committee.

The high stakes of your statement of purpose

Your SOP is much more than a mere component of your application; it is a crucial determinant of your acceptance. This document breathes life into your application, rendering a vivid picture of your past, present, and future aspirations to the admissions committee. Its weight is such that a well-crafted SOP can elevate an otherwise average application, while a poorly constructed one can diminish the impact of an exceptional academic record.

Think of it as a double-edged sword, capable of either bolstering your chances of admission or, alternatively, significantly undermining them. The smallest of errors — be it a grammatical faux pas, a lack of coherence, or a failure to aptly convey your passion — can be detrimental, casting doubt on your abilities and commitment.

On the other hand, a compelling, polished SOP that succinctly encapsulates your journey, goals, and potential can resonate profoundly with the committee, positioning you as a desirable candidate. The stakes, then, are undeniably high. It’s a daunting task to undertake alone, and the margin for error is slim. Assessing your work objectively can be challenging, and subtle nuances may escape your notice. Seeking feedback in this critical endeavor may prove invaluable in ensuring your SOP is not just good, but exceptional.

Let’s recap. As demonstrated through our statement of purpose for your PhD samples, the SOP is one of the most important elements of the application process and needs to distinctly capture your research interests, fit for the program and future aspirations in its few pages. We have provided you with helpful information about components and structure, given real samples to emulate, and shared tips on writing and editing to ensure you submit a top-notch statement that will leave a favorable impression. Now that you know how to write an effective SOP for your PhD application confidently, what are you waiting for? Put your newfound knowledge into action and get started on creating an outstanding SOP that truly speaks for itself. And if you find yourself struggling or needing a bit of guidance along this journey, we offer statement of purpose services – whether it be helping you write your SOP from scratch or providing personalized feedback. Make sure to check them out!

With a Master’s from McGill University and a Ph.D. from New York University, Dr. Philippe Barr is the founder of The Admit Lab . As a tenure-track professor, Dr. Barr spent a decade teaching and serving on several graduate admission committees at UNC-Chapel Hill before turning to full-time consulting. With more than seven years of experience as a graduate school admissions consultant, Dr. Barr has stewarded the candidate journey across multiple master’s programs and helped hundreds of students get admitted to top-tier graduate programs all over the world .

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PhD Series: How to Write a Statement of Purpose

posted on July 28, 2021

What is a Statement of Purpose?

A Statement of Purpose goes beyond the traditional Personal Statement. It asks applicants to not only describe their professional journey and how that led to their research interests, but also offer additional insight into their proposed area of study. This article offers a useful framework for writing your Statement of Purpose as well as tips to get you started.

Step 1: Introduction and Outline of Goals

The first section of the Statement of Purpose should include a broad overview of your academic interests as well as a brief outline of your short term and long-term goals. Introducing your interests and goals early frames the rest of the essay for the reader, and more importantly, answers the prompt.  

Step 2: Relevant Academic History

Describe relevant academic or work experiences in detail and how they have shaped your desire to pursue a graduate degree in your proposed field. A common mistake made by applicants is providing a detailed account of every single past experience in their Statement of Purpose. While certainly comprehensive, it is not necessary, and can reflect poorly on the applicant, especially if it excludes or dilutes other essential components of the essay. Instead, consider including 3-5 of your most impactful experiences. Describe the projects in detail, skills you developed, lessons learned, and any outcomes. For example, for a research project involving human subjects, you could describe the process of obtaining IRB approval, developing and validating a survey, or mixed methods data analysis. PhD programs are rigorous. Convince the selection committee that you “know what you are getting into,” that you have the knowledge and resilience to be successful in their PhD program.

Step 3: Next Steps and “Why X” Program

Here, describe your research interests, detailing potential projects, research aims and methodologies. Discuss potential mentors at the institution you would like to work with (the buzzword here is “mentoring team”), and the specific skills you will learn from each of them. If done correctly, this section has the most potential to set you apart from other applicants.

Writing a Statement of Purpose that is both comprehensive and concise can be challenging. Before you begin, outline your essay using the above sections, paying close attention to your overarching goals. Do your past experiences clearly explain what brought you to your proposed field of interest? How will pursuing a PhD help you achieve your future goals? Connect the dots for your readers.   

Need more guidance with your Statement of Purpose essay?  The Art of Applying® is here to help. Our experienced team of consultants have trained at the top academic institutions in the world and more importantly, are dedicated to your success. To learn more about how we can help, click here to schedule your 15-minute Quick Call .

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Gre prep online guides and tips, 7 successful statement of purpose examples.

Not sure what graduate schools are looking for in a statement of purpose? Looking at successful graduate school statement of purpose samples can help! In this guide, we’ll orient you to what makes a great statement of purpose or letter of intent for graduate school. Then we’ll provide you with four successful statement of purpose examples from our graduate school experts. We’ll also provide analysis of what makes them successful. Finally, we’ll direct you to even more helpful examples that you can find online!

The Graduate School Statement of Purpose: An Overview

A statement of purpose (also called a letter of intent or a research statement) introduces your interests and experience to the admissions committee. For research-focused programs, like most PhDs and many master’s degrees, your statement of purpose will focus primarily on your past research experience and plans. For more professionally-focused graduate programs, your statement of purpose will primarily discuss how your pursuit of this professional program relates to your past experiences, and how you will use the skills from the program in your future career.

A statement of purpose for grad school is also where you sell the admissions committee on why you belong in their program specifically. Why do you fit there, and how does what they offer fit your interests?

What’s in a Great Grad School Statement of Purpose?

Here are the essential elements of a strong graduate school statement of purpose:

Clear Articulation of Goals and Interests

A strong statement of purpose will clearly and specifically lay out your goals in undertaking the program and what you hope to accomplish with the degree. Again, for a research-focused program, this will focus primarily on the research project(s) you want to undertake while you are there. For a more professional program, discuss what interests you within the professional field and what skills/knowledge you hope to gain through the program.

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You should be as specific as possible in discussing what interests you. Use examples of particular phenomena, tools, or situations that you find exciting. If you are vague or say that everything in the field interests you, you run the risk of seeming unfocused or not actually that passionate.

Don’t worry that being too specific will box you into a particular research area or subfield during your entire tenure in graduate school. Your program understands that interests change—they won’t be pulling out your research statement to cross-reference with your dissertation proposal!

Evidence of Past Experience and Success

A great graduate school statement of purpose will also show programs that you have already been successful. They want applicants that will be able to follow through on their research/professional plans!

To this end, you’ll need to provide evidence of how your background qualifies you to pursue this program and your specific interests in the field. You’ll probably discuss your undergraduate studies and any professional experience you have. But be sure to draw on specific, vivid examples.  You might draw on your thesis, major projects you’ve worked on, papers you have written/published, presentations you’ve given, mentors you’ve worked with, and so on. This gives admissions committees concrete evidence that you are qualified to undertake graduate study!

Interest and Fit With the Program

The third essential ingredient to a great statement of purpose is to clearly lay out why you and the program are a good fit. You should be able to identify both specific reasons why your work fits with the program and why the program suits your work/interests! Are there particular professors you’d like to work with? Does the department have a strong tradition in a certain methodology or theory you’re interested in? Is there a particular facet to the curriculum that you’d like to experience?

Showing that you and the program are a match shows that you chose the program thoughtfully and have genuine interest in it. Programs want to admit students who aren’t just passionate about the field. They want students who are genuinely enthused about their specific program and positioned to get the most out of what they have to offer.

Strong Writing

The final essential piece of a strong statement of purpose or letter of intent is strong writing. Writing skills are important for all graduate programs. You’ll need to demonstrate that you can clearly and effectively communicate your ideas in a way that flows logically. Additionally, you should show that you know how to write in a way that is descriptive but concise. A statement of purpose shouldn’t ever be longer than two pages, even without a hard word limit.

Admissions committees for humanities programs may be a little more focused on writing style than admissions officers for STEM programs. But even in quantitative and science-focused fields, written communication skills are an essential part of graduate school. So a strong statement of purpose will always be effectively written. You’ll see this in our statement of purpose for graduate school samples.

Real, Successful Statement of Purpose Samples

In this section, we’ll present four successful graduate school statement of purpose examples from our graduate school experts, along with a brief commentary on each statement. These statements come from a diverse selection of program types to show you how the core essentials of a statement of purpose can be implemented differently for different fields.

Note: identifying information for these statements have been changed—except for example four, which is my statement.

• Statement of Purpose Sample One: Japanese Studies MA

This statement of purpose is notable for its great use of space and its vivid descriptions. The author is able to cram a lot into about a page. She discusses how she came to her two primary research interests (and how they are connected). She integrates this discussion of her interests with information on her past experiences and qualifications for pursuing the course of study. Finally, she includes details on her goals in pursuing the program and components of the program that interest her. Her examples are specific and fleshed-out. There’s a lot very cleverly included in a small amount of page space!

Additionally, the language is very vivid. Phrases like “evocative and visceral” and “steadily unraveling,” are eye-catching and intriguing. They demonstrate that she has the writing skills necessary to pursue both graduate study and her interest in translation.

• Statement of Purpose Sample Two: Music MM

This sample is fairly long, although at 12 point Times New Roman it’s under two pages single-spaced. The length of this statement is partially due to the somewhat expansive nature of the prompt, which asks what role music has played in the applicant’s life “to date.” This invites applicants to speak more about experiences further in the past (in the childhood and teen years) than is typical for a statement of purpose. Given that this is for a master’s degree in music, this is logical; musical study is typically something that is undertaken at a fairly young age.

This statement does an excellent job describing the student’s past experiences with music in great detail. The descriptions of the student’s past compositions and experiences performing new music are particularly vivid and intriguing.

This statement also lays out and elaborates on specific goals the student hopes to pursue through the program, as well as features particular to the program that interest the student (like particular professors).

• Statement of Purpose Sample Three: Economics PhD

One of the first things you’ll likely notice about this statement is that it’s a little on the longer side. However, at 12 point Times New Roman font and single-spaced, it still comes in under 2 pages (excluding references). It makes sense for a PhD statement of purpose sample to be longer than a master’s degree statement of purpose—there’s more to lay out in terms of research interests!

The writing style is fairly straightforward—there’s definitely a stronger focus on delivering content than flashy writing style. As Economics is a more quantitative-focused field, this is fine. But the writing is still well-organized, clear, and error-free.

The writer also gives numerous examples of their past work and experience, and shows off their knowledge of the field through references, which is a nice touch.

• Statement of Purpose Sample Four: History of the Book MA

This is actually my statement of purpose. It was for a program that I got accepted to but did not end up attending, for a Master’s in the History of the Book. You’ll notice that the two essay prompts essentially asked us to split our statement of purpose into two parts: the first prompt asked about our research interests and goals, and the second prompt asked about our relevant experience and qualifications.

I’ll keep my comments on this graduate school statement of purpose sample brief because I’ll do a deep dive on it in the next section. But looking back at my statement of purpose, I do a good job outlining what within the field interests me and clearly laying out how my past experiences have qualified me for the program.

Obviously this statement did its job, since I was accepted to the program. However, if I were to improve this statement, I’d change the cliche beginning  (“since I was a child”) and provide more specificity in what about the program interested me.

Deep Dive Analysis of a Sample Statement of Purpose for Graduate School

Next, we’ll do a paragraph by paragraph analysis of my statement, statement of purpose sample four. I’ll analyze its strengths and suggest ways I could shore up any weaknesses to make it even stronger.

Essay 1: Academic Interests

To refresh, here’s the first prompt: Please give a short statement that describes your academic interests, purpose, objectives and motivation in undertaking this postgraduate study. (max 3500 chars – approx. 500 words)

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Paragraph 1

Since I was a child, my favorite thing has always been a book. Not just for the stories and information they contain, although that is a large part of it. Mostly, I have been fascinated by the concept of book as object—a tangible item whose purpose is to relate intangible ideas and images. Bookbindings and jackets, different editions, the marginalia in a used book—all of these things become part of the individual book and its significance, and are worth study and consideration. Books and their equivalent forms—perfect bound, scrolled, stone tablets, papyrus—have long been an essential part of material culture and are also one of our most significant sources of information about the human historical past. Through both the literal object of the book, the words contained thereon, and its relationship to other books—forms of context, text and intertext—we are able to learn and hopefully manage layers of information with which we would otherwise have no familiarity.

First, the good: this paragraph does a good job introducing my academic interest in the book-as-object, and shows off pre-existing knowledge both of the study of material culture and literary theory. Additionally, the language is engaging: the juxtaposition of “tangible” and “intangible” in the beginning and phrases like “perfect bound, scrolled, stone tablets, papyrus” lend life to the writing and keep the reader engaged.

If I were to go back and improve this paragraph, first, I would absolutely change the first sentence to something less cliche than talking about my childhood. I might try something like “My love of books is a multifaceted thing. I don’t only love them for the stories and….” Second, I would chill out on the em dashes a little bit. Three sets in one paragraph is a little excessive. Finally, I might actually cut this paragraph down slightly to make more room word-wise later in the statement to discuss what specific things about the program interest me.

Paragraph 2

Furthermore, blogs, webcomics, digital archives, e-readers, and even social media sites like tumblr and Facebook have revolutionized the concept of the book by changing how we share and transmit ideas and information, just as the Gutenberg printing press revolutionized the book all those years ago in the fifteenth century. Once again there has been an explosion both in who can send out information and who can receive it.

This paragraph briefly and effectively introduces my other main academic interest: how new technology has changed the concept of the book-as-object. The tie-back to the printing press is a nice touch; it’s a vivid example that shows that I’m aware of important historical moments in book history.

Paragraph 3

I am deeply interested in the preservation of the physical book, as I think it is an important part of human history (not to mention a satisfying sensory experience for the reader). However I am also very concerned with the digitization and organization of information for the modern world such that the book, in all of its forms, stays relevant and easy to access and use. Collections of books, archives, and information as stored in the world’s servers, libraries and museums are essential resources that need to be properly organized and administered to be fully taken advantage of by their audiences. My purpose in applying to the University of Edinburgh’s Material Culture and History of the Book is to gain the skills necessary to keep all forms of the book relevant and functional in an age when information can move more radically than ever before.

This paragraph actually has a focus problem. Since it covers two topics, I should split it into two paragraphs: one on the integration of my two interests, and one on my goals and interests in the program. I could also stand to expand on what features the program has that interest me: professors I’d like to work with, particular aspects of the curriculum, etc.

In spite of these things, however, this paragraph does a good job clearly integrating the two academic interests related to the book I introduced in the first two paragraphs. And the language is still strong —“satisfying sensory experience” is a great phrase. However, I’ve been using the word “information,” a lot; I might try to replace with appropriate synonyms (like “knowledge”) in a couple of places.

Paragraph 4

Additionally, I intend on pursuing a PhD in Library and Information Sciences upon completion of my master’s and I feel that this program while make me uniquely suited to approach library science from a highly academic and interdisciplinary perspective.

This final paragraph offers just quick touch on my future goals beyond the program. It’s typically fine for this to be relatively brief, as it is here, just so long as you can clearly identify some future goals.

Essay 2: Relevant Experience

The second prompt just asked me to describe my relevant knowledge, training, and skills.

As a folklore and mythology student, I have gained a robust understanding of material culture and how it relates to culture as a whole. I have also learned about the transmission of ideas, information, stories and pieces of lore among and between populations, which is an important component of book history. Folklore is also deeply concerned with questions of the literary vs. oral lore and the tendency for text to “canonize” folklore, and yet text can also question or invert canonized versions; along with this my studies in my focus field of religion and storytelling have been deeply concerned with intertextuality. One of my courses was specifically concerned with the Heian-period Japanese novel The Tale of Genji and questions of translation and representation in post-Heian picture scrolls and also modern translations and manga. In addition to broader cultural questions concerned with gender and spirituality both in historical Japan and now, we considered the relationships between different Genji texts and images.

This is a strong, focused paragraph. I relate my academic background in Folklore and Mythology to my interests in studying the book, as well as showing off some of my knowledge in the area. I also chose and elaborated on a strong example (my class on the Tale of Genji ) of my relevant coursework.

I also have work experience that lends itself to the study of the book. After my freshman year of college I interned at the Chicago History Museum. Though I was in the visitor services department I was exposed to the preservation and archival departments of the museum and worked closely with the education department, which sparked my interest in archival collections and how museums present collection information to the public. After my sophomore year of college and into my junior year, I worked at Harvard’s rare books library, Houghton. At Houghton I prepared curated collections for archival storage. These collections were mostly comprised of the personal papers of noteworthy individuals, categorized into alphabetical folders. This experience made me very process-oriented and helped me to understand how collections come together on a holistic basis.

This paragraph also has a clear focus: my past, relevant work experience. Discussing archival collections and presenting information to the public links the interests discussed in my first statement with my qualifications in my second statement. However, if I were to revise this paragraph, I would add some specific examples of the amazing things I worked on and handled at Houghton Library. In that job, I got to touch Oliver Cromwell’s death mask! An interesting example would make this paragraph really pop even more.

Finally, in my current capacity as an education mentor in Allston, a suburb of Boston, I have learned the value of book history and material culture from an educational perspective. As a mentor who designs curriculum for individual students and small groups, I have learned to highly value clearly organized and useful educational resources such as websites, iPad apps, and books as tools for learning. By managing and organizing collections in a way that makes sense we are making information accessible to those who need it.

This final paragraph discusses my current (at the time) work experience in education and how that ties into my interest in the history of the book. It’s an intriguing connection and also harkens back to my discussion of information availability in the paragraph three of the first statement. Again, if I were to amp up this statement even more, I might include a specific example of a book-based (or book technology-based) project I did with one of my students. I worked on things like bookbinding and making “illuminated manuscripts” with some of my students; those would be interesting examples here.

This statement is split into two parts by virtue of the two-prompt format. However, if I were to integrate all of this information into one unified statement of purpose, I would probably briefly introduce my research interests, go in-depth on my background, then circle back around to speak more about my personal interests and goals and what intrigues me about the program. There’s not really one correct way to structure a statement of purpose just so long as it flows well and paragraphs are structured in a logical way: one topic per paragraph, with a clear topic and concluding sentence.

More Statement of Purpose Examples

We’ve provided you with four great graduate school statement of purpose examples from our graduate school experts. However, if you’re looking for more, there are other sample letters of intent and statements of purpose for graduate school online. We’ve rounded up the best ones here, along with some strengths and weaknesses about each example.

Majortests Statement of Purpose Sample

This is a fairly straightforward, clearly written statement of purpose sample for a biology program. It includes useful commentary after each paragraph about what this statement of purpose is accomplishing.

• This statement of purpose sample is well-organized, with clear topic sentences and points made in each paragraph.
• The student clearly identifies what interests her about the program.
• The student proactively addresses questions about why she hasn’t gone directly to graduate school, and frames her professional research experience as a positive thing.
• She gives a tiny bit of color about her personality in a relevant way by discussing her involvement with the Natural History Society.
• In general, discussing high school interests is too far back in time unless the anecdote is very interesting or unusual. The detail about The Theory of Evolution is intriguing; the information about the high school teacher seems irrelevant. The student should have condensed this paragraph into a sentence or two.
• While this statement is cogently written and makes the candidate sound competent and well-qualified, it’s not exactly the most scintillating piece of writing out there. Some of the constructions are a little awkward or cliche. For example, the “many people have asked me” sentence followed by “the answer is” is a little bit clunky. This is probably fine for a STEM program. But just be aware that this statement is not a paragon of writing style.

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UC Berkeley History Statement of Purpose Sample

This is a graduate school statement of purpose example from the UC Berkeley History department’s PhD program, with annotations from a professor as to why it’s a successful statement.

• The author is able to very clearly and articulately lay out her research interests and link them to past work she has successfully completed, namely, her thesis.
• She is able to identify several things about the program and Berkeley that indicate why it is a good fit for her research interests.
• She addresses the time she spent away from school and frames it as a positive, emphasizing that her use of time was well-considered and productive.
• Her writing is very vivid, with excellent word choice and great imagery.

While very well-written and engaging, this sample statement of purpose for graduate school is a little bit on the long side! It’s a little over two single-spaced pages, which is definitely pushing the limits of acceptable length. Try to keep yours at 2 pages or less. Some of the information on the thesis (which comprises over half of the statement of purpose) could be condensed to bring it down to two pages.

Pharmacy Residency Letter of Intent Sample

This is not technically a sample letter of intent for graduate school because it’s actually for a pharmacy residency program. However, this example still provides illumination as to what makes a decent graduate school letter of intent sample.

• This is a serviceable letter of intent: the writer clearly lays out their own goals within the field of pharmacy, what qualifications they have and how they’ve arrived at their interests, and how the program fits their needs.
• The writing is clearly structured and well-organized.
• The main weakness is that some of the writer’s statements come across as fairly generic. For example, “The PGY-1 Residency Program at UO Hospitals will provide me with the opportunity to further develop my clinical knowledge, critical thinking, teaching, research, and leadership skills” is a generic statement that could apply to any residency program. A punchier, more program-specific conclusion would have amped up this letter.
• While the writer does a decent job providing examples of their activities, like working as a tutor and attending the APhA conference, more specificity and detail in these examples would make the statement more memorable.
• There’s a typo in the last paragraph —a “to” that doesn’t belong! This is an unprofessional blip in an otherwise solid letter. Read you own letter of intent aloud to avoid this!

NIU Bad Statement of Purpose Example

This is an ineffective graduate school statement of purpose example, with annotations on why it doesn’t work.

As you might imagine, the main strength in this document is as an example of what not to do. Otherwise, there is little to recommend it.

• The annotations quite clearly detail the weaknesses of this statement. So I won’t address them exhaustively except to point out that this statement of purpose fails at both content and style. The author includes irrelevant anecdotes and lists without offering a decisive picture of interests or any particular insight into the field. Additionally, the statement is riddled with grammatical mistakes, awkward sentence structures, and strange acronyms.
• You’ll note that the commentary advises you to “never start with a quote.” I agree that you should never start with a freestanding quote as in this example. However, I do think starting with a quote is acceptable in cases like the Berkeley history example above, where the quote is brief and then directly linked to the research interest.

Graduate School Statement of Purpose Examples: 4 Key Points

Graduate programs ask for statement of purpose to hear about your interests and goals and why you think you and the program would be a good fit.

There are four key elements to a successful statement of purpose:

• A clear articulation of your goals and interests
• Evidence of past experiences and success
• Interest and fit with the program
• Strong writing

We’ve provided you with four successful statement of purpose samples from our graduate school experts!

We also provided additional statement of purpose samples (and a sample letter of intent) for graduate school from other sources on the internet. Now you have all kinds of guidance!

What’s Next?

If you’re looking for more information on graduate school , see our guide to what makes a good GPA for grad school .

Not sure if you need to take the GRE ? See if you can get into graduate school without GRE scores .

Want more information about the GRE? We can help you figure out when to take the GRE , how to make a GRE study plan , and how to improve your GRE score .

Ready to improve your GRE score by 7 points?

Author: Ellen McCammon

Ellen is a public health graduate student and education expert. She has extensive experience mentoring students of all ages to reach their goals and in-depth knowledge on a variety of health topics. View all posts by Ellen McCammon

8 Tips for Writing a Statement of Purpose

The statement of purpose, sometimes called a personal statement, is an essential part of PhD applications. It functions similarly to a cover letter; it should convince the reader (in this case the selection committee) that you have the right qualifications, motivation and professional goals to pursue graduate studies in their program. Use the tips below to write a statement of purpose that stands out.

This first tip is the most important. It is essential that you customize your statement of purpose to every school, program, or project that you apply to. You don't have to start from scratch for each statement of purpose, but you should make sure that significant portions of the document are school-specific. Your statement of purpose should tell the committee why you chose to apply to their school over other options.

Show Your Qualifications

Explain why you are qualified for this PhD program. Include a brief summary of your undergraduate and previous graduate career (if applicable). Talk about the research projects you conducted and your thesis or any resulting publications. Mention any relevant scholarly extracurricular activities you were involved in. If there are special requirements for the program, such as foreign language proficiency or prerequisite courses, you should explain how you fulfilled them in your statement of purpose.

Explain Your Interests

Your research interests should be a major part of your statement of purpose. Set up the topic you want to research by indicating a theme, defining a problem, or posing a question. Talk about what inspired your interest in this topic and how it will contribute to the field and the current state of scholarship.

Show Them You Belong

Your statement of purpose should connect your research interests to the school you are applying to. You should name professors with parallel interests who you would like to work with and use specific examples of their work to explain why. Be explicit about how this school will help you succeed in your research goals. Is the department known for taking a unique approach or having a strong focus in a particular area? Do they have special access to resources that will help you research? This paragraph will have to be tailored to each school you apply to.

Unless a specific word count is mentioned in the application, the statement of purpose should not be longer than one to two pages. Make every word count. 

Don’t Tell Your Life Story

On a similar note, avoid excess storytelling in your statement of purpose. Don’t waste your limited space telling the committee how you’ve always wanted to be a physicist or about the moment that sparked your passion for history. They already know you’re passionate about the subject—you wouldn’t be applying for a PhD if you weren’t! While your past achievement have prepared for this PhD program, the statement of purpose should focus on your future as a scholar.

Ask For Feedback

When you have written a draft you are satisfied with, ask one of a professor in your field who knows you and your interests to read it over. They can help you see your statement of purpose from the perspective of someone with experience on admissions committees.  

This is the crucial last step for any application. Read your statement of purpose over several times to make sure there are no typos or grammatical errors. It can be hard to spot errors on the screen, so print out your statement and read it over. Double check that you have spelled the professors’ names and titles of their work correctly. If grammar isn’t your strong suit (or even if it is) it’s a good idea to ask someone else to proofread your statement of purpose as well.

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Academic Statement of Purpose

Applicants will be required to upload an academic statement of purpose with the admission application in the space provided. Prior to submitting, please review file upload requirements .

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Please explain why you are applying to a graduate program at Princeton. Outline your goals for graduate study, discuss your current academic and future career plans specifically related to the program. Include any relevant academic and professional experiences that have influenced your decision to apply for graduate admission.

The essay must be written in English and should not exceed 1,000 words. No specific formatting is required.

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• Academic Statement of Purpose

The Academic Statement of Purpose is an opportunity for you to share information that will help reviewers understand your academic interests and objectives, assess your academic background, preparation, and training, and determine if you are a good match for the program to which you are applying.

The graduate application allows applicants to select up to two graduate campuses and/or majors per application. If you are applying to a 2nd choice program, you are only required to submit one academic statement of purpose with your application. Be sure your academic statement of purpose is all-inclusive, and supports your suitability for your enrollment in all the graduate programs listed on your application.

A statement, not exceeding two pages in length, is encouraged.  The following topics should be addressed in your Academic Statement of Purpose.

• What are your professional plans and career goals? How will pursuing graduate studies assist you in reaching those goals?
• Describe your research, scholarly, or creative interests. What topics are of particular interest to you? Reviewers know that interests change over time but try to be as specific as possible.
• Discuss how your experiences, skills, and abilities have prepared you for graduate study. Relevant topics may include coursework, work and research experiences, internships, presentations, exhibits, publications, and community service. If you describe a research or scholarly experience, include information on the topic, research mentor, your role, and outcomes.
• Describe how your skills, preparation, and interests are a match for the program to which you are applying. Identify faculty who share your research and scholarly interests. Reviewers will want to know that you have researched the program, faculty, and key focus areas.

The Academic Statement of Purpose and the Personal History Statement are two of the most important documents in your graduate application. The documents should be concise, clear, and free of spelling, grammar, and punctuation errors. You should have others review your document for content, organization, and to ensure that there are no errors. Information in the Personal History Statement should complement but not duplicate information in the Academic Statement of Purpose.

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What is a statement of purpose?

Keshala Jayawickrama

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Table of contents

• Introduction

How to structure a statement of purpose?

How to write a statement of purpose which captivates and impresses, key components of a statement of purpose template, how long should a statement of purpose be, what writing style should be used for a statement of purpose.

A statement of purpose (SOP) is a vital component of the university application process, especially for those aspiring to study abroad. This document goes beyond grades and test scores, providing the admissions committee with insights into your motivation, writing skills, and overall fit for the programme. 

A statement of purpose is a concise essay required by universities and certain organisations during the application process. It provides applicants an opportunity to explain their academic and career goals, why they want to join a particular programme, and what experiences and achievements make them a good fit.  

SOPs also help the admission committee to get to know the candidates beyond their grades and test scores by assessing their writing skills which helps them understand their motivation and suitability for the programme. It can also be considered as a personal pitch for applicants which can determine if they get accepted into a programme or not. 

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Organising your SOP effectively involves creating a roadmap that guides the reader through your academic and professional journey. Start it off with a compelling introduction which preferably includes an intriguing anecdote or a relevant quote. Then, strategically outline your experiences, achievements and aspirations in a logical sequence.  

Each paragraph should smoothly transition to the next, emphasising your unique qualifications and how they align with the programme's objectives. To conclude your SOP, add a conclusion with a concise summary while reaffirming your enthusiasm for the next step. This structured approach will not only enhance readability but will also emphasise your clarity of purpose and suitability for the programme. 

Crafting an impressive SOP requires a strategic blend of personal reflection and professional ambition. Using a compelling hook at the beginning is crucial to capture the reader's attention and to retain them through to the end. You can also share specific academic and professional experiences that have shaped your goals and have encouraged you to apply for the programme.  

Employ a clear and cohesive narrative structure throughout your SOP, ensuring each section builds upon the previous one to create a seamless flow. Refine your language meticulously, focusing on precision and clarity, while avoiding jargon or unnecessary complexity.  

Once you have finalised your draft, be sure to incorporate feedback from mentors or peers. Their perspective can be valuable as it can greatly enhance your SOP, making it more authentic and compelling. 

A well-crafted SOP consists of several essential elements. Here are the key components included in a typical statement of purpose template. 

1. Introduction: Start with a compelling opening that captures your interest in the field and briefly introduces your background. 

2. Academic background: Detail your educational history, emphasising relevant coursework, extracurricular achievements, and any honours or distinctions. 

3. Professional experience: Highlight any work or research experiences and professional achievements related to your field, emphasising the skills and knowledge you’ve gained. 

4. Goals: Clearly articulate your short-term and long-term academic and career goals, explaining how the programme will help you achieve them. 

5. Why this programme: Specify why you are interested in the particular programme and institution, mentioning specific faculty, courses, resources that attract you or professors whose work you admire. 

6. Personal qualities: Reflect on your personal attributes, values, and any unique experiences that distinguish you as a candidate. 

7. Conclusion: End with a strong closing that reinforces your enthusiasm for the programme and summarises your key points. 

A statement of purpose should typically be between 500 and 1,000 words, equivalent to one or two pages. This length allows you to thoroughly address your academic background, professional experiences, motivations, and goals without overwhelming the reader.  

It's also important to adhere to any specific guidelines provided by the programme you're applying to, as exceeding or falling short of the recommended length can reflect poorly on your attention to detail and ability to follow instructions. 

The writing style required for an SOP should blend elements of graduate-level academic writing with a personal tone that distinguishes it from formal research writing. It is important to use the active voice and first-person perspective to convey your personal experiences and aspirations clearly.  

Maintain a chronological order in your SOP, starting with significant actions and achievements during your undergraduate years. Include specific details such as course names, professors, methodologies, and relevant experiences to substantiate your qualifications and interests.  

Writing multiple drafts allows you to refine your narrative, ensuring clarity and coherence. So, take ample time to edit and revise your SOP thoroughly before submission to improve your chances. 

Frequently Asked Questions

What is the full form of sop.

The full form of SOP is "Statement of Purpose". 

What tone should an SOP have?

The tone should be professional yet personal. It should reflect your genuine interest and passion for the field while maintaining clarity and coherence. 

Can I use the same SOP for different applications?

While you can use a basic template, each SOP should be tailored to the specific programme and university you are applying for, to address their unique features and your specific motivations for applying there. 

Should I mention my weaknesses in an SOP?

If relevant, you can mention challenges or weaknesses, but focus on how you overcame them or what you learned from the experience. This can demonstrate resilience and personal growth. 

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• Published: 12 September 2024

Tap the potential of PhD students

Nature Physics volume  20 ,  page 1361 ( 2024 ) Cite this article

Metrics details

PhD students can face many challenges, such as a lack of confidence in their newly acquired skills or the uncertainty about which career path to choose. We highlight some ways to empower students in their doctoral journey.

The overall development of PhD students during their doctoral studies is important for their personal and professional growth, as well as for the success of their project. However, they are often encouraged to focus on their research project, with other aspects of academic and professional training receiving less attention. As a result, many students face difficulties in moving forward after finishing their doctoral studies. Thus, a well-rounded approach is necessary to empower PhD students with the abilities to confidently choose their career path.

A lack of research autonomy can stifle creativity and hold PhD students back in their development. By granting them control over certain aspects of their research — for example, by allowing them to steer parts of their projects or by encouraging independent exploration within the broader scope of their work — students will learn to become more self-reliant researchers.

Supervisors can further promote their students’ independence by encouraging them to propose their own hypotheses or conduct additional simulations or laboratory-based experiments. In this way, PhD students learn how to develop a research problem and how to tackle it — an invaluable skill not just in academia but in all walks of life.

In addition to conducting research, students must also learn to communicate their findings and develop presentation skills. Universities can facilitate training programmes on soft skills, such as writing research articles and presenting research to a broader audience. This will enhance students' ability to convey their ideas with confidence. It is particularly important when they present posters or give oral presentations in larger forums, such as conferences or seminars, or when they engage with their peers in the research field.

Networking is a vital component of a successful academic and professional career. It allows students to find collaborators, seek advice, and discover new research and job opportunities. However, many PhD students struggle to build and maintain professional relationships, often because of a lack of guidance on how to approach networking effectively. It is not uncommon for PhD students to be unaware of the research activities of their colleagues, whether from other departments or even the same department.

Institutions can help in this regard by organizing frequent workshops or seminars in which students can engage with peers and experts in their field. Conferences and summer schools also offer invaluable networking opportunities, while commonly providing students with the chance to present their research, which in turn enhances their presentation skills. Universities should actively support their students' participation in such events through travel grants. In addition, organizers of conferences and schools should also provide funding opportunities, especially for PhD students from developing countries where principal investigators may not have enough resources to support their students’ travel.

Another crucial aspect of a PhD student’s journey is the process of publishing their work. However, many students feel ill-equipped to handle the steps of academic publishing. They often rely on their supervisors to lead the process, which can leave them unprepared for the demands of publishing as they transition to more independent roles.

To address this, supervisors should actively involve students in every step of the publication process, from the discussion of a suitable target journal to the writing of a manuscript’s first draft and cover letter, to the actual submission and preparation of the response to reviewers' comments. Although this may require additional back-and-forth, it is an invaluable learning experience that prepares the students for future academic challenges and enhances the quality of their research output. These skills are also transferable and will undoubtedly benefit students in any future career path, whether in academia, industry or other sectors.

Uncertainty about future career paths is a common concern among PhD students. Many are unsure whether to pursue research positions or explore opportunities outside academia. Unfortunately, students often lack access to adequate career training, which hinders their ability to prepare for future employment. For example, many students don’t know how to tailor CVs for future employment options or are unsure for which non-academic positions their skills make them suitable applicants.

By facilitating career-oriented workshops, seminars and mentoring programmes, institutions could help guide PhD students on their career path. For example, students would benefit from the interaction with alumni, sharing their career stories. Career counselling and interactions with industry panels can provide insights into possible career choices, helping students understand the range of opportunities available to them. Additionally, workshops on CV writing, interview preparation, and transferable skills, such as project management and data analysis, can boost students' confidence in their abilities and prepare them for diverse career options.

Although the majority of the suggestions discussed above are well known within the academic community, they have not always been given the attention they deserve. By providing the necessary tools and opportunities to PhD students, we can tap their full potential and put them in a better position to contribute to the advancement of knowledge, to drive innovation and to make meaningful contributions to society.

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Tap the potential of PhD students. Nat. Phys. 20 , 1361 (2024). https://doi.org/10.1038/s41567-024-02654-2

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DOI : https://doi.org/10.1038/s41567-024-02654-2

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