Beneteau 311, Catalina 310 and Hunter 326 Used Boat Comparison
Maine Cat 41 Used Boat Review
Tips From A First “Sail” on the ICW
Tillerpilot Tips and Safety Cautions
Best Crimpers and Strippers for Fixing Marine Electrical Connectors
Thinking Through a Solar Power Installation
Getting the Most Out of Older Sails
How (Not) to Tie Your Boat to a Dock
Stopping Mainsheet Twist
Working with High-Tech Ropes
Fuel Lift Pump: Easy DIY Diesel Fuel System Diagnostic and Repair
Ensuring Safe Shorepower
Sinking? Check Your Stuffing Box
The Rain Catcher’s Guide
Boat Repairs for the Technically Illiterate
Boat Maintenance for the Technically Illiterate: Part 1
Whats the Best Way to Restore Clear Plastic Windows?
Mastering Precision Drilling: How to Use Drill Guides
Giving Bugs the Big Goodbye
Galley Gadgets for the Cruising Sailor
Those Extras you Don’t Need But Love to Have
UV Clothing: Is It Worth the Hype?
Preparing Yourself for Solo Sailing
How to Select Crew for a Passage or Delivery
Preparing A Boat to Sail Solo
On Watch: This 60-Year-Old Hinckley Pilot 35 is Also a Working…
On Watch: America’s Cup
On Watch: All Eyes on Europe Sail Racing
Dear Readers
Chafe Protection for Dock Lines
Sailboat Reviews
Nicholson 35
A real-live, serious ocean cruiser. the hard part will be finding one on the used market in the u.s..
Today’s new boat market has fragmented about as far as it can: cruiser/racers, racer/cruisers, cruiser/cruisers, racer/racers. But not so long ago, there were a few boats built as plain-old cruisers, with decent performance (but no racing aspirations), seaworthy construction (without overkill), and design that allowed you to take an out-of-the-box sailboat on a cruise for a week, or a year.
Maybe you have to go to a real old-time boatbuilder to get that kind of quality. How old-time? Will 200 years of yacht building experience do?
If not the oldest yacht builder around, Camper & Nicholsons has to be in the running. Over the years, Nicholsons built every kind of boat imaginable, including pure racers and boats that came precariously close to being sailing houseboats. Nicholsons have never had the type of exquisite joinerwork you find in Far Eastern boats, nor have the looks of most of their boats fallen into the category of classic. But the boats have always been built with a high level of integrity, and a few of the designs are classic not in looks or detailing, but in overall quality.
Just over 200 Nicholson 35s were built over more than a 10-year period, with production tailing off in the early 1980s. Most boats were sold in England, but a number were built for American owners, and still more found their way to the U.S. during the rampage of the dollar against foreign currencies in the mid 1980s.
The Nicholson 35 is a cruising boat, plain and simple. Its proportions are about as common-sense and moderate as you can get. The boat is clean, almost austere in appearance, with very little exterior wood trim. You’ll find a teak caprail, teak grab rails, teak ply cockpit seats, and that’s about it. It is a true medium-displacement boat: heavy by contemporary racer/cruiser standards, but very reasonable for an offshore cruiser with a waterline almost 27′ long.
Sailing Performance
The Nic 35 is no racing boat, but she’s no slug, either. Her PHRF (Performance Handicap Racing Fleet) rating of about 156 is some six seconds per mile slower than the Ericson 35-2, but some 20 seconds per mile faster than a “pure” cruiser such as the Tayana 37 or Crealock 37.
A moderate fin keel and skeg-mounted rudder underbody allows reasonable performance in light air, despite a smallish sailplan. The working sail area is just about evenly divided between the foretriangle and mainsail.
The rig is a simple masthead sloop, with double lower shrouds and single, airfoil spreaders. The mast is a tapered, anodized Proctor spar, which is filled with foam to deaden sound. Halyard winches are mounted on the mast.
While the sailplan never changed, there were many minor revisions to the rig over the years. Early boats have roller-reefing booms, while late boats have slab reefing. Winch specifications and options changed over the years.
Most early boats have halyard winches that are large enough for hoisting sail, but too small to allow you to easily get a person to the masthead. We wouldn’t want to hoist a 90-pounder up the mast with the standard Lewmar 8C winches. Larger halyard winches were optional—Lewmar 16 or 25. The 25 is as small a winch as we’d want to use to hoist anyone aloft, and even that would be work for most people.
The mainsheet traveler bisects the cockpit just forward of the wheel, so that you have to step over the traveler and onto the cockpit seats to go forward from the steering position. While the mainsheet’s position just forward of the helmsman is reasonable, the driver cannot easily trim the mainsheet, which secures to a cleat on the front of the teak traveler support. It would be a simple matter to replace this awkward arrangement with a modern traveler, with the sheet ending at a cam cleat on top of the traveler car.
The cockpit seats themselves are short and not very comfortable, with a high, nearly vertical fiberglass cockpit coaming. The deep cockpit does give excellent protection from seas and spray. One of the best features of the cockpit is a moldedin dodger coaming, much like you find in this country on S&S-designed boats such as the Tartan 37. When fitted with a good dodger, the entire forward half of the cockpit will be bone-dry in almost any conditions.
Despite the fact that the aft side of the deckhouse slopes forward, the companionway is built out slightly, making it vertical. This allows you to remove the top dropboard in light rain, even with the dodger down. The companionway hatch slides have Tufnol runners, allowing the hatch to move easily. This is typical of the good structural detailing in boats from C&N.
Cockpit volume is huge. A bridgedeck protects the companionway, but the high coamings could allow the cockpit to fill almost to the top of the hatch in a major pooping. Later boats have large flapper-protected pipe scuppers through the transom in addition to big cockpit scuppers. We’d suggest retrofitting these to any older boat to be used for offshore voyaging.
Shroud chainplates are just inboard of the low bulwarks. They consist of heavy stainless steel “hairpins,” and are bolted through what would be the beam shelf on a wooden boat. We had some reservations about this construction when we first looked at it more than a decade ago, but after finding no chainplate damage on a similarly-fitted Nicholson 40 that had been rolled over and dismasted, we can’t argue with the strength of the installation. Lloyds approves it, and they’re notoriously conservative.
Like most boats of the 1970s, Nicholson 35s tend to be under-winched. Standard jib sheet winches are Lewmar 40s or 43s. Larger Lewmars were optional. We’d go for the biggest self-tailing genoa sheet winches that could fit on the coamings, and we’d make it a high priority for shorthanded cruising.
The low bulwarks give an enormous feeling of security under sail. The side decks are wide, and there is a grab rail atop the cabin trunk on each side, although the rail’s flattened shape takes a little getting used to. The molded-in fiberglass non-skid is soso.
Teak decks were an option, but not a commonly chosen one.
In general, sailing performance is what you would look for in a serious cruising boat. The hull shape is uncompromised by any rating rule. The ballast/displacement ratio of 42%, with the lead concentrated quite low in the molded keel, results in a reasonably stiff boat by any standard.
Sailing performance can be improved on any boat by replacing a main and genoa more than a few years old. You’ll never get racing boat performance out of the Nic 35, but you also won’t have to work yourself to death to get acceptable speed, either. That’s not a bad trade-off.
A variety of engines have been used in the Nic 35, all diesels. Early boats have the ubiquitous Perkins or Westerbeke 4-107. Later boats have a smaller Westerbeke L-25 or a marinized Volkswagen Rabbit diesel. Given our druthers, we’d take the Perkins engine. But there’s a complication here. Early boats, recognizable by a prop shaft that emerges from the aft end of the keel, utilize a hydraulic drive rather than a conventional transmission. The engine faces aft under the cockpit bridgedeck, with the hydraulic pump mounted on its back end. The hydraulic motor is in the bilge at the aft end of the main cabin.
Hydraulic drives are a mixed blessing. They allow the engine to be mounted anywhere, but most marine mechanics don’t know how to work on them. However, heavy equipment mechanics anywhere in the world can solve most hydraulic problems. On the downside, a major problem requiring replacement of the hydraulic motor or pump in a non-industrial area could be a real headache.
Later boats have a more conventional exposed shaft and strut. The engine is mounted further aft, under the cockpit, and the shaft is driven through a V-drive. Access to the engine in either installation is poor. On V-drive boats with a quarterberth, you can get to the front of the engine through the quarterberth.
With no quarterberth, it’s a crawl through a cockpit locker. The back of the engine is accessed through removable hatches behind the companionway ladder.
Control when backing is better with the V-drive installation, since the prop is much further aft. Likewise, tight maneuvering ahead is better with the same prop configuration, since you get good prop wash over the rudder.
In all boats, the fuel tank is a fiberglass molding. It is not integral to the hull, but is glassed in after the hull is laid up. We have heard no reports of failures of the tank.
Fuel capacity varies from 33 to 40 gallons—adequate for a cruising boat, but a little on the skimpy side for true long-term independence.
Construction
There’s nothing to fault in the construction of these boats. Some hulls—but not all—were built under Lloyds survey. A Lloyds Hull Moulding Note—which covers the basic layup of the hull, installation of bulkheads, and the deck molding—is fairly common, as it added nothing to the cost of the boat other than a survey. A full-blown Lloyds 100 A-1 certificate is rarer, since it added substantially to the price of the boat.
Nicholsons was an early user of isophthalic polyester resin, although it was only used for gelcoat. This made Nicholson 35s more blister-resistant when new, but it probably doesn’t substantially reduce a boat’s tendency to blister if it is left in the water constantly for years. Structural work in these boats is first-class. We’ve never understood why good-quality European boats in the late 70s and early 80s seemed to have much neater glass work than most production American boats of the same period, but they do.
The lead ballast casting is dropped into a molded keel cavity, then heavily glassed over. The outside of the keel molding of any boat with internal ballasting should be carefully examined for grounding damage.
There is a deep bilge sump under the cabin sole just aft of the fiberglass water tank. This will keep bilge water where it belongs until it can be pumped overboard.
Two 90 amp-hour batteries were standard on early boats. They were increased to 128 amp-hours each on later boats, and the alternator size was increased to 60 amps. If you want to go to bigger batteries on an older boat—a must for serious cruising—you’ll need to install a bigger alternator if you don’t want to run your engine all the time.
Many small changes were made to the interior design and decor over the years. In addition, the Nicholson 35 was built to order—you didn’t buy one off some dealer’s lot—so there is a lot of minor interior customizing. This was encouraged by the builder, and the prices for modifications were reasonable. It makes buying a used boat more complicated, however, because the combination of features you’re looking for may be hard to find.
The forward cabin on all boats is pretty much the same. There are the usual V-berths, but unlike a lot of boats, they don’t come to a point at the bow; there’s plenty of foot room. The berths could be converted to a big double, but you won’t find that on most boats.
A chain pipe runs vertically between the berths to the chain locker on many boats, rendering moot any modification to a double berth. The chain locker under the berths does keep the weight of chain low and fairly far aft, if you’re willing to make the tradeoff.
Padded vinyl liners are used on the hull sides, rather than wood ceiling. This looks good when new, but gets tired after a few years. We’d prefer wood. Wood ceilings can be refinished; vinyl can only be cleaned.
The earliest boats have white melamine-finished bulkheads, which lend to the general austerity of older models. Later boats have teak-veneered bulkheads, but the teak used is generally fairly light, so it doesn’t dramatically darken the interior.
Ventilation in the forward cabin is poor. A low profile Tannoy ventilator installed in the aluminum-framed deck hatch was standard, but these don’t move nearly as much air as big cowl vents. Original specs called for cowl vents over the forward cabin, but we’ve never seen them.
Aft of the forward cabin is a full-width head. Camper & Nicholsons used this same basic design on several boats, and it works well. You may not like the idea of walking through the head to get to the forward cabin, but it allows a much larger head than you’ll find on the typical boat of this length built in the 1970s.
There are good touches in the head, such as a stainless steel grab rail in front of the sink, and a mirror that angles upward so you don’t have to bend over to shave. Using the full width of the boat for the head allows its use as a dressing room without undue contortions.
Early boats do not have pressure water, nor do they have hot water for a shower. These creature comforts came later in the production run, but they can be added to older boats without much trouble.
There is very little wood in the head—just trim around locker doors—which makes it easy to keep clean and dry. A single Tannoy vent provides limited ventilation, but there’s plenty of room on deck over the head to add two cowl vents in Dorade boxes.
This would help ventilate the entire boat, and would be high on our priority list.
You’ll find a lot of variations in the main cabin, and which ones are most desirable is really a matter of choice.
All boats have a U-shaped dinette to starboard, with a permanently mounted dropleaf table. On the later boats we’ve looked at, the table is mounted on a heavy tubular aluminum base, securely bolted to the cabin sole. It is one of the sturdiest tables we’ve ever seen. The design allows the table to be reached from both the dinette and the starboard settee, giving lots of elbow room for five for dinner, with elbow-to-elbow seating for seven close friends if a lot of passing of food isn’t required.
There is storage space under the dinette, with lockers and bookshelves behind the seat back.
Starboard side layout varies. As originally designed, there is a straight extension settee, with a pilot berth outboard. The pilot berth was deleted on many boats, increasing storage space but visually narrowing the cabin. On a serious cruising boat, the extra storage would be a plus, since both the dinette and settee can serve as good sea berths. All berths, incidentally, are fitted with lee cloths—something you don’t find as standard on most American boats, even boats sold as serious cruisers.
Ventilation is provided by an aluminum-framed hatch over the middle of the cabin, plus two small water-trap cowl vents at the aft end of the main cabin. For use in the tropics, you really need to add more cowl vents, at the very least.
Minor changes were made in the galley over the years, but they were not earth-shaking. The earliest boats have good locker space, but no cutlery drawer. This was added under the counter on later boats. It would be a simple retrofit.
Nice molded teak counter fiddles on early boats were replaced by functional but tacky aluminum fiddles on later boats. Galley counters are covered with plastic laminate, and some of it is hideous: Godawful speckly-tweedy stuff, sort of in keeping with the interior decor we’ve experienced in unnamed cheap bed and breakfast joints in the UK.
There’s good storage space in the galley, with lockers outboard, a big pantry locker under one counter, a pot locker under the stove well, and another locker under the sink. The sink itself is quite small.
The icebox is outboard of the sink, next to the stove. It’s a good-sixed box—five cubic feet—and insulation is adequate for northern climates. In the tropics, we don’t think it would make the grade.
A gimbaled two-burner Flavel propane stove with oven and broiler is standard equipment. It is painted steel—as are most European galley stoves—and will be a ripe candidate for replacement on older boats. The stove well is narrow, so it may take some searching to find a stove that fits. Force 10 makes a stove that is narrow enough to fit most European stove wells, but you’ll probably have to special-order it, as most American boats take a wider model.
The propane supply is a paltry 10 pounds, so you may well end up looking for ways to expand that. A Marine Energy Systems two-tank molded gas locker should fit in the starboard cockpit locker if you don’t mind giving up some storage space.
All in all, the galley is very good for a 35′ cruising boat; exceptional when you compare it to most American boats of the early 1970s.
Although all boats have a nav station at the port after quarter, the layout varies tremendously.
There are two basic configurations: an aft-facing nav station, which uses the dinette for a seat; and a forward-facing station, using the quarterberth head as a seat.
With the aft-facing station, there is no quarterberth; you get an extra cockpit locker. You also get a real curiosity: a belowdecks watch seat next to the companionway, elevated high enough so you can see out both the companionway and the cabin trunk windows.
This is a real seagoing feature, but will be wasted space on boats that are only used for coastal cruising. Offshore, with the boat running under autopilot or steering vane, the watch seat allows you to sit below, out of the weather, while still keeping a reasonable watch unless you’re in crowded shipping lanes.
On some boats, the watch seat was deleted, and replaced with a big hanging locker. This would be a feasible and desirable modification on boats not used for serious cruising.
Both nav station layouts have a big chart table, good bulkhead space for mounting electronics, and space for navigation books and tools. It’s a tough call as to which arrangement is better.
The quarterberth would make an excellent sea berth. We’d rather sleep in a quarterberth than a pilot berth, particularly in a warm climate. At the same time, a wave down the companionway can douse you in big-time fashion in the quarterberth. We’d take our chances, opting for the quarterberth and forward-facing nav station.
Headroom is over 6′ throughout. The long windows of the main cabin make for a well-lighted interior.
A molded fiberglass water tank holding about 70 gallons fits under the sole in the main cabin, smack on top of the boat’s longitudinal center of flotation, where it belongs. This is marginal water capacity for long-distance cruising—we’d like to see at least 100 gallons, even for a couple—but it would be simple enough to install auxiliary tanks under both the dinette and settee. A second tank is a good idea on any boat, in case of a leaky tank or a contaminated water supply.
On early boats, the tank is filled from inside the boat—no deck fill. This avoids any chance of salt water contamination from a leaking filler cap, but it complicates tanking up: you have to drag hoses or jerry cans belowdecks.
The tank vents properly, inside the boat rather than outside. Most American boats have water tank vents on deck, many of them in the side of the hull. To put it bluntly, this is really dumb. If a boat spends a lot of time on one tack with the vent submerged, salt water will siphon back into the tank. Heavy water on deck can even get into vents mounted on the side of the cabin.
With the exception of the aluminum galley fiddles, most of the interior changes over the years are a distinct improvement. Storage is excellent for long-term cruising.
Conclusions
This is a real-live, serious ocean cruiser. It’s not pointy at both ends, doesn’t have a full-length keel, isn’t shippy looking, and doesn’t have oodles of nicely-fitted exterior teak to drive you wild with pleasure at the boat show, delirious from endless maintenance when you have to live with it.
The cockpit is uncomfortable, but can be improved with seat cushions and back cushions. It’s a shame the cockpit seats aren’t long enough to lie down on.
The interior is roomy and comfortable for cruising, lacking only a permanent double berth—a shortcoming that can be remedied, albeit with some work. The interior lacks the space and privacy of current 35-footers best suited for marina living or coastal cruising, but is functional for offshore sailing, particularly for a couple.
We wouldn’t hesitate to sail this boat anywhere, with virtually no changes. It demonstrates commonsense design and high-grade construction, even though it’s not fancy, and there’s not a gimmick to be found: no microwave, no stall shower, no recessed lights, none of the things that some people think they need for comfortable cruising.
The hard part, of course, is finding one. English boating magazines have a lot of Nicholson 35s for sale, but there are not too many on this side of the pond. Actually, that might be an advantage.
Buying a boat overseas is relatively painless, and you save yourself the trouble of sailing across the ocean before you can cruise Europe. Buy a boat in England, cruise there for a couple of summers, laying the boat up over the winters. Then, when you retire or get that long-awaited sabbatical, you can do some “real” cruising. You could do a lot worse.
RELATED ARTICLES MORE FROM AUTHOR
Well kind of found this after the event !! Just bought a Nic 35 – I’m not a sailor ( bit of Dinghy sailing in my teens ) but have a friend who is so it will be a fast learning curve . Did some research before buying but hadn’t come across this before today , has just strengthened my reason for going for a Nic 35 instead of my other options . Looking for any other information and advice ( Is there an owners group ? ) I’m based in France and the boat will be on the Med for the foreseeable future .
Congratulations on your new ownership – great choice of boat! There is an active and informative Nic 35 owners association on Facebook.
Hi Raymond,
I keep the register for the Nic 35s and have owned Argonaut of Rhu for 20 plus years. Which Nic did you buy and where are you located? There is an active group of us who used to be on yahoo but now we are on groups.io. If you send me your email address I can give you more info. I do not use facebook or any other social media. [email protected] is my email address.
The dining table is on the port side of our Nic 35 (Hull 78), launched ’73.
LEAVE A REPLY Cancel reply
Log in to leave a comment
Latest Videos
What’s the Best Sailboats for Beginners?
Why Does A Sailboat Keel Fall Off?
The Perfect Family Sailboat! Hunter 27-2 – Boat Review
Pettit EZ-Poxy – How to Paint a Boat
Latest sailboat review.
Privacy Policy
Do Not Sell My Personal Information
Online Account Activation
Privacy Manager
Yachting Monthly
Digital edition
USED BOAT: Nicholson 35
Chris Beeson
February 24, 2017
Designed in the late 1960s by Peter Nicholson, the Nicholson 35 quickly earned a reputation as a steadfast ocean cruising yacht. Duncan Kent reports
Product Overview
Manufacturer:.
Nicholson 35 review
See the Summer 2016 issue of Yachting Monthly for the full test
What’s she like to sail?
Like all long fin-keeled heavy displacement cruisers the Nicholson 35 is designed to take almost any adverse weather and sea conditions in her stride. Her overhanging, deep-vee bow section means she parts the waves resolutely, with little drama or spray, exuding only a gentle rocking motion as she goes. The very conservative sail plan of the early models versus her generous ballast ratio means she’s a very stiff yacht that only really starts to heel in a Force 5 and can keep full sail up until well over 20 knots of wind is blowing over her decks.
Her big genoa can make headsail sheeting hard work, but this is mitigated her leisurely tacking speed compared to a shorter fin keeled yacht. She makes good passage time due to her steadfast ability to drive through the rough stuff, and being so stable and sea kindly means you can live, sleep and cook aboard safely and comfortably, relaxing in the knowledge that these robust and resilient vessels have covered millions of sea miles in their lifetime.
What’s she like in port and at anchor?
Like all yachts of this era her accommodation is fairly rudimentary. Though 35ft overall, her interior is ideally suited to a couple, with occasional guests. The forecabin isn’t massive – I’m 6ft tall and in ours we used to sleep heads forward so my feet could hang over the end of the bunk through the door! The saloon is much roomier, but means you have to make up the beds every night, which is tedious long term. Later models offered a quarterberth, which, though useful on passage, nearly always gets used for stowage and you lose a deep cockpit locker.
Closing both forecabin and saloon sliding doors gives a good sized, ventilated heads compartment, which is easily fitted with a shower. Her galley is a good size too, so cooking for friends and crew presents few problems and her deep cool box is often converted to provide separate fridge and freezer compartments.
She has a roomy cockpit for living and eating al fresco, but her slightly retroussé transom can make access to the water for swimming a little awkward.
Would she suit you and your crew?
She comes with an excellent pedigree and is fondly loved by those for whom safety and comfort at sea is more important than speed and agility. That’s not to say she can’t make impressive passage times. Given enough wind she’ll still be battling to windward in sea conditions that would make many a more modern cruising yacht owner run for the nearest cover.
The original deck gear was made from top quality materials and substantially engineered, thereby making it all simple to maintain regularly. Obviously, it depends on how they’ve been worked over the years, but it’s not unusual to find them still going strong with 40 year-old winches, tracks and cars. Probably the only aspect of the boat that could put off a potential buyer is the original reverse-mount engine with its hydraulic drive system. It’s getting more difficult to gets spares for and the location of the prop, on the back of the keel, makes her very difficult to manoeuvre at close quarters, particularly when going astern.
FACTS AND FIGURES
Guide price £30-40,000
LOA 10.76m (35ft 3in)
LWL 8.15m (26ft 9in)
Beam 3.20m (10ft 5in)
Draught 1.70m (5ft 6in)
Displacement 8,013kg (17,628 lb)
Ballast 3,318kg (7,300 lb)
Ballast ratio 41.4%
D/LWL ratio 411
Sail area 65/70m2 (698/757ft2)
SA/D ratio 16.48
Diesel 160 lit (35 gal)
Water 275 lit (60 gal)
Engine 47hp Perkins 4108
Transmission Z-drive hydraulic
Designer Peter Nicholson
Builder Camper & Nicholson
Details and photographs are normally based on one specific yacht, but could be a compilation. No reliance should be placed on other yachts of the same class being identical. Where common variations exist, we have endeavoured to indicate this in these archive details.
The Nicholson 35 was designed in-house by Camper & Nicholsons in 1970/71, and remained in production from 1971 to 1990, with various minor model changes from Mk I to Mk VII. Whilst the hull mouldings of some boats were contracted out, always to quality moulders, all Nicholsons 35s were finished by Camper & Nicholson themselves, to a very high standard.
About 230 were built over their long production run, and they have a superb reputation as a safe, fast passage-maker. it is is thus very rare now to find one that has not had the wear and tear of multiple extended ocean passages, or hard racing early in her life. various sources quote slightly different ballast and displacement figures for these boats: the figures here being taken from a nicholson-supplied manual for a mk vi boat, shown in most of the photos here. the later boats had a more conventional shaft drive to a p-bracket instead of the hydraulic drive to a prop mounted in the aft end of keel that was fitted to early boats, as shown in the small plan at left. later boats also have a slightly different internal layout with a quarter berth aft of the chart table. the last boats built had a taller rig, a feature probably introduced for the american market, where a significant number of nicholson 35s were sold by a dealer in annapolis..
section for boats currently for sale
Above: early boats had an aft-facing chart table with a small hanging space and seat squab aft of it, later boats had a forward facing chart table with a quarterberth aft - at the expense of a much smaller port cockpit locker - see lower photo.
Engine installations vary, the yacht in some of the photos here having a 29 hp Ford-based Watermota diesel driving a conventional sternshaft via a Z-drive gearbox, instead of the bigger 50 hp Perkins engine with hydraulic drive that was fitted to most early Nicholson 35s. This change in the later models was a definite improvement, as 29 hp is entirely adequate power, and the older boats engine compartments were very cramped with the bigger engine, and access was more awkward for the hydraulics to drive the keel-mounted prop. The photo below shows a Perkins engine with hydraulic drive.
The photos below show a much-travelled Nicholson 35 fitted out for extended cruising, with a fixed GRP doghouse instead of a canvas sprayhood.
BOAT OF THE YEAR
Newsletters
Sailboat Reviews
Boating Safety
Sails and Rigging
Maintenance
Sailing Totem
Sailor & Galley
Living Aboard
Destinations
Gear & Electronics
Charter Resources
Ultimate Boat Giveaway
Nicholson 35
By Jeremy McGeary
Updated: April 26, 2011
Nicholson 35 drawings
It seems I’ve gone full circle here, but family is family. In my years at C&N, I saw a few Nicholson 35s being built, and I even got to sail on one or two. I also admire the work of Ray Wall, who designed this boat and several other classic Nicholsons, including the Nicholson 55, which was one of the best designs of its era, if not all time. You can see the lineage in the 35’s hull and feel it in its comfortable motion.
It packs all the components of basic yacht layout—forecabin, saloon, head, galley, chart table (yes—very important), and quarter berth—into 35 feet with enough room left over for a decent-sized cockpit that has wonderfully deep coamings that’ll help shield the crew from cold breezes.
The accommodations plan features a U-shaped galley, quarter berth (on later models), straight settee on the opposite side (two proper sea berths), and cozy dining area. The head occupies the whole width of the boat between the saloon and forward cabin, which gives it lots of elbow room and isn’t a logistical obstacle with just a couple on board.
Early boats had a fairly miserly sail plan to suit the sailing conditions in the English Channel and neighboring waters. An “American” version had a slightly taller rig for the lighter winds of the U.S. East Coast, and this rig was later adopted for all boats.
In some areas, the early boats, although sound, appear a little cheap, but C&N gradually steered back toward the “quality” end of the market, where it could leverage its 200-year history of building for the aristocracy. I could be very comfortable aboard a later Nic 35.
Nicholson 35 Price Range $46,000 (1976) to $77000 (1973) More Info:
From Paradise to Medical Emergency: A Bahamas Nightmare Turns Lesson Learned
Free Medical Advice: The Unwarranted, Unprofessional Edition
Gatekeepers of the Waterway
Rigging Redo: Our Switch to Synthetic
Digital Edition
Customer Service
Privacy Policy
Terms of Use
Email Newsletters
Cruising World
Sailing World
Salt Water Sportsman
Sport Fishing
Wakeboarding
Nicholson 35 2
The nicholson 35 2 is a 35.25ft masthead sloop designed by camper & nicholson and built in fiberglass by camper & nicholson since 1974..
The Nicholson 35 2 is a heavy sailboat which is slightly under powered. It is very stable / stiff and has an excellent righting capability if capsized. It is best suited as a bluewater cruising boat.
Nicholson 35 2 for sale elsewhere on the web:
Main features
Model
Nicholson 35 2
Length
35.25 ft
Beam
10.42 ft
Draft
5.50 ft
Country
United Kingdom (Europe)
Estimated price
$ 0
??
Login or register to personnalize this screen.
You will be able to pin external links of your choice.
See how Sailboatlab works in video
Sail area / displ.
14.14
Ballast / displ.
46.01 %
Displ. / length
365
Comfort ratio
36.39
Capsize
1.67
Hull type
Monohull fin keel with rudder on skeg
Construction
Fiberglass
Waterline length
26.75 ft
Maximum draft
5.50 ft
Displacement
15650 lbs
Ballast
7200 lbs
Hull speed
6.93 knots
We help you build your own hydraulic steering system - Lecomble & Schmitt
Rigging
Masthead Sloop
Sail area (100%)
551 sq.ft
Air draft
0 ft
??
Sail area fore
307.43 sq.ft
Sail area main
243.21 sq.ft
I
43.30 ft
J
14.20 ft
P
38.30 ft
E
12.70 ft
Nb engines
1
Total power
0 HP
Fuel capacity
0 gals
Accommodations
Water capacity
0 gals
Headroom
0 ft
Nb of cabins
0
Nb of berths
0
Nb heads
0
Builder data
Builder
Camper & Nicholson
Designer
Camper & Nicholson
First built
1974
Last built
0
??
Number built
0
??
Modal Title
The content of your modal.
Personalize your sailboat data sheet
Paste a link here:
Give it a title:
And eventually a link to an image for the thumbnail:
Choose the kind of boat Big boats Motor boats Rubber boats Sailing boats Sailing multihull boats
Nicholson 35
General Data
See also: boats for sale.
CATALINA 350 MARK II
Wever B. V., Anne, Jachtwerf Trintella III
Beneteau First 35
Camper & Nicholson CAMPER & NICHOLSON
Overall length:
Waterline length:, maximum beam:, displacement:, straightening:, construction materials:, sail details mq, equipments:.
branches of biology assignment
Science Notes Posts
Contact Science Notes
Todd Helmenstine Biography
Anne Helmenstine Biography
Free Printable Periodic Tables (PDF and PNG)
Periodic Table Wallpapers
Interactive Periodic Table
Periodic Table Posters
Science Experiments for Kids
How to Grow Crystals
Chemistry Projects
Fire and Flames Projects
Holiday Science
Chemistry Problems With Answers
Physics Problems
Unit Conversion Example Problems
Chemistry Worksheets
Biology Worksheets
Periodic Table Worksheets
Physical Science Worksheets
Science Lab Worksheets
My Amazon Books
Biology Worksheets, Notes, and Quizzes (PDF and PNG)
This is a collection of free biology worksheets, notes, handouts, slides, study guides and quizzes. Most content targets high school, AP biology, genetics, anatomy/physiology, immunology, and biology 101 and 102 in college. There is also biochemistry and physics for biologists. However, some resources are at the grade school and middle school level.
The files are PDF, PNG, JPG, and formats using Google Apps for Google Classroom. Most of the time, these formats are interchangeable. So, if you see something you like, but want a different format, just let us know. Print these resources, make transparencies and slides, etc.
In the interest of quick load time, not all of the images are shown. If you’d rather see them all, just contact us!
Biochemistry
[ Google apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]
Enzymes Definitions
[ Google Slides worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]
20 Amino Acids [ PNG ][ PDF ]
Amino Acid Side Chains [ PNG ][ PDF ]
Identifying Type of Biological Macromolecules [ Google Slides worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]
Disaccharide Examples [ PNG ]
Products of Photosynthesis [ JPG ]
Anabolism vs Catabolism [ PNG ]
3 Parts of a Nucleotide [ PNG ]
Fermentation Definition and Examples [ PNG ]
General and Cell Biology
Organelles and Their Functions
Parts of a Plant Cell
Label Parts of a Chloroplast
[ Google Apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]
Label Parts of a Mitochondria
Label the Animal Cell
[ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Prokaryotes vs Eukaryotes Worksheet
Steps of the Cell Cycle
Steps of Mitosis
Membrane Transport Terms and Definitions
Membrane Transport Worksheet #2
The Plasma Membrane
Label a Bacterial Cell
Label a Bacteriophage [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Evidence of Evolution Worksheet [ Google Apps worksheet ][ Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]
Evolutionary Processes Worksheet [ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Major Receptor Families [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Label a Bacterial Cell Membrane ( E. coli ) [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Anatomy and Physiology
These worksheets are only a portion of the available anatomy and physiology worksheets. Human anatomy and physiology worksheets have their own section.
Label the Heart
Label the Eye
[ Google Apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ]
Types of Blood Cells
[ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Label the Muscles
[ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Label the Ear
[ Google Apps worksheet ][ Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]
Label the Lungs
Label the Kidney
Label the Liver
Label the Large Intestine
Label the Stomach
[ Google Apps worksheet ] [Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]
External Nose Anatomy
[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answers PNG ]
Parts of the Nose
Label Bones of the Skeleton
Label the Lymph Node
Label the Parts of the Brain
Label the Lobes of the Brain
Brain Anatomical Sections
Arteries of the Brain
Label the Pancreas
Label the Spleen
Label the Digestive System
Label the Respiratory System
Parts of a Neuron
Label the Lips
Label the Skin
Label the Circulatory System
The Urinary Tract
[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answer Key PNG ]
The Bladder
The Female Reproductive System [ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]
Parts of a Flower
Label the Orchid Plant
[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ] [Answer Key PNG ]
Parts of an Orchid Flower
Parts of a Monocot Seed
Parts of a Fern
Parts of a Tree Trunk
Parts of a Tree
[ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]
Parts of a Mushroom
Label the Shark
Label the Fish
Parts of a Bird
Bird Anatomy
Frog Life Cycle
Parts of a Mosquito (Insect)
Bones of the T. rex Skull
[ worksheets PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
Holes of the T. rex Skull
Label the T. rex Skeleton [ worksheets PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
Label Human Teeth [ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answer Key PNG ]
Monocot vs Dicot Seeds [ worksheet PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
Label the Moss [ worksheet PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
Diagram of the Human Eye [ JPG ]
Use a completed worksheet as a study guide.
Cells of the Immune System
Immune Cell Functions
[ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG #1][ answers PNG #1][ worksheet PNG #2][ answers PNG #2]
Methods to Study Virus Structures
[ worksheet Google Slide ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Icosahedral Virus Capsids
Human DNA Viruses
Human RNA Viruses
This is selection of worksheets relating to DNA, RNA, transcription, translation, genetic crosses, plasmid mapping, etc. See the full collection of genetics worksheets if you’re don’t see what you need.
DNA Replication
Types of Mutations
Monohybrid Cross Worksheet #1
Monohybrid Cross Worksheet #2
Monohybrid Cross Worksheet #3
Monohybrid Cross #4 – Multiple Alleles
Monohybrid Cross Worksheet #5: Multiple Alleles [ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Biotic and Abiotic Factors [ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]
Kingdoms of Life Graphic [ PNG ]
Autotroph vs Heterotroph Graphic [ PNG ]
Commensalism Definition and Examples [ PNG ]
Difference Between Butterflies and Moths [ JPG ]
Difference Between Bugs and Insects [ PNG ]
Parasitology
Schistosome Life Cycle
Schistosome Anatomy
Giardia Life Cycle [ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
Physical Science for Biology
There is also an entire section devoted to physical science worksheets and study guides.
Adhesion vs Cohesion Graphic [ PNG ]
What Is Entropy? [ PNG ]
Freezing Point of Water [ PNG ]
Biology Labs
How to Extract DNA From a Banana [ PNG ]
Biology Word Search Puzzles
DNA Replication Word Search
Gel Electrophoresis Word Search
Citrus Fruits
General Biology Word Search Puzzle [ PNG ]
Life Science Word Search [ PNG ][ PDF ]
Cell Biology Word Search [ PNG ][ PDF ]
Amino Acid Word Search [ PNG ][ PDF ]
Biome Word Search [ PNG ][ PDF ]
Environmental Science Word Search [ PNG ][ PDF ]
Photosynthesis Word Search [ PNG ]
Human Skeleton Bones Word Search [ PNG ]
Dinosaur Word Search [ PNG ][ PDF ]
Different Dinosaur Word Search [ PNG ][ PDF ]
Wild Cats Word Search [ PNG ][ PDF ]
Shark Word Search [ PNG ]
Trees Word Search [ PNG ][ PDF ]
Flowers Word Search [ PNG ][ PDF ]
Butterfly Word Search [ PNG ][ PDF ]
Genetics Word Search [ PNG ][ PDF ]
Miscellaneous Biology Notes and Resouces
How Long Can Germs Live on Surfaces? [ PNG ]
10 Radioactive Foods [ PNG ]
Examples of Organic Compounds [ PNG ]
Biology Notes Terms of Use
You are welcome to print these resources for personal or classroom use. They may be used as handouts or posters. They may not be posted elsewhere online, sold, or used on products for sale.
This page doesn’t include all of the assets on the Science Notes site. If there’s a table or worksheet you need but don’t see, just let us know.
Related Posts
45,000+ students realised their study abroad dream with us. Take the first step today
Here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.
Verification Code
An OTP has been sent to your registered mobile no. Please verify
Thanks for your comment !
Our team will review it before it's shown to our readers.
Learn About the Branches of Biology
Updated on
Jan 10, 2024
Biology is one of the three main disciplines of the Science stream after Physics and Chemistry which studies life and living organisms . It is the natural science that explores the physical structure, molecular interactions, chemical composition, development, physiological mechanism, and evolution of living matter. There is a wide range of specialized fields in Biology. However, all the branches of Biology study an essential element, i.e. cells which are the smallest fundamental unit of life . Composed of many branches or disciplines, it is considered one of the most complex disciplines to study. However, since it encompasses the concepts of a wide range of sub-fields, the scope of biology as a career is very vast. Read this blog to learn about various branches of biology and their scope in the growing world.
This Blog Includes:
What is biology, branches of biology from a to z, 25 branches of biology, all branches of biology, branches of biology and their fathers , why study different branches of biology, careers in biology, popular universities for biology.
The branch of biology which is concerned with the interrelationship between plants and animals is called Ecology .
Also Read: Branches of Chemistry
Biology is a field of study that examines living things and their essential functions. Botany, conservation, ecology, evolution, genetics , marine biology , medicine , microbiology , molecular biology , physiology , and zoology are just a few of the many disciplines that make up biology.
Also Read: Branches of Physics
A Anatomy : Study of the structure of living things and their parts Astrobiology : Study of the living universe
B Biotechnology : Study of technology related to biology Botany : Scientific study of plants Biochemistry : Study of chemical processes within or related to living organisms Biophysics : Study of physical processes and phenomena in living organisms Bionics : Study of mechanical systems that work like living things or as part of a living organism Bioinformatics : Study of interpreting biological information through computer science
C Cell Biology : Study of cell structure and functions Chemical Biology : Study of the use of chemistry to solve biological problems Computational Biology : Study of using biological information to develop algorithms to comprehend biological systems Conservation Biology : Study of environmental conservation and biodiversity on the earth Chronobiology : Study of effects of time on biological events as well as internal biological rhythms and clocks
D Developmental Biology : Study of the growth and development processes of plants and animals
E Evolutionary Biology : Study of evolutionary processes and diversification and adaptation of life over time Ecology : Study of how organisms and how interact with the environment around them Environmental Biology: Study of evolution, habitats and adaptations of living organisms
G Genetics: Study of genes, genetic variation and heredity in living beings Geobiology: Study of how physical, chemical and biological processes influence each other in natural habitats Gerontology: Study of ageing, its physical, mental, social, psychological and cultural effects, etc.
H Human Biolog y: Study of human species, their evolution, genetics, heredity, anatomy and other aspects Human Genetics: Study of the human genome and transmission of genes from one generation to another
I Immunology: Study of the immune system in all organisms
L Lichenology: Study of Lichens
M Marine Biology: Study of marine organisms and marine life Mycology: Study of fungi Microbiology: Study of microorganisms, i.e. minute life-forms Molecular Biology: Study of chemical structures and biological processes of molecules
N Neurobiology: Study of nervous systems and cell functions Nutrition Science: Study of food, its nutrients and their effects on health and diseases
P Pathology: Study of disease or injury Physiology: Study of how the human body functions Paleobiology: Study of applied life science biology on the earth science palaeontology Phycology: Study of algae Parasitology: Study of parasites, their hosts and their relationships Plant Physiology: Study of plant function and behaviour, in terms of their inner structures and functions Photobiology: Study of beneficial or bad impact of light on living organisms
R Radiobiology: Study of ionizing radiation and its interactions with human beings
S Structural Biology: Study of the structure of biological molecules Soil Biology: Study of living organisms in the soil Systems Biology: Study of biological systems
T Taxonomy: Study of naming, classifying, arranging, and describing living organisms
V Virology: Study of viruses as well as virus diseases
Z Zoology: Study of the plant kingdom
Name the branch of zoology that deals with the study of fishes . Ichthyology is the study of fishes. Know more about Branches of Zoology here!
Anatomy is one of the main branches of biology that allows an individual to understand the structure and the parts of organisms including animals, human beings, and living organisms. Moreover, it investigates how a living body adapts and maintains balance with the physical environment and human health.
Botany is another major branch of biology to scientifically studies plants, their structure, histology, physiology, genetics , and ecology. Moreover, the course covers the economic importance of various ecosystems and the impact of plants on the environment. After 12th, you can pursue BSc in Botany to start a career in this field.
It is one of the most important branches of Biology that deals with categorising and naming different organisms based on their characteristics.
Zoology is one of the essential branches of Biology which is concerned with the study of animal behaviour, physiology, structure, classification, and distribution. The best courses to pursue in this field are BSc followed by MSc Zoology .
Microbiology is the study of life and actions of microorganisms like bacteria, viruses, etc. Through Microbiology courses you will get to understand their metabolism and growth in a detailed way.
Mycology is the scientific study and research of fungi. Fungi are a group of multicellular organisms that cannot make their food and play a major role in nutrient cycling in an ecosystem.
Phycology is the scientific study of algae which is known as a diverse group of aquatic living beings who can perform photosynthesis.
Parasitology is one of the branches of Biology and Medicine that works to understand parasitic organisms that live and feed on the host.
Virology is the most common branch of Biology that deals with the study of viruses and viral diseases.
Physiology is one of the lesser-known branches of Biology that studies the normal functions of various parts of living organisms.
Theoretical Biology or Mathematical Biology is an interdisciplinary field of scientific research with applications in medicine, biology, and biotechnology and is a lucrative option when considering the branches of Biology.
Cell Biology talks about the structure and function of the cell and the study revolves around the basic concept of biology that the cell is the fundamental unit of life.
Genetics is described as the study of genes, genetic variations, and principles of heredity in living organisms. You will also be introduced to the concept of molecular genetics and genetic mapping which are important when it comes to the branches of Biology.
Ecology deals with the study of the interaction of living organisms such as plants, animals including humans and microbial populations with one another and their physical environment.
Evolution is the study of heritable changes and diversification in different kinds of organisms over multiple generations.
Biochemistry is the intersection of biology and chemistry that studies various chemical and physicochemical processes that occur within the living body. This subject is best suited for students who are planning to work in medical and pharmacological fields.
Biophysics deals with the application of the laws of physics to biological occurrences or phenomena.
Molecular Biology is the discipline of biology that deals with the structure of proteins and nucleic acids and their functions.
Structural Biology is the branch of biochemistry, biophysics, and microbiology that allows individuals to study the molecular structure of biological macromolecules.
Biotechnology refers to the exploitation of biological processes such as microorganism genetic manipulation for the production of hormones, antibodies, and industrially relevant products.
Plant Physiology is the sub-discipline of Botany that deals with the physiology and functioning of plants.
Immunology is one of the branches of biology and medicine concerned with immunity. Individuals learn immunology mechanisms like finer points of tissue transplantation and cancers. Also, immunology works on exploring the causes of autoimmunity responses.
Marine Biology involves the scientific study of the behaviour and interactions of life forms and marine creatures with the oceans, seas, and other forms of the marine environment.
Photobiology is the scientific study of the interactions of living organisms with light including visible, infrared, and ultraviolet radiation.
Radiobiology involves the study of the action of ionizing radiation on living beings and their health effects.
The branch of biology that deals with the study of cells are Cell Biology or Cellular Biology.
Following is the list of all branches of biology:
Science
Organized form of Knowledge or systematic knowledge i.e. knowledge through the process
Biology
The branch of science which deals with the study of living beings
Zoology
The branch of science which deals with the study of animals
Morphology
The branch of science which deals with the study of total general structures and forms including shape, size and appearance
Anatomy
The branch of science which deals with the study of internal structures after cutting or dissection
Histology
The branch of science which deals with the study of tissue i.e. microscopic anatomy
Cytology
The branch of science which deals with the study of cells and their organelles
Acarology
Study of tics and mites
Actinobiology
The branch of science which deals with the study of radiation effects on an organism
Aerobiology
This branch deals with the form of land use on which herbaceous crops and tree crops are cultivated
Agroforestry
The science that deals with crop plants
Agronomy
The science that deals with the study of blood blood-vascular system
Agrostology
Study of grasses
Angiology
Exobiology
Anthology
Study of flowers
Anthropology
Study of apes and man
Apiculture
Study of beekeeping
Araneology
Study of spiders
Arthrology
Study of joints
Aschelitinthology
Study of roundworms
Bacteriology
Study of bacteria
Batrachology
Study of frog
Biochemistry
Branch of science that deals with the study of chemical reactions in relation to life activities
Biometrics
Statistical analysis of different results of biological experiments
Biotechnology
Use of biological organisms in commercial processes for producing fine chemicals such as drugs, vaccines and hormones etc. On a large scale and at a reasonable cost.
Bryology
Study of Bryophytes
Carcinology
Study of crabs and crustaceans
Cardiology
Study of heart
Chondriology
Study of Cartilage
Chromatology
Study of Pigments
Cardiology
Study of Coelenterata
Conchology
Study of shells
Craniology
Study of skulls
Cryobiology
Aetiology
Dendrology
Study of shrubs and trees
Dermatology
Study of skin
Study of effects on life at very low temperature
Study of problems of existence of life in outer space
Ecology
Study of the relationship between organisms and the environment
Embryology
Study of embryo i.e. developmental stages after fertilization or birth of young ones
Endocrinology
Study of endocrine glands and their secretions
Entomology
Study of insects
Enzymology
Study of enzymes
Ethnology
Study of man-kinds
Aetiology
Study of conditions of animals or behaviour of animals, in a natural contest
Study of molluscs
Study of diseases
Eugenics
Study of improvement of the human race by applying laws of heredity. It is applied before birth. Eugenics is related to future generation
Euphenics
Study of improvement of the human race by drug treatment or gene engineering i.e. medical engineering of a genetic disorder
Euthenics
Study of improvement of the human race by improving the environment. It applied after birth and is related to the present generation
Evolution
The branch of science that deals with the study of the origin of new from old i.e. origin, variation, inter-relationship between organisms of past and present days
Exobiology
Space biology is also known as exobiology
Floriculture
Study of flower-yielding plants
Genetics
Study of heredity and variations
Gerontology
Study of growing old
Gynaecology
Study of female reproductive organs
Haematology
Study of blood
Helminthology
Study of helminths
Hepatology
Study of liver
Herpetology
Study of lizards and other reptiles
Hypnology
Study which deals with sleep
Histochemistry
Study of the chemical nature of tissues
Horticulture
Study of flowering and fruits plants
Ichnology
Study of fossil footprints
Immunology
Study of resistance of organisms against infection
Kalology
Study of sensory or sensory-emotional values sometimes called judgments of sentiment and taste
Karyology
Study of nucleus
Lepidopterology
Study of moths and butterflies
Lichenology
Study of lichens
Limnology
Study of freshwater lakes, ponds and streams in relation to plants and animals
Malacology
Study of the development of organs under embryology
Mammology
Study of mammals
Mastology
Study of breasts
Melanology
Study of pigments
Molecular Biology
Study of life sciences on the molecular level (i.e. RNA and DNA level)
Mycology
Study of fungi
Myrmecology
Study of ants
Neonatology
Study of the new-born up to 1 month of age
Nephrology
Study of kidney
Neurology
Study of the nervous system
Nidology
Study of nests of birds
Nisology
Study of diseases
Odontology
Study of teeth and gums
Olericulture
Study of vegetable-yielding plants
Oncology
Study of cancer
Oneirology
Study of dreams
Ontogeny
Study of embryonic history
Oology
Organology
Ophthalmology
Study of eyes
Organocology
Study of the egg of birds
Organology
Study of organs
Ornithology
Study of birds
Osteology
Study of bones
Otorhinolaryngology
Study of ear, nose and throat
Paedology
Study of larval stages
Palaezoology
Study of fossils and their distribution in time.
Palaeozoology
Study of fossils of animals
Palynology
Study of pollen grains in relation to taxonomy and evolution
Parasitology
Study of parasites
Pathology
Study of various diseases in human beings
Parazoology
Study of poifera (sponges)
Pedology
Study of soils
Pharmacognosy
Branch of science dealing with the medicinal plants
Pharmacology
Study of synthesis and effect of medicines on organisms
Phenology
Study of organisms as affected by seasonal climates e.g. of bird migration, the opening of flowers etc.
Phrenology
Study of mental faculties of the brain including feelings
Phycology (algology)
Study of algae
Phylogeny
Study of evolutionary history
Physiology
Study of functions of various parts within the organisms
Pisciculture
Study of rearing of fishes
Platyhelminthology
Study of flatworms
Pomology
Study of fruits
Poultry
Study which deals with the keeping foul
Proctology
Study of hindgut including rectum and anus
Protistology
Study of protests. Its field of study overlaps with more traditional disciplines of algology, mycology and protozoology
Pteridology
Study of pteridophytes
Rainology
Study of the nose and olfactory organs
Saurology
Study of lizards
Sericulture
Study of plant distribution on earth
The silk industry is concerned with the culture of silk moth and pupa
Study of serum; interaction of antigens and antibodies in the blood
Serpentology (Ophiology)
Study of snakes
Silviculture
Study of the development of forests
Sitology
Study of dietetics
Speciology
Study of species
Spermology
Study of seeds
Splanchnology
Study of visceral organs
Stomatology
Study of forgetting including buccal cavity and stomach
Synecology
Study of bony joints and ligaments
Taxi dermatology
Study of skin and stuffing
The breach of science which deals with the study of the classification of organisms
Teratology
Study of foetal malformations
Torpedology
Study of skates and rays
Toxicology
Study of narcotics and the influence of narcotics on various organisms
Traumatology
Study of wounds and turnover
Trichology
Study of hair
Trophology
Study of nutrition
Urobiology
Study which deals with the preservation of deals bodies in liquids by chemicals
Urology
Study of wine including diseases and the abnormalities of the urinary and urinogenital tract
Virology
Study of virus
Zoogeography
The branch of science which deals with the study of the distribution of animals on earth
Biophysics
Study of physical aspects of living organisms
Cytogenetics
Study of the cytological basis of inheritance
Ctetology
Study of acquired characteristics of organisms
Ichthyology
Study of fish and its culture
Kinesiology
Study of muscle movements
Phytogeography
Study of structural organization of the body
Palaeobotany
Study of distribution and characteristics of fossils
Psychobiology
Study of behavioural aspects of animals
Sarcology
Study of muscles
Syndesmology
Study of bone joints and ligaments
Tectology
Study of structural organization of body
Zoophytology
Study of drifting micro-organisms such as diatoms.
Here are the different branches of Biology and their fathers:
Palaeontology
Leonardo di Vinci
Botany
Theophrastus
Immunology
Edward Jenner
Medicine
Hippocrates
Microbiology
Antonie Van Leeuwenhoek
Taxonomy
Carl Linnaeus
Histology
Marie François Xavier Bichat
Indian Mycology
Edwin John Butler
Zoology
Aristotle
Modern Botany
Linnaeus
Indian Ecology
Ramdeo Misra
Indian Phycology
Parthasarthy Iyengar
Bacteriology
Louis Pasteur
Plant Physiology
Stephen Hales
Botanical Illustrations
Krateuas
Mutation Theory
Hugo de Vries
Modern Genetics
Thomas Hunt Morgan
Cytology
Robert Hooke
Modern Embryology
Karl Ernst von Baer
Biology is a study of life and various life forms providing deep scientific knowledge of how all living and nonliving beings interact with each other in an environment. Specialization in the field of Biology will thus help you understand the concepts related to the sustainability of life, food quality, causes of illness, environment, and ecosystem, development of medicines, etc. Let us understand some of the key reasons to opt for branches of biology as a career:
It helps you understand the changes in human bodies, their physical appearances, and various metabolic reactions within the body.
From Botany and Anatomy to Biotechnology and Genetics, it provides diversity in careers.
Large-scale problems like the existence of pollution, increasing population, growth of infections and diseases, food supply shortage, etc. can be studied and solutions can be discovered using the application of various branches of biology.
Creates a path for scientific investigations thus enhancing your chance of establishing a flourishing career in Research .
Encourages the concepts of basic living. It coaches individuals to plant trees in order to create a healthy environment. With knowledge about the temperature of the human body, you can build shelters effectively.
Whether you’re interested in studying animals, educating families about birth defects or designing medical devices, various branches of Biology will present themselves as areas of interest to explore. The diverse scope of Biology allows professionals to make an enormous number of scientific contributions. Below is a list of job opportunities for enthusiasts and experts in Biology:
Biochemists and Biophysicists
Bioinformatics Scientists
Geoscientists
Conservation Scientists and Foresters
Environmental Specialists and Scientists
Microbiologists
Biomedical Engineers
Biological Science Teachers
Genetic Counselors
Veterinarians
Zoologists and Wildlife Biologists
Biological Technicians
Chemical Technicians
Forensic Science Technicians
Medical Laboratory Technologists
Below is a list of universities and colleges offering courses for life science and Biology studies:
USA
1
Stanford University
USA
3
USA
5
USA
18
University of California – Berkeley
USA
27
US
24
University of Alberta
Canada
110
Australia
=50
Australia
316
United Kingdom
112
Canada
47
New Zealand
292
Related Articles
Scope of Microbiology
Some of the popular Biology courses are Microbiology, Biotechnology, Zoology, Environmental Science, Marine Biology, Botany, Human Biology, etc.
Aristotle is regarded as the Father of Biology.
The study of cells is called Cytology. It is a branch of Biology that studies the functions and structures of cells.
Some of the popular Biology professions include Biologist, R&D Scientist, Ecologist, Forensic Scientist, Pharmaceutical Marketing, Teacher, etc.
Are you interested to learn more about the vast world of biology? Then taking up a course from various branches of biology can benefit you in a huge way. Experts at Leverage Edu can help you identify the right course in Biology that aligns with your interests thus assisting you in taking the first step towards your dream career. Call us immediately at 1800 57 2000 for a free 30-minute counselling session.
Team Leverage Edu
Leave a reply cancel reply.
Save my name, email, and website in this browser for the next time I comment.
Contact no. *
15 comments
Its very helpful for mei
Nice website
Thanks, Teni!
A VERY COMPRESSIVE NOTE ON BRANCHES OF BIOLOGY
Hi, Adesina! Thanks for liking our blog. You can also read: Scope of Microbiology MSc Microbiology Syllabus MSc in Molecular Biology: Syllabus, Scope, Jobs, Top Universities Reach us at 1800 57 2000 for study-abroad related matters!
It was so helpful for my biology assignment thanks
Hi, thanks for reading! Keep yourself updated and stay tuned for the amazing content. Also, check our blogs on: Courses After BSc Biology Courses After BSc Biology
This is very nice and encouraging
Thanks for helping the student
Thank you for the comment!
Am about write my waec ,am searching for a course that best suits me and also can be a good benefit to me in terms of career Am not good in physics ,am average in chemistry Also average in biology I love biology
Hi Glenny. We can definitely help you our with this one. Our AI Course Finder can help you find the best course according to your requirements. Please do check it out. You can also download the Leverage App to find the solutions to all your study abroad needs. Download it at: For Android https://play.google.com/store/apps/details?id=com.leverageedu.leverageedu For iOS https://apps.apple.com/in/app/leverage-edu/id1590845967
Already Existing Unknown World around of me reveals( Discovered) infront of us through your blog. How iam thanks to you. There is no words enough except very very thanks to your efforts
Leaving already?
8 Universities with higher ROI than IITs and IIMs
Grab this one-time opportunity to download this ebook
Connect With Us
45,000+ students realised their study abroad dream with us. take the first step today..
Resend OTP in
Need help with?
Study abroad.
UK, Canada, US & More
IELTS, GRE, GMAT & More
Scholarship, Loans & Forex
Country Preference
New Zealand
Which English test are you planning to take?
Which academic test are you planning to take.
Not Sure yet
When are you planning to take the exam?
Already booked my exam slot
Within 2 Months
Want to learn about the test
Which Degree do you wish to pursue?
When do you want to start studying abroad.
September 2024
January 2025
What is your budget to study abroad?
How would you describe this article ?
Please rate this article
We would like to hear more.
High School Biology Worksheets and Answer Keys, Study Guides and Vocabulary Sets.
BIOLOGY is the science of life. Biologists study the structure, function, growth, origin, evolution and distribution of living organisms. There are generally considered to be at least nine major fields of biology which include biochemistry, botany, cellular biology, ecology, evolutionary biology, genetics, molecular biology, physiology and zoology.
Biology Worksheets and Study Guides High School
Animal form and function, food chains and food webs, human biology i, human biology ii, introduction to animals, vertebrates i, vertebrates ii, evolution & biological diversity, evolution and classification, invertebrates, lab investigations/scientific method, microorganisms i, microorganisms ii, pond microlife, the science of biology, genetics and heredity, chromosomes, genes and dna, dna technology/genetic engineering, genetics and heredity i, genetics and heredity ii, nucleic acids and protein synthesis, the study of heredity, plant form and function, introduction to plants, plant structure and function, cell processes, cell reproduction, cell structure and function, introduction to cells, photosynthesis and respiration, newpath learning resources are fully aligned to us education standards. select a standard below to view aligned activities for your selected subject and grade:.
Download and Print thousands of standards-based ELA, Social Study, Science and Math Worksheets and Study Guides!
Terms of Use
Privacy Policy
Membership Benefits
Completing Worksheets Online
Share to Google Classroom
NewPathLearning
25 Branches Of Biology A to Z List With Definitions Meanings & Examples
The branches of biology, main divisions and branches of biology.
Biologists study the structure, composition, growth, metabolism origin, geographical distribution, and evolution of living organisms. Three main divisions of biology are Microbiology , Botany and zoology under the umbrella of which many branches and sub-branches come. Here in this topic, we will cover definitions and examples of main branches such as morphology, anatomy, genetics, embryology, biotechnology, pharmacology, parasitology, physiology, etc. Biology overlaps with physics, chemistry, math, economics, and forms biophysics, biochemistry , biomathematics, bioeconomics respectively. These interdisciplinary branches will also be discussed here.
The topic is still continued………..
Stay with us to learn about 25 main branches and divisions of biological science which are famous and encountered by us, mostly in our daily life.
Here is the list of 25 main branches of Biology
1- Zoology
3- Microbiology
4-Morphology
6-Histology
7- Cell Biology
8- Physiology
9- Genetics
10- Embryology
11-Taxonomy
12- Paleontology
13- Environmental Biology
14- Sociobiology
15- Parasitology
16- Biotechnology
17- Immunology
18- Entomology
19- Pharmacology
20- Molecular biology
21- Biophysics
22- Biochemistry
23- Biomathematics
24- Biogeography
25- Bioeconomics
Divisions of biology
The umbrella of biology mainly covers three vast fields which are called divisions of biological sciences. These are defined as follows.
1- ZOOLOGY (/zuˈɒlədʒi, zoʊ-/) This division of biology deals with the study of animals. For Example Wild animals, farm animals, pets, etc
2- BOTANY (/BAWT-(ə)-nee/) This division of biology deals with the study of plants.
For Example, The study of your favorite plants i.e. rose, maple tree, onion, etc. Plants may be herbs, shrubs, trees, creepers, flowering, non-flowering, vegetable plants, fruits plants, etc.
3- MICROBIOLOGY (/MIKE-rō-bī-AWL-ə-jee/) This division of biology deals with the study of microorganisms such as bacteria, microscopic fungus, algae, etc.
Main branches of biology
1- Morphology: ( /mɔːˈfɒlədʒi/) This branch deals with the study of form, size, shape, and structure of living organisms. e.g. skin color, height, the shape of limbs, etc.
2- Anatomy (/ə-NAT-ə-mee/) The study of internal structures of living organisms by dissection is called anatomy e.g. internal structure of the kidney.
3- Histology (/hist-TAWL-ə-jee/) The microscopic study of structural tissues of organisms is called histology e.g. study of muscles, adipose, connective tissue, etc.
4- Cell biology: The study of the structures and functions of cells and cell organelles is called cell biology. This branch also deals with the study of cell division. e.g. muscle cell.
5- Physiology (/fizz-ee-AWL-ə-jee/) This branch deals with the study of the functions of different parts of living organisms e.g. working of muscles.
6- Genetics (/dʒəˈnɛtɪks/) The study of genes and their roles in inheritance is called genetics. Inheritance means the transmission of characters from one generation to the other e.g. Blood group genetics.
7- Embryology (/em-bree-AWL-ə-jee/) It is the study of the development of an embryo to new individual e.g. study of various stages of chick development.
8- Taxonomy (/takˈsɒnəmi/) It is the study of the naming and classification of organisms into groups and subgroups. e.g. identification of the taxonomic position of a newly discovered animal species in an area.
9- Paleontology (/ pæl.i.ɒnˈtɒl.ə.dʒi /) It is the study of fossils, which are the remains of extinct organisms e.g. estimating the age of the dinosaur’s skeleton.
10- Environmental biology: It deals with the study of the interactions between organisms and their environment. For Example, the effect of pollution on human health or human activities increases pollution on the planet.
11- Socio-biology: This branch deals with the study of social behavior of the animals that make societies.For Example: protective behavior of mothers to their offspring, killing of cubs by a male lion to reduce competition in their offspring.
12- parasitology (/pare-ə-sə-TAWL-ə-jee/) This branch deals with the study of parasites e.g. study of mosquito, bacteria. worms harming the bodies of animals are all parasites. Plants also have other parasitic plants i.e. Cuscuta.
13- Biotechnology (/ baɪ.əʊ.tekˈnɒl.ə.dʒi /) It deals with the practical application of living organisms to make substances for the welfare of mankind. Its best example is using bacteria for producing human hormones such as Insulin, growth hormones, etc.
14- Immunology (/IM-yə-NAWL-ə-jee/) It is the study of the immune system of animals, which defends the body against invading microbes. For Example: How White blood cells engulf foreign particles is actually an immunity study.
15- Entomology ( / en.təˈmɒl.ə.dʒi /) It is the study of insects. For Example: If someone wounder why ants form Que and how honeybees search for insects, all this comes in Entomology.
16- Pharmacology (/ fɑː.məˈkɒl.ə.dʒi /) It is the study of drugs (medicines) and their effects on the systems of the human body. For Example: If a doctor is studying the effects of cinchona bark extract on malaria patients, he is studying pharmacology.
17- Molecular biology (biochemistry / ˌbaɪ.əʊˈkem.ɪ.stri / ) It deals with the study of the molecules of life. For Example Study of the role of water, proteins, carbohydrates, lipids, nucleic acids molecules in maintaining life.
Interdisciplinary branches of biology
Well: “biology is not as simple”.
It also makes links with the other disciplines of science, thus giving birth to new biology disciplines or branches. This enables us to understand biology in a better way in light of the principles of the other sciences. Branches that are formed due to interlinking of biology with other fields are following.
1- Biophysics: It deals with the study of the principles of physics, which are applicable to biological phenomena. For example limbs of animals work on the principle of the lever in physics.
2- Biochemistry : It deals with the study of the chemistry of different compounds and processes occurring in living organisms. For Example Study of photosynthesis and respiration.
3- Biomathematics / Biometry: It deals with the study of biological processes using mathematical techniques and tools. For Example: “To analyze the data of the animal’s population”.
4- Biogeography: It deals with the study of the occurrence and distribution of different species of living organisms in different geographical regions of the world. For Example, Acacia is found in the desert.
5- Bioeconomics: It deals with the study of organisms from an economical point of view. For Example the cost or profit value of the yield of wheat.
Related links
Click here to read more about the definition meaning and scope of ZOOLOGY
Click here to read more about the definition meaning and scope of MICROBIOLOGY
Click here to read more about the definition meaning and scope of CELL BIOLOGY
Click here to read more about the definition meaning and scope of BIOCHEMISTRY
Click here to read more about the definition meaning and scope of BIOTECHNOLOGY
25 branches of biology and their definitions
25 Branches Of Biology A to Z List With Definitions Meanings & Examples
“Perfect list” of 25 main branches of biology with definitions and examples
Three divisions of biology are microbiology, botany, and zoology. Main branches of biology are morphology, anatomy, genetics, paleontology,
Your email address will not be published. Required fields are marked *
This site uses Akismet to reduce spam. Learn how your comment data is processed .
Branches of Biology
Importance of Biology
Domain Archaea
Domain Eukarya
Biological Organization
Biological Species Concept
Biological Weathering
Cellular Organization
Cellular Respiration
Types of Plants
Plant Cells Vs. Animal Cells
Prokaryotic Cells Vs. Eukaryotic Cells
Amphibians Vs. Reptiles
Anatomy Vs. Physiology
Diffusion vs. Osmosis
Mitosis Vs. Meiosis
Chromosome Vs. Chromatid
History of Biology
Biology News
Bio Explorer
Branches of Biology / Divisions of Biology
Here are the different branches of biology (or divisions of biology) and their definitions & their related resources.
The branch of biology that studies the structure of organisms and their parts. It is a fundamental discipline in medicine and biology, providing insights into how organisms are put together and how their components interact.
Explores the chemical processes and substances that occur within living organisms. It bridges biology and chemistry and is foundational for understanding cellular processes , metabolism, and molecular biology.
Applies the principles and methods of physics to understand biological systems. It covers a wide range of scales from molecules to ecosystems, focusing on the physical underpinnings of biological processes.
Biotechnology
Utilizes cellular and biomolecular processes to develop technologies and products that help improve our lives and the health of our planet. It spans various applications, including medical therapeutics, genetically modified crops , and environmental clean-up techniques.
The scientific study of plants, from the smallest algae to the largest trees. Botany covers plant structure, function, ecology, and evolution, providing crucial insights into their role in ecosystems and their importance for agriculture, medicine, and environmental conservation.
Cell Biology
Also known as Cytology , investigates the structure, function, and behavior of cells, the basic units of life. This field examines how cells interact with their environment, reproduce, and perform their functional roles within organisms.
Chronobiology
Investigates the timing mechanisms in biological systems, including circadian rhythms and seasonal behaviors. It examines how living organisms adapt their biological rhythms to environmental cycles, affecting sleep, reproduction, and overall health.
Conservation Biology
Dedicated to understanding and mitigating the impacts of human activity on biodiversity and natural habitats. It aims to protect endangered species, preserve genetic diversity, and maintain ecosystem functions through conservation strategies and policy recommendations.
Developmental Biology
Explores how organisms grow and develop from fertilization to maturity. This branch investigates the genetic control of cell growth, differentiation, and “ morphogenesis “, which is crucial for understanding congenital abnormalities and the development of regenerative medicine.
The study of how organisms interact with each other and their environment. It addresses the distribution, abundance, biomass, and health of organisms within ecosystems, as well as the impact of human activity.
Environmental Biology
Focuses on the relationship between organisms and their environment, emphasizing conservation, biodiversity , and the effects of human impact on ecosystems. This field aims to provide solutions for environmental challenges , such as habitat destruction, pollution, and climate change.
Evolutionary Biology
Examines the origins, changes, and diversification of life over time. By studying genetic variation and the evolutionary processes that lead to the adaptation and speciation, evolutionary biology provides a unifying framework for understanding the history of life on Earth .
The science of heredity and variation in living organisms. Genetics explores how genetic information is passed from parents to offspring, the structure and function of genes, and how genetic variation leads to diversity within species.
The study of the immune system and its role in defending the body against infectious disease and foreign invaders. Immunology covers how the body recognizes and combats pathogens, the development of vaccines , and the treatment of allergies , autoimmune diseases, and immune deficiencies.
Marine Biology
Examines life in the world’s oceans and other saltwater environments. Marine biologists study the biodiversity, ecology, physiology, and behavior of marine organisms , as well as the impact of human activities on marine ecosystems.
The study of microscopic organisms, including bacteria , viruses , fungi, and protozoa. Microbiologists investigate how these organisms live, grow, and interact with their environments, with applications in health, agriculture, and environmental management.
Molecular Biology
Focuses on the molecular basis of biological activity between biomolecules in the various systems of a cell. This field overlaps with genetics and biochemistry and is fundamental in understanding the mechanisms of disease and the development of new therapeutics.
The branch of biology that focuses on the study of fungi, including their genetics, ecology, and use in medicine and biotechnology. Mycologists investigate the roles of fungi in ecosystems, their relationship with other organisms, and their potential in bioremediation and food production.
Neurobiology
Also known as Neuroscience , the study of the nervous system and the brain, aiming to understand the biological basis of behavior, thought, and consciousness. Neuroscientists investigate how neurons communicate, how the brain processes information, and how neural disorders can be treated.
Paleontology
The study of the history of life on Earth through fossil records . Paleontologists reconstruct the past environments and evolutionary history of organisms, contributing to our understanding of biological diversity and evolutionary processes.
The study of parasites and their interactions with host organisms. Parasitologists investigate the life cycles, ecology, and genetics of parasitic organisms, aiming to understand their disease mechanisms, transmission, and control strategies.
Concerned with the cause and nature of diseases. Pathologists examine tissues, cells, and bodily fluids to diagnose diseases, understand the mechanisms of injury, and develop strategies for treatment and prevention.
Pharmacology
The study of drugs and their interactions with living organisms. Pharmacologists explore the effects of pharmaceuticals and other chemical substances on biological systems, aiming to develop new medications and therapies for diseases.
Photobiology
The study of the effects of light on living organisms. This interdisciplinary field encompasses how light influences biological processes, including photosynthesis in plants, circadian rhythms in animals, and the impact of ultraviolet radiation on cells. Photobiology has applications in medicine, agriculture, and environmental science, exploring both beneficial and harmful effects of light.
Also known as algology , this branch focuses on the study of algae , ranging from microscopic phytoplankton to large seaweeds. Phycologists explore algae’s roles in ecosystems, their physiology, life cycles, and applications in biofuel production and environmental monitoring.
Investigates the functions and mechanisms of the human body and other organisms. Physiologists study how systems, organs, tissues, and cells perform their functions and respond to challenges, crucial for understanding health, disease, and the potential for therapeutic interventions.
Radiobiology
The study of the action of ionizing radiation on living organisms, particularly the mechanisms of damage and repair in DNA, and its applications in cancer treatment. It also explores the effects of radiation on cells, tissues, and the environment, informing safety standards and protective measures in medical, industrial, and ecological settings.
Structural Biology
Investigates the architecture and arrangement of biological molecules, particularly proteins and nucleic acids . This field uses techniques like X-ray crystallography and cryo-electron microscopy to visualize molecular structures, crucial for understanding function and designing drugs.
Theoretical Biology
Employs mathematical models and theoretical frameworks to dissect complex biological systems and phenomena. This branch aims to predict biological behaviors and understand underlying principles, bridging gaps between empirical observations and theoretical science.
The study of viruses and viral diseases. Virologists examine the structure, function, and classification of viruses, how viruses infect and exploit host cells for reproduction, and how they can be combated with vaccines and antiviral drugs.
The scientific study of animals , their biology, behavior, and interaction with their ecosystems. Zoologists research the diversity of animal life, from the simplest sponges to complex mammals , contributing to conservation, wildlife management , and understanding human impacts on the natural world.
Cite This Page
24 comments.
Thank you so much for making me have a better knowledge about the branches of biology
I am so happy for this site and so much thanks
I absolutely love this place it has been my dream since 3rd grade to be a Marine Biologist, and I know that I still have years until I have to worry about my future, but being unprepared is scarier than anything else that I’ve been through, and I know that you don’t need an eleven year old’s validation, but you are doing a great thing… It’s people and places like this that make me think that maybe I can do it to. So thank you for giving me a head start.
Amazing website, thanks for the publishers.
Thanks for the web. It really helped me understand some of the branches which I don’t know about.
I thank you for making me understanding the branches of biology and thank you so very much for this website.
Thanks for your great effort, I always enjoy this website please keep it on!
Glad to be part of biologist family I need to learn more. Biology is the best.
I am happy is the time for to come about a study like this of biology and, branches I wish to learn more.
This is a good method about the branches of biology
[…] Biologists are involved in the study of living organisms. Find out more about branches of Biology. […]
Superb site, very helpful. Thanks for the developers.
The site is so amazing and it really make me flash back to my secondary school teacher, May Almighty Allah bless the man In person of copper UMAR Hausa man with peaceful mind?
amazing website.
This website is awesome
Thanks a lot to this website for their great effort in enlighting the knowledge of the researchers especially on biology, because to study biology is similarly to study ourselves.
Today is my first time of seeing something like this. Before, i have only known a little about branches of biology. Thanks for this information and i find it very helpful. I’m from ATB-University, Bauchi, Nigeria.
Study at United Methodist University (UMU) Monrovia, Liberia
Today is my first time to come across most of these branches of biology, well am so happy for discovering these new words n their meaning thanks.
I am glad to see this information about branches in biology. I now can see the light because there are more biology career opportunities. I am at Chiedza Karoi secondary school.
Really enjoyed seeing these biology works
I am very proud to search the i never see this it so many branches of biology.
Thanks for the information!
[…] While I have only touched on three of my favorite branches of biology, there are many other fields of study that are very interesting and provide promising careers. Below is an image that illustrates how many different branches of biology there are. To learn more about some of the sub-disciplines that I have not covered, click here! […]
LEAVE A REPLY Cancel reply
By using this form you agree with the storage and handling of your data by this website. *
Recent Posts
The Top 25 Bicolor Flowers: Nature’s Two-Toned Wonders
Top 18 Amazon Rainforest Plants
Top 26 Best Hawaiian Flowers
25 Must-See Colorful Orchids
What Do Peacocks Eat?
World’s Top 15 Poisonous Caterpillars
Marine Biology 101: Ocean Life Explained
25 Reasons That Emphasizes The Importance of Biology
Top 27 Biology-themed Movies
Biology Boomtowns: 10 Best US Cities for Job Opportunities
Uncovering the Fathers of Biology: The Geniuses Who Unveiled Life’s Secrets
25 Mind-Blowing Biology Breakthroughs That Shaped Our World!
Types of Doctors
40 Different Types of Birds
334 Types of Monkeys
Biology history.
History of Anatomy
History of Biochemistry
History of Biotechnology
History of Botany
History of Cell Biology
History of Ecology
Complete History of Evolution
History of Genetics
History of Immunology
History of Microbiology
1.2 themes and concepts of biology.
Learning objectives.
By the end of this section, you will be able to:
Identify and describe the properties of life
Describe the levels of organization among living things
Recognize and interpret a phylogenetic tree
Connection for AP ® Courses
The AP ® Biology curriculum is organized around four major themes called the Big Ideas that apply to all levels of biological organization—from molecules and cells to populations and ecosystems. Each Big Idea identifies key concepts called Enduring Understandings, and Essential Knowledges, along with supporting examples. Simple descriptions define the focus of each Big Idea: Big Idea 1, Evolution; Big Idea 2, Energy and Homeostasis; Big Idea 3, Information and Communication; and Big Idea 4, Systems and Interactions. Evolution explains both the unity and diversity of life, Big Idea 1, and all organisms require energy and molecules to carry out life functions, such as growth and reproduction, Big Idea 2. Living systems also store, transmit, and respond to information, from DNA sequences to nerve impulses and behaviors, Big Idea 3. All biological systems interact, and these interactions result in emergent properties and characteristics unique to life, Big Idea 4.
The redesigned AP ® Biology course also emphasizes the investigative practices that students should master. Scientific inquiry usually uses a series of steps to gain new knowledge. The scientific method begins with an observation and follows with a hypothesis to explain the observation; then experiments are conducted to test the hypothesis, gather results, and draw conclusions from data. The AP ® program has identified seven major categories of Science Practices, which can be described by short phrases: using representations and models to communicate information and solve problems; using mathematics appropriately; engaging in questioning; planning and implementing data collection strategies; analyzing and evaluating data; justifying scientific explanations; and connecting concepts. A Learning Objective merges content with one or more of the seven Science Practices.
The information presented and the examples highlighted in this section support concepts and Learning Objectives outlined in Big Idea 1 of the AP ® Biology Curriculum. The Learning Objectives listed in the Curriculum Framework provide a transparent foundation for the AP ® Biology course, an inquiry-based laboratory experience, instructional activities, and AP ® Exam questions. A Learning Objective merges required content with one or more of the seven Science Practices.
The process of evolution drives the diversity and unity of life.
Organisms are linked by lines of descent from common ancestry.
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
The student can pose scientific questions.
The student is able to pose scientific questions that correctly identify essential properties of share, core life processes that provide insights into the history of life on Earth.
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or simply cladogram to determine evolutionary history and speciation.
Biology is the science that studies life, but what exactly is life? This may sound like a silly question with an obvious response, but it is not always easy to define life. For example, a branch of biology called virology studies viruses, which exhibit some of the characteristics of living entities but lack others. It turns out that although viruses can attack living organisms, cause diseases, and even reproduce, they do not meet the criteria that biologists use to define life. Consequently, virologists are not biologists, strictly speaking. Similarly, some biologists study the early molecular evolution that gave rise to life; since the events that preceded life are not biological events, these scientists are also excluded from biology in the strict sense of the term.
From its earliest beginnings, biology has wrestled with three questions: What are the shared properties that make something “alive”? And once we know something is alive, how do we find meaningful levels of organization in its structure? And, finally, when faced with the remarkable diversity of life, how do we organize the different kinds of organisms so that we can better understand them? As new organisms are discovered every day, biologists continue to seek answers to these and other questions.
Properties of Life
All living organisms share several key characteristics or functions: order, sensitivity or response to the environment, reproduction, adaptation, growth and development, regulation/homeostasis, energy processing, and evolution. When viewed together, these eight characteristics serve to define life.
Organisms are highly organized, coordinated structures that consist of one or more cells. Even very simple, single-celled organisms are remarkably complex: inside each cell, atoms make up molecules; these in turn make up cell organelles and other cellular inclusions. In multicellular organisms ( Figure 1.10 ), similar cells form tissues. Tissues, in turn, collaborate to create organs (body structures with a distinct function). Organs work together to form organ systems.
Sensitivity or Response to Stimuli
Organisms respond to diverse stimuli. For example, plants can bend toward a source of light, climb on fences and walls, or respond to touch ( Figure 1.11 ). Even tiny bacteria can move toward or away from chemicals (a process called chemotaxis ) or light ( phototaxis ). Movement toward a stimulus is considered a positive response, while movement away from a stimulus is considered a negative response.
Link to Learning
Watch this video to see how plants respond to a stimulus—from opening to light, to wrapping a tendril around a branch, to capturing prey.
We shiver when we are cold and sweat when we are hot.
We walk by putting our front leg forward and pushing off with our back leg.
We are able to breathe in and out unconsciously.
Our hair and fingernails grow at a constant rate over time.
Reproduction
Single-celled organisms reproduce by first duplicating their DNA, and then dividing it equally as the cell prepares to divide to form two new cells. Multicellular organisms often produce specialized reproductive germline cells that will form new individuals. When reproduction occurs, genes containing DNA are passed along to an organism’s offspring. These genes ensure that the offspring will belong to the same species and will have similar characteristics, such as size and shape.
All living organisms exhibit a “fit” to their environment. Biologists refer to this fit as adaptation, and it is a consequence of evolution by natural selection, which operates in every lineage of reproducing organisms. Examples of adaptations are diverse and unique, from heat-resistant Archaea that live in boiling hotsprings to the tongue length of a nectar-feeding moth that matches the size of the flower from which it feeds. All adaptations enhance the reproductive potential of the individuals exhibiting them, including their ability to survive to reproduce. Adaptations are not constant. As an environment changes, natural selection causes the characteristics of the individuals in a population to track those changes.
Growth and Development
Organisms grow and develop following specific instructions coded for by their genes. These genes provide instructions that will direct cellular growth and development, ensuring that a species’ young ( Figure 1.12 ) will grow up to exhibit many of the same characteristics as its parents.
Regulation/Homeostasis
Even the smallest organisms are complex and require multiple regulatory mechanisms to coordinate internal functions, respond to stimuli, and cope with environmental stresses. Homeostasis (literally, “steady state”) refers to the relatively stable internal environment required to maintain life. Two examples of internal functions regulated in an organism are nutrient transport and blood flow. Organs (groups of tissues working together) perform specific functions, such as carrying oxygen throughout the body, removing wastes, delivering nutrients to every cell, and cooling the body.
In order to function properly, cells require appropriate conditions such as proper temperature, pH, and appropriate concentration of diverse chemicals. These conditions may, however, change from one moment to the next. Organisms are able to maintain homeostatic internal conditions within a narrow range almost constantly, despite environmental changes, by activation of regulatory mechanisms. For example, an organism needs to regulate body temperature through the thermoregulation process. Organisms that live in cold climates, such as the polar bear ( [link] ), have body structures that help them withstand low temperatures and conserve body heat. Structures that aid in this type of insulation include fur, feathers, blubber, and fat. In hot climates, organisms have methods (such as perspiration in humans or panting in dogs) that help them to shed excess body heat.
Energy Processing
All organisms use a source of energy for their metabolic activities. Some organisms capture energy from the sun and convert it into chemical energy in food; others use chemical energy in molecules they take in as food ( Figure 1.14 ).
The diversity of life on Earth is a result of mutations, or random changes in hereditary material over time. These mutations allow the possibility for organisms to adapt to a changing environment. An organism that evolves characteristics fit for the environment will have greater reproductive success, subject to the forces of natural selection.
Science Practice Connection for AP® Courses
Select an ecosystem of your choice, such as a tropical rainforest, desert, or coral reef, and create a representation to show how several organisms found in the ecosystem interact with each other and the environment. Then, using similarities and differences among the organisms make a hypothesis about their relatedness.
Consider the levels of organization of the biological world and create a diagram to place these items in order from the smallest level of organization to the most encompassing: skin cell, planet Earth, elephant, tropical rainforest, water molecule, liver, wolf pack, and oxygen atom. Justify the reason why you placed the items in the hierarchy that you did.
Think About It
Homeostasis—the ability to “stay the same”—is a feature shared by all living organisms. You go for a long walk on a hot day. Describe how homeostasis keeps your body healthy even though you are sweating profusely. Then describe an example of an adaptation that evolved in a desert plant or animal that allows them to survive in extreme temperatures.
Teacher Support
The first activity is an application of Learning Objective 1.16 and Science Practice 6.1 because the student is justifying the claim that organisms share many features that evolved in the past and are found among organisms today.
The second activity is an application of Learning Objective 1.16 and Science Practice 6.1 because the student is justifying the claim that life on Earth today is organized into a hierarchy of features, from simple to complex, that evolved in the past.
The “Think about it” section is an application of Learning Objective 1.14 and Science Practice 7.2 because students are describing an example of a process that is shared by all living organisms, despite the environment in which they are typically found.
Ecosystems: Each system must have a common thread of producers fixing sun energy or acquiring energy from chemical reactions, feeding first consumers usually herbivores or decomposers, and second consumers that are predators. The ecosystem must provide shelter, access to food and stable environment. Answers will vary.
Levels of organization from smallest to largest: Teach students to place the obvious answers first: atom as smallest and planet Earth at the top and then fill the gaps.
From smallest to largest:
Oxygen atom
Water molecule
Tropical rain forest
Planet Earth
Adaptation to dry conditions: Stress that animals and plants use general mechanisms to preserve water once the transition to dry land was made. Animals adapted to dry climates have thick skin layers to reduce water loss. Their urinary system is also adapted to concentrate urine, reducing water loss. Animals also respond to extreme heat behaviorally by going out at night or when the sun is low. Plants develop thick waxy layers that cover, leaves in the form of thorns and open stomata (pores) at night.
Many adaptations are due to convergent evolution. The fins of dolphins are not derived from fins of fish. On the other hand, structures that look very different such as our hands and the wings of bats have the same core structure—they are limbs with the same number and arrangement of bones—but look different because they are adapted for different functions.
Levels of Organization of Living Things
Living things are highly organized and structured, following a hierarchy that can be examined on a scale from small to large. The atom is the smallest and most fundamental unit of matter that retains the properties of an element.. It consists of a nucleus surrounded by electrons. Atoms form molecules. A molecule is a chemical structure consisting of at least two atoms held together by one or more chemical bonds. Many molecules that are biologically important are macromolecules , large molecules that are typically formed by polymerization (a polymer is a large molecule that is made by combining smaller units called monomers, which are simpler than macromolecules). An example of a macromolecule is deoxyribonucleic acid (DNA) ( Figure 1.15 ), which contains the instructions for the structure and functioning of all living organisms.
Watch this video that animates the three-dimensional structure of the DNA molecule shown in this figure .
The nucleotides of the two strands bond together with spiral bonds.
A double-stranded DNA molecule has two spiral strands bound together.
DNA is a double helix because it has two strands held together like a spiral staircase.
Nucleotides are spiral-shaped molecules that bond together to form DNA.
Some cells contain aggregates of macromolecules surrounded by membranes; these are called organelles . Organelles are small structures that exist within cells. Examples of organelles include mitochondria and chloroplasts, which carry out indispensable functions: mitochondria process energy to power the cell, while chloroplasts enable green plants to utilize the energy in sunlight to make sugars. All living things are made of cells; the cell itself is the smallest fundamental unit of structure and function in living organisms. (This requirement is why viruses are not considered living: they are not made of cells. To make new viruses, they have to invade and hijack the reproductive mechanism of a living cell; only then can they obtain the materials they need to reproduce.) Some organisms consist of a single cell and others are multicellular. Cells are classified as prokaryotic or eukaryotic. Prokaryotes are single-celled or colonial organisms that do not have membrane-bound nuclei; in contrast, the cells of eukaryotes do have membrane-bound organelles and a membrane-bound nucleus.
In larger organisms, cells combine to make tissues , which are groups of similar cells carrying out similar or related functions. Organs are collections of tissues grouped together performing a common function. Organs are present not only in animals but also in plants. An organ system is a higher level of organization that consists of functionally related organs. Mammals have many organ systems. For instance, the circulatory system transports blood through the body and to and from the lungs; it includes organs such as the heart and blood vessels. Organisms are individual living entities. For example, each tree in a forest is an organism. Single-celled prokaryotes and single-celled eukaryotes are also considered organisms and are typically referred to as microorganisms.
All the individuals of a species living within a specific area are collectively called a population . For example, a forest may include many pine trees. All of these pine trees represent the population of pine trees in this forest. Different populations may live in the same specific area. For example, the forest with the pine trees includes populations of flowering plants and also insects and microbial populations. A community is the sum of populations inhabiting a particular area. For instance, all of the trees, flowers, insects, and other populations in a forest form the forest’s community. The forest itself is an ecosystem. An ecosystem consists of all the living things in a particular area together with the abiotic, non-living parts of that environment such as nitrogen in the soil or rain water. At the highest level of organization ( see this figure ), the biosphere is the collection of all ecosystems, and it represents the zones of life on earth. It includes land, water, and even the atmosphere to a certain extent.
Visual Connection
Tissues exist within organs which exist within organ systems.
Communities exist within populations which exist within ecosystems.
Organelles exist within cells which exist within tissues.
Communities exist within ecosystems which exist in the biosphere.
The Diversity of Life
The fact that biology, as a science, has such a broad scope has to do with the tremendous diversity of life on earth. The source of this diversity is evolution , the process of gradual change during which new species arise from older species. Evolutionary biologists study the evolution of living things in everything from the microscopic world to ecosystems.
The evolution of various life forms on Earth can be summarized in a phylogenetic tree ( Figure 1.17 ). A phylogenetic tree is a diagram showing the evolutionary relationships among biological species based on similarities and differences in genetic or physical traits or both. A phylogenetic tree is composed of nodes and branches. The internal nodes represent ancestors and are points in evolution when, based on scientific evidence, an ancestor is thought to have diverged to form two new species. In some phylogenetic trees, the length of each branch might be proportional to the time elapsed since the split.
Evolution Connection
Carl woese and the phylogenetic tree.
In the past, biologists grouped living organisms into six kingdoms—animalia, plantae, fungi, protista, archea, and bacteria. The organizational scheme was based mainly on physical features, as opposed to physiology, biochemistry, or molecular biology, all of which are used by modern systematics. The pioneering work of American microbiologist Carl Woese in the early 1970s has shown, however, that life on Earth has evolved along three lineages, now called domains—Bacteria, Archaea, and Eukarya. The first two are prokaryotic cells with microbes that lack membrane-enclosed nuclei and organelles. The third domain contains the eukaryotes and includes unicellular microorganisms together with the four original kingdoms (excluding bacteria). Woese defined Archaea as a new domain, and this resulted in a new taxonomic tree ( see this figure ). Many organisms belonging to the Archaea domain live under extreme conditions and are called extremophiles. To construct his tree, Woese used genetic relationships rather than similarities based on morphology (shape).
Woese’s tree was constructed from comparative sequencing of the genes that are universally distributed, present in every organism, and conserved (meaning that these genes have remained essentially unchanged throughout evolution). Woese’s approach was revolutionary because comparisons of physical features are insufficient to differentiate between the prokaryotes that appear fairly similar in spite of their tremendous biochemical diversity and genetic variability ( Figure 1.18 ). Comparing rRNA sequences provided Woese with a sensitive device that revealed the extensive variability of prokaryotes, and which justified the separation of the prokaryotes into two domains: bacteria and archaea.
Archaea, because fish are multicellular.
Eukarya, because fish are multicellular.
Archaea, because fish are single-celled.
Eukarya because fish are single-celled.
Everyday Connection for AP® Courses
Phylogenetic trees can represent traits that are derived or lost due to evolution. One example is the absence of legs in some sea mammals. For example, Cetaceans are marine mammals that include toothed whales, such as dolphins and killer whales, and baleen whales, such as humpback whales. Cetaceans are descended from even-toed ungulates and share a common ancestry with the hippopotamus, cow, sheep, camel, and pig.
Phylogenetic trees can represent traits that are derived or lost due to evolution. One example is the absence of legs in some marine mammals. One such group is the Cetaceans, which includes toothed whales, such as dolphins and killer whales, and baleen whales, such as humpback whales. Cetaceans are descended from even-toed ungulates and share a common ancestry with the hippopotamus, cows, sheep, camel, and pig. Based on the described phylogenetic tree, which of the following animal is the most closely related to a horse?
an armadillo
Use the diagram to ask the following questions:
Which animal(s) are most closely related to a duck-billed platypus? Give your reasoning.
the American opossum, least number of common ancestors.
Circle on one main lineage in the diagram the nodes in red, the tip of the trees in blue and the branches in red.
Once bats were called flying mice. According to the tree, is this a valid characterization?
No, bats are more closely related to shrew and moles.
Ask students the question, how did reptiles learn how to fly?
For an exploration of the evolution of flight visit this site .
Birds are not modern day dinosaurs. Birds evolved from dinosaurs. Many changes took place over time.
Branches of Biological Study
The scope of biology is broad and therefore contains many branches and subdisciplines. Biologists may pursue one of those subdisciplines and work in a more focused field. For instance, molecular biology and biochemistry study biological processes at the molecular and chemical level, including interactions among molecules such as DNA, RNA, and proteins, as well as the way they are regulated. Microbiology , the study of microorganisms, is the study of the structure and function of organisms that cannot be seen with the naked eye. It is quite a broad branch itself, and depending on the subject of study, there are also microbial physiologists, ecologists, and geneticists, among others.
Career Connection
Forensic scientist.
Forensic science is the application of science to answer questions related to the law. Biologists as well as chemists and biochemists can be forensic scientists. Forensic scientists provide scientific evidence for use in courts, and their job involves examining trace materials associated with crimes. Interest in forensic science has increased in the last few years, possibly because of popular television shows that feature forensic scientists on the job. Also, the development of molecular techniques and the establishment of DNA databases have expanded the types of work that forensic scientists can do. Their work involves analyzing samples such as hair, blood, and other body fluids and also processing DNA ( Figure 1.20 ) found in many different environments and materials. Forensic scientists also analyze other biological evidence left at crime scenes, such as insect larvae or pollen grains. Students who want to pursue careers in forensic science will most likely be required to take chemistry and biology courses as well as some intensive math courses.
Another field of biological study, neurobiology , studies the biology of the nervous system, and although it is considered a branch of biology, it is also recognized as an interdisciplinary field of study known as neuroscience. Because of its interdisciplinary nature, this subdiscipline studies different functions of the nervous system using molecular, cellular, developmental, medical, and computational approaches.
Paleontology , another branch of biology, uses fossils to study life’s history ( Figure 1.21 ). Zoology and botany are the study of animals and plants, respectively. Biologists can also specialize as biotechnologists, ecologists, or physiologists, to name just a few areas. This is just a small sample of the many fields that biologists can pursue.
Biology is the culmination of the achievements of the natural sciences from their inception to today. Excitingly, it is the cradle of emerging sciences, such as the biology of brain activity, genetic engineering of custom organisms, and the biology of evolution that uses the laboratory tools of molecular biology to retrace the earliest stages of life on earth. A scan of news headlines—whether reporting on immunizations, a newly discovered species, sports doping, or a genetically-modified food—demonstrates the way biology is active in and important to our everyday world.
This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.
Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.
Access for free at https://openstax.org/books/biology-ap-courses/pages/1-introduction
Authors: Julianne Zedalis, John Eggebrecht
Publisher/website: OpenStax
Book title: Biology for AP® Courses
Publication date: Mar 8, 2018
Location: Houston, Texas
Book URL: https://openstax.org/books/biology-ap-courses/pages/1-introduction
Biology is the natural science that studies life and living organisms, including their physical structure, chemical processes, molecular interactions (such as DNA and protein synthesis), cellular organization, biological evolution, etc. It is an academic field of science that involves the scientific study of life and living organisms. There are many different branches of biology that cover a vast range of concepts. The most well-known concepts are:
Anatomy is the study of how bodily structures are put together in an organism. These structures include bones, muscles, organs, and tissues.
Botany is the scientific study of plants. Some of the aspects studied in botany are morphology, taxonomy, evolution and ecology of plant life. Plant biologists also focus on topics such as tree identification and tree ranges, plant breeding and other relevant details.
Taxonomy is the classification of organisms into various ranks. This can be done at a variety of levels, from grouping organisms into families to classifying them according to certain features.
Zoology is the branch of biology that studies the animal kingdom, including the structure, embryology, evolution, classification, habits, and distribution of all animals.
Microbiology is the branch of biology that deals with the study of microorganisms, such as bacteria, archaea, and protists. Microbiologists are interested in studying how these organisms live and grow.
Mycology is the study of fungi. Fungi are eukaryotic organisms that can be found in most environments around the world, they are most easily identified by their long thread-like structures called mycelia.
The term Phycology is used to describe the study of algae. Algae are the most diverse group of eukaryotic organisms on Earth. It is a difficult task to classify all the algae types because they have such a wide range of characteristics.
Parasitology is the study of parasites and their effects on their hosts. Parasites rely on their host for resources and habitat, but at the same time most parasites have an adverse effect on their host’s life cycle.
A branch of microbiology, virology is the study of viruses. Viruses are found in almost all living organisms. Viruses are also clinically significant as these are disease causing pathogens. Virologists and researchers must understand what they’re looking for as well as how they work.
Physiology is the branch of biology which deals with the functioning of living organisms. Physiology examines how different physical stimuli are translated into chemical and then electrical responses in organisms. The tools that are used to study this area include observational research, animal studies, computer modelling, clinical trials, and more
Theoretical biology is the branch of biological research that is concerned with the mathematical modeling, computer simulation, and statistical analysis of biological systems. Theoretical biologists study phenomena such as pattern formation, ecological processes, spatiotemporal evolution, evolutionary game theory and population genetics.
Cell Biology is the main branch of biology that deals with the structure and function of cells, cell organelles, and more.
Genetics is the study of genes, inheritance, and variation in living organisms. It’s about how traits are passed from one generation to the next.
Ecology is broadly defined as the study of how living things interact with each other and their environment. It includes the study of plants, animals, and ecosystems.
Evolution is the process of gradual change in a population of organisms. Evolution can be an adaptation to changing environmental conditions, like becoming resistant to drought or developing limbs for living on land.
Biochemistry is the study of chemical processes within living organisms. It explains the processes which happen at the molecular level.
Biophysics is the study of the physical interactions of biological macromolecules, mainly proteins. In other words, biophysics applies methods and approaches traditionally used in physics to study biological phenomena.
Molecular biology is the study of how cells work at a molecular level. It’s all about DNA, RNA, proteins, RNAs, and other important biomolecules.
Structural biology is the study of the molecular structure of macromolecules like proteins, nucleic acids, and lipids. These macromolecules are important in many biological processes. Structural biology has developed rapidly with technological advances in methods which allow for detailed analysis of these molecules.
Biotechnology is a branch of biology that exploits biological processes and techniques to produce substances of biological origin, or to modify organisms or their products, or to develop microorganisms for specific uses, or for other industrial purposes.
Plant Physiology
Plant Physiology is the study of how plants function and grow. This subject encompasses all aspects of plant biology, including photosynthesis, respiration, cell structure, biochemistry and genetics. Plant physiologists also investigate how plants respond to their environment including how they grow in certain conditions like limited light or too much light.
Immunology is the study of how the immune system protects our body from foreign substances and pathogens such as bacteria and viruses.
Marine Biology is the study of marine life and marine ecosystems. The field focuses on the study of organisms and other related variables that inhabit the world’s oceans.
Photobiology is the study of the effect that light has on living organisms. Photo Biologists study how different wavelengths of light influence the life processes of plants, animals, and single-celled organisms.
Paleobiology
This interdisciplinary science has helped us understand the evolution of life on Earth by studying how different organisms have changed over time. We can learn about what early life was like by looking at fossils, evidence of bio-activity in the fossil record, and how fossils are preserved.
Radiobiology is the study of the biological effects of radiation. The word “radiation” here refers to any type of energy that can cause damage to living cells and tissues, such as X-rays, cosmic rays, neutrons, or gamma rays.
Leave a Comment Cancel reply
Your Mobile number and Email id will not be published. Required fields are marked *
Request OTP on Voice Call
Post My Comment
Register with BYJU'S & Download Free PDFs
Register with byju's & watch live videos.
History & Society
Science & Tech
Biographies
Animals & Nature
Geography & Travel
Arts & Culture
Games & Quizzes
On This Day
One Good Fact
New Articles
Lifestyles & Social Issues
Philosophy & Religion
Politics, Law & Government
World History
Health & Medicine
Browse Biographies
Birds, Reptiles & Other Vertebrates
Bugs, Mollusks & Other Invertebrates
Environment
Fossils & Geologic Time
Entertainment & Pop Culture
Sports & Recreation
Visual Arts
Demystified
Image Galleries
Infographics
Top Questions
Britannica Kids
Saving Earth
Space Next 50
Student Center
biology summary
Understand biology and its branches.
biology , Study of living things and their vital processes. An extremely broad subject, biology is divided into branches. The current approach is based on the levels of biological organization involved (e.g., molecules, cells, individuals, populations) and on the specific topic under investigation (e.g., structure and function, growth and development). According to this scheme, biology’s main subdivisions include morphology , physiology , taxonomy , embryology, genetics , and ecology , each of which can be further subdivided. Alternatively, biology can be divided into fields especially concerned with one type of living thing—for example, botany (plants), zoology (animals), ornithology (birds), entomology (insects), mycology (fungi), microbiology (microorganisms), and bacteriology (bacteria). See also biochemistry ; molecular biology.
Concepts of Biology
(57 reviews)
Samantha Fowler, Clayton State University
Rebecca Roush, Sandhills Community College
James Wise, Hampton University
Copyright Year: 2023
Last Update: 2024
ISBN 13: 9781947172036
Publisher: OpenStax
Language: English
Formats Available
Conditions of use.
Learn more about reviews.
Reviewed by Rebekkah Vail, Biology adjunct professor, University of Saint Francis on 7/10/23
This textbook has all of the units we typically cover in BIOL 122. It is written for college non-biology majors and actually has more information than we can utilize in a single semester class. It is easy to link to the syllabus and Canvas and... read more
Comprehensiveness rating: 4 see less
This textbook has all of the units we typically cover in BIOL 122. It is written for college non-biology majors and actually has more information than we can utilize in a single semester class. It is easy to link to the syllabus and Canvas and has additional information if students need to look deeper. The Table of Contents has easy to use links. This book does not have enough information on human evolution, tissues, or the integumentary system (all in the syllabus and lab for BIOL 122) as the CK-12 College Human Biology textbook does.
Content Accuracy rating: 4
Thus far, I have not found any inaccuracies. Content is factual, well diagramed and easy to read.
Relevance/Longevity rating: 4
Because this is a digital book, it can easily be updated as information changes. It is also easy (and cheap) to order a hard copy of the book. This book does not have the interesting case studies at the beginning of chapters like the CK-12 College Human Biology text has.
Clarity rating: 4
While this book is written in an easy-to-read way with bold-faced terms, they are not hyper-linked to provide more information. There are no embedded videos that may give students more information like the CK-12 College Human Biology text has.
Consistency rating: 4
This book can be used out of sequence with vocabulary terms in bold. But this book does not have hyperlinks that refer a student back to previous information like the CK-12 College Human Biology text has.
Modularity rating: 5
Each section can be used as a stand-alone reading assignment. Relevant information can easily be linked to syllabus and Canvas like CK-12 College Human Biology text has.
Organization/Structure/Flow rating: 5
Like the CK-12 College Human Biology text, this text also has an easily organized, sub-headed table of contents.
Interface rating: 5
I have not found any bad links, charts or diagrams that do not display, etc. It also has a highlighting tool that allows students to condense important information.
Grammatical Errors rating: 5
I have not noticed any grammatical errors.
Cultural Relevance rating: 4
This book has more diagrams and photos of Caucasian people than of people of color. It is not culturally insensitive or offensive.
While Open Stax Concepts of Biology is an acceptable book to use with my BIOL 122 students, I would to prefer to use CK-12 College Human Biology. https://flexbooks.ck12.org/cbook/ck-12-college-human-biology-flexbook-2.0/ This was not one of the choices on the drop-down menu, so I could not review it, but I did a side-by-side review of both books.
Reviewed by Michellei Fisher, Lecturer, Leeward Community College on 11/20/22
This book provides a comprehensive foundational overview of biological concepts suitable for 100 level introductory biology courses. It is broken down into six units which cover diverse topics from cellular division and genetics to population... read more
Comprehensiveness rating: 5 see less
This book provides a comprehensive foundational overview of biological concepts suitable for 100 level introductory biology courses. It is broken down into six units which cover diverse topics from cellular division and genetics to population dynamics.
Content Accuracy rating: 5
Although concepts are simplified as an introductory text, content is accurate and error-free. To my knowledge, I have not encountered any typos or major grammatical errors, broken hyperlinks/image files, or conceptual content errors in this textbook.
Content is up to date and covers major changes in the field of biology within the last 15 years including genetic cloning, genetically-modified organisms, and a modern approach to taxonomy. However, recent notable biotechnological breakthroughs are not discussed (i.e., CRISPR-Cas9 gene editing).
Clarity rating: 5
Text is written in an approachable manner that retains its technical accuracy. There are graphics and metaphors throughout which help illustrate more abstract concepts- instructors are provided these as .jpgs in the "Instructor Resources". The chapters are manageable for students and can be ready on average in about one hour.
Consistency rating: 5
Text is very consistent throughout, especially where employing more modern approaches to phylogeny and taxonomy. The chapter structures are consistent and at the end of each chapter, there is a list of key terms, a chapter summary, and review questions.
The text is broken down into six units and 21 chapters that easily lend itself to a modular format. I find that one chapter per module (about one week of work) works best for students in terms of content digestion, although if chapters are short I may assign two to a module. Chapters are not overly self-referential, and can be reorganized easily for course needs.
The layout of the book is intuitive- it begins with biochemistry and the cellular unit, working through tissues/organisms and genetics to end with a discussion of population ecology. This format ensures students have the foundational understanding of the cell before discussing items of higher organization.
This book is exceptionally well formatted - I have not encountered any display or interface issues to date and haven't received any complaints from students.
I have not encountered any major grammatical or spelling errors in this book.
This book is not culturally insensitive or offensive in any way and makes efforts to include multi-cultural names in questions and examples. However, I feel that the book would have benefitted from inclusion of some additional cultural examples or interpretations of the concepts presented in the book.
Notably, the book includes free instructor resources like a quiz question bank (organized by chapter), pre-made PowerPoint slides, and other course materials I've found helpful. Students are also able to download the pdf directly rather than being limited to viewing it within an internet browser like some other OER texts. Overall, I can't recommend this book enough for the quality content and exceptional formatting.
Reviewed by Zhihan Carpenter, Adjunct Professor, Tidewater Community College on 7/30/22
The book covers all the major topics for an introductory biology course. The QR code makes it easy for tech-savvy students to access supplemental materials that provide them helps outside the classroom. The glossary is easy to navigate. read more
The book covers all the major topics for an introductory biology course. The QR code makes it easy for tech-savvy students to access supplemental materials that provide them helps outside the classroom. The glossary is easy to navigate.
The content of the textbook is accurate. Some concepts are simplified but it is still level-appropriate for an introductory course.
Relevance/Longevity rating: 5
The content of the book is up-to-date. The text is written in a way that necessary updates will be relatively easy to be added, such as "Genetic Engineering" in chapter 10 Biotechnology.
The text is written clearly and is easy to understand. The key terms and the chapter summary at the end of each chapter provide alternative explanations for major concepts.
The book is consistent overall in terms of the formatting and the structure of each chapter. Some chapters are more developed than others in terms of the level of detail of the topics, but it is acceptable.
The content of the book is divided into six units, with three to five chapters within each unit of study. Each chapter begins with an introduction and ends with a summary followed by review and critical thinking questions. In the middle of each chapter, the text is easily divisible into shorter reading portions.
The topics in the book are clearly presented. The contents are very organized. Special content "Careers in Action" is helpful to students in making connections between concepts learned in class and the real world.
The book is easy to read online. The images are informative and clear.
The book has no major grammatical errors.
Cultural Relevance rating: 5
The book is written based on science and is culturally sensitive.
This is an excellent book for an introductory biology course. It is easy for students to access online for free. For some students, paper based books are preferred. It would be reaching out to more students if a print version is accessible for free. Thank you.
Reviewed by Evan Fiedler, Adjunct Faculty, Tidewater Community College on 7/18/22
The textbook is exceptionally organized. There are 6 essential units with content divided into 21 chapters. Prior to the content, there is an explanation of the use of the digital highlighter for students to make virtual notes. read more
The textbook is exceptionally organized. There are 6 essential units with content divided into 21 chapters. Prior to the content, there is an explanation of the use of the digital highlighter for students to make virtual notes.
Historically, evolution has been a hot topic in biology where there may be biased content. Not in this textbook, the evidence is presented (from fossils to homologous structures), and the key mechanisms of the process of speciation.
The content is being updated to current relevant changes in science. Including the coronavirus in the chapter on immunity (which opens with viruses as the topic), is evidence that this is achieved. I teach genetics as well, and the textbook includes a very thorough chapter on Genetic Engineering.
The sentences are well-written with key terms and concepts in bold. In addition, there are illustrations, video links, and questions to check for understanding.
Yes, the explanations gradually bring you into the content with relevant studies or historical events/facts, and then introduce terms and concepts.
Yes, from the Table of Contents, any chapter and/or subsection can be accessed with one click-of-a-button. And each subsection, has the content that you would expect in a collegiate-level textbook.
Yes, the book is organized to align with College Biology being taught in two semesters. The units on chemistry, cells, respiration, photosynthesis, and biotechnology, precede the units on diversity of life.
Yes, the textbook includes images/charts/graphs on almost every page; the clarity is excellent and the illustrations are relevant.
The grammar appears flawless, and the authors make an effort to include sentences that are concise as well as informative.
The text focuses on representations of life in the natural world. There does not appear to be any culturally insensitive material. Even in the section describing population growth, the explanations are unbiased, and the moral dilemma with a one-child policy is explained without criticism of China as a country. As a matter of fact, it is shared that several citizens of China still have more than one child.
I am really impressed with the thorough, up-to-date, relevant content in this textbook. It would be an excellent choice for General Biology courses.
Reviewed by May Coulson, Adjunct Faculty, City Colleges of Chicago on 5/27/22
Most of the chapters and information are sufficient for a basic non-majors biology course- I think the links with QR codes are appropriate for the tech savy student and still basic enough giving the specific website (URL) for those non-traditional... read more
Most of the chapters and information are sufficient for a basic non-majors biology course- I think the links with QR codes are appropriate for the tech savy student and still basic enough giving the specific website (URL) for those non-traditional students at community colleges
I think most of the material is accurate as can be, however being an open resource instructors have other options to supplement the materials if they choose to use this particular text source as their text book for the course.
I think the connection to current event and other aspects that highlight applications to real world examples that a non major or even a majors student, who is not quite sure what field of Biology or science they want to pursue is helpful since Biology is NOT just about studying cells.
I think most of the content lay out is very clear for students to follow- again instructors may supplement and/or change the layout of the materials, for example I discuss photosynthesis before discussing cellular respiration in my general Biology courses.
I think for the most part the layout and way of organization of the materials is fairly consistent, I like the end of chapter glossary as well as questions that also include critical thinking questions to help students focus on the terminology as well as apply them to more thought engaging type of critical thinking types of assessments
Yes, I think each section of the topics are divided in an easy enough format. This appears to be similar to most publisher textbook layouts that I have used over many years
Organization is fine again instructors may supplement and/or change the layout of the materials, for example I discuss photosynthesis before discussing cellular respiration in my general Biology courses.
Interface rating: 4
Most of the figures, tables and graphs are very basic- free content, however depending on the institution if using this OER text as supplemental or perhaps instructor can supplement with other figures, tables, video etc.
Grammatical Errors rating: 3
I did not notice any grammatical errors
Cultural Relevance rating: 3
Overall I think this is a great basic biology text book, comparable to publisher (textbooks that cost more).
Reviewed by Kai Blaisdell, Visiting Assistant Professor, St. Mary's College of California on 5/28/21
Concepts of Biology includes almost everything that I would normally include in a one-semester General Biology course. In Chapter 5, I found the coverage of environmental adaptations in photosynthesis to lack depth, and I included another resource... read more
Concepts of Biology includes almost everything that I would normally include in a one-semester General Biology course. In Chapter 5, I found the coverage of environmental adaptations in photosynthesis to lack depth, and I included another resource to add more detail to my course.
One instructor resource is a list of errata that can be downloaded as a pdf; errors that have been found by users and updated. The list is short, and errors appear to have been corrected. I encountered no inaccuracies that affected my class.
Generally content and terminology are up to date. For example, I am pleased that the Citric Acid Cycle is not called by the older convention of “Krebs Cycle”. However the genetic engineering content could be updated. In Chapter 10 there is a link to a video about genetic engineering that was created in 2003, eighteen years ago. A simple explanation of CRISPR gene editing is needed.
Concepts of Biology is very clearly written, with a consistent layout that is easy to navigate. Each section opens with clearly stated learning objectives that I modify and add to my own teaching materials. Each chapter has an alphabetical list of key terms. Each section of a chapter is a good length and clearly written. The entire book can be searched for a particular word or phrase – there must be an exact match. For example, “genetic engineer” yields no results, while “genetic engineering” is found in two chapters.
The textbook is consistent both internally and with most conventions in the Biology Discipline. Chapter organization and writing style are consistent among all sections.
I am particularly pleased with the sections of the text. Bite-sized sections can be assigned to accompany lecture, video, practice questions, and in-class lecture or lab activities.
Sections and Chapters are organized in a manner similar to most mainstream Biology textbooks. The organization is such that it would be easy to include or omit entire sections. I can quickly find any topic through the Table of Contents.
The first thing that I notice is the sleek, responsive, intuitive user interface of OpenStax; it is easy to navigate the table of contents to open a specific section of each chapter. Pearson has a similar but less responsive interface for its eBooks. Many of the images are just okay; some are fairly hard to see. Many images are quite nice, and I have used them in my teaching materials when teaching with a non-OER text.
Generally I have not found grammatical errors. The text sometimes treats the word “data” as plural and other times as singular. The phrases “This data” and “these data” are both used.
This text could be improved by highlighting and showing images of a larger proportion of non-white, non-male researchers. Most researchers who are highlighted are historical, white, and male. As for non-scientists, examples appear to be culturally sensitive. The book has avoided some missteps common in other texts; for example Concepts of Biology thankfully does not focus on human populations in its explanation of life tables.
The cost of STEM textbooks is a true barrier for many students; a substantial number of students will not buy the textbook, will share with a peer, settle for an older edition, and at the start of the semester many ask whether the textbook truly is needed for class. Then a number of students do not obtain their textbook until after the class has begun. This dynamic is detrimental to their learning. Students who are not STEM majors may see a Biology textbook cost as an even greater barrier; why pay big money for a textbook that they will use for one semester, and then never need again? Offering an open education resource textbook is therefore an appealing option that also assures that all students will have access to the course textbook. There are some pretty nice, expensive, biology textbooks for nonmajors’ General Biology. I have used two non-OER texts that are quite popular, and I was concerned that making the switch to an open education resource would be a downgrade for student experience. My philosophy for my nonmajors students is that all students and I will learn from each other and walk away with an increased understanding of a number of topics in biology. Understanding biology and the process of science can help us confidently analyze biology-related headlines in the mainstream news, and can enable us to advocate for our selves, families, friends, and communities in biology-related decisions. If a textbook is free and online, students will have access to this resource during class and for the foreseeable future; this extended availability aligns with my teaching philosophy. Instructor resources are provided: PowerPoint slides, Microsoft Word test banks, and in-depth answers for practice questions. There are course cartridges for Canvas and Blackboard. There are links to other resources that have been created by the instructor community. Students can access practice questions with suggested answers. Students can choose to work with the textbook in a browser, as a pdf, or even order a hard copy for a low price. One thing that I particularly like for students about the OpenStax platform is that other quality textbooks are centrally available in the same platform. For example, if a student is researching a particular topic in depth for a paper or presentation, I can direct them to a relevant section of OpenStax Anatomy and Physiology or Microbiology. My conclusion is that requiring OpenStax Concepts of Biology instead of a more expensive alternative for a nonmajors’ Biology course provides an overall improvement for student learning.
Reviewed by Joseph Harari, Adjunct Instructor, North Shore Community College on 5/24/21
Highly comprehensive for a two-semester intro to biology course. Almost every topic that would be taught in BIO1-BIO2 is covered extensively. Animal behavior could be a topic to add for future editions. read more
Highly comprehensive for a two-semester intro to biology course. Almost every topic that would be taught in BIO1-BIO2 is covered extensively. Animal behavior could be a topic to add for future editions.
Content is objective, accurate, and I could not detect any errors.
Highly relevant and up to date in terms of content. Career suggestions are relevant for today. Biotechnology techniques mentioned are commonly employed in modern labs.
Text is easy to understand and read. Flows nicely for students.
Everything is laid out consistently with the same format throughout.
Text is well broken down into individual modules that are suitable for reading assignments and frequent stopping points.
Topics are presented in a logical manner that are consistent with the structure of most biology courses
The interface was very clear and not distracting to the reader.
No grammatical errors detected. A few extra spaces here and there should be deleted.
No culturally insensitive content was recognized.
I think this book would be an excellent resource for a one-year introductory biology course. It covers all of the fundamental principles of biology and includes QR codes to several videos, activities, and websites that engage the student throughout. The authors' language is friendly and inviting, enticing the reader to continue. The only aspect that could be improved is imagery and figures, which can sometimes seem rudimentary and inconsistently illustrated.
Reviewed by Kent Cubbage, Biology Professor, Aiken Technical College on 3/11/21
The book covers all of the major and germane concepts associated with a two semester non-majors course. read more
The book covers all of the major and germane concepts associated with a two semester non-majors course.
Information is accurate, with no apparent errors. There is no bias of any kind.
Relevant, well-established biological concepts useful for any knowledge base. Some newer biotechnology advances should be added.
The textbook is clearly written. Clear and concise. Very readable for a non-major.
Depth and breadth is consistent throughout the chapters. Well organized and well labeled sections.
The text is divided into manageable, readable sections. Headings are labeled well.
Text is organized in fashion similar to textbooks of its type. Therefore the flow is solid.
Images and tables are presented in a way that properly supports the text. No obvious navigation issues of note.
Error-free from a grammatical standpoint.
Text is inclusive.
Reviewed by Adele Doperalski, Senior Professorial Lecturer, American University on 2/26/21
This book is a good survey of important biological concepts that are appropriate for non-major undergraduates. read more
This book is a good survey of important biological concepts that are appropriate for non-major undergraduates.
The content is accurate, error-free and unbiased. The content is in a simplified form, but that allows instructors to add detail where they see fit for their course customization.
Most of the information covered is well established biological concepts and will not change. If changes do need to be made or updates needed, the topics are presented in a way that these changes/updates will be easy fixes. The biotechnology chapter should be updated to include CRISPR as well as some of the new forms of vaccines that we are seeing emerge.
The textbooks is clearly written. Bolded terms with a key words list at the end of each chapter help highlight important terminology in the field that non-majors should be familiar with. With those words highlighted, the textbook does a good job of limiting unnecessary jargon that does not help with understanding. The figures and links to videos help with understanding.
Chapter organization is consistent throughout the textbook which makes for easy, quick navigation. The subject of each chapter is examined at the same depth of knowledge which again allows for instructor flexibility in adding their own details to in class information delivery.
Modularity rating: 4
This textbook is easily divided into chapters with subheadings for smaller sections. It is easy to pinpoint the exact the reading to assign for students for each topic. The text, in most places, is not large intimidating chunks and nicely broken up with figures or videos although there are a few sections of long text blocks that could be broken up.
The topics flow in a logical fashion.
This text is easy to use and navigate. All links to external videos worked and loaded quickly.
There are no obvious grammatical issues.
I did not find any culturally insensitive or offensive language in this textbook.
Overall, this is a great textbook for a non-majors introductory biology course. I find it hard to assign an expensive textbook to students who won't use it again so having this OER option is wonderful. I would like to see answers to the questions at the end of the chapters so that students can self-assess their knowledge as well as a few sections that highlight the contributions of a diverse set of scientists to the field of biology.
Reviewed by Collin MacLeod, Biology instructor, Rogue Community College on 8/17/20
All concepts typically covered in an introductory biology course are thoroughly and concisely covered. read more
All concepts typically covered in an introductory biology course are thoroughly and concisely covered.
The accuracy of this textbook is unimpeachable. The textbook does a great job of accurately explaining the science of life for a nonmajors course.
Concepts of biology will be up to date for many years to come and students who thoroughly study the book will have a well rounded introduction to the science of life as it pertains to current issues facing our society.
The book clearly explains each concept. It assumes the reader knows little about biology, introduces them to the concepts with a minimum of unnecessary jargon, and is well supported with visual aids.
From chapter to chapter there is a similar degree of depth and breadth. Each chapter is organized in well labeled sections, and each chapter ends with a summary of key concepts as well as review questions.
Each chapter is divided into sections so an instructor could easily assign only some of the sections for a given chapter. For example, chapter 4 is divided into 5 different sections, each of which has a numerical heading as well as a title. Ex: 4.2 Glycolysis.
The textbook follows the order of a typical introductory biology textbook. Substituting this book for another requires little adjustment.
The book includes hyperlinks to videos, and all of them worked at the time I wrote this review. The images never failed to load, and the book can be ordered in print form as well for around $20.
I found no grammatical errors in this textbook.
Concepts of biology makes meaningful cultural connections when pertinent and is suitable for a diverse student body.
Concepts of biology is a great textbook for a nonmajors biology course and instructors should adopt this course as opposed to more expensive options that offer little if any additional value.
Reviewed by Kristen Kane, Adjunct Faculty, Mount Wachusett Community College on 6/28/20
There wasn't really an area of my introductory biology course that wasn't covered in this text. Very thorough. read more
There wasn't really an area of my introductory biology course that wasn't covered in this text. Very thorough.
I didn't find any mistakes as I was looking through the text.
I think that much of the content of this text will not change, but it would be easy to update sections as needed.
I think that it is very helpful to have the key terms not only listed but defined. The search feature is really helpful for quickly looking up terms as well. This text is well written for its audience and is not overly wordy, which students appreciate.
Each unit follows the same framework for each unit which is helpful for students to be able to easily navigate the text. Terminology seems to be consistent throughout, often initially defining a term and then broadening that definition as necessary.
There are some sections with larger chunks of texts that could be broken up to create more white space but overall I think it would be easy to assign various chunks of material for reading.
This text is organized in much the same order as most introductory biology texts.
No issues navigating and images appeared clear. The links were all functional and helpful.
No glaring errors except that I noticed Sun was capitalized in section 1.1.
I didn't notice anything culturally insensitive or offensive.
I really liked this text and would definitely consider its adoption for my course. The embedded links and animations are helpful. I'd love to see a link to an interactive periodic table added. The Career Connections sections are great as students are often unsure what they want to do within the field and these give some good ideas. One thing that I was disappointed about was that there were no answers anywhere for any of the questions. The Visual Connections questions, in particular, should be answered somewhere so that students can check for comprehension. Overall, well done!
Reviewed by Kristin Osborne, Assistant Professor, Massachusetts Maritime Academy on 6/23/20
This textbook surveys the essential topics of biology in the appropriate amount of detail for non-biology major undergraduates. read more
This textbook surveys the essential topics of biology in the appropriate amount of detail for non-biology major undergraduates.
The content is accurate, error-free, and without bias.
Examples highlighting scientific advances pertaining to the subject matter are included in each chapter. They were chosen for their relevance and can be easily updated. I particularly liked the "careers in action" highlights to provide connections between the subject matter and real-world importance from a career perspective. It provides a new appreciation for learning the material and emphasizes its importance in the context of undergraduate education.
The book is written clearly and concepts are well-articulated.
The terminology and framework of the text is consistent.
The textbook is easily divisible by chapter and major headings within chapters, if desired.
The textbook has excellent organization and presents material in a clear, logical format. There is an outline of major headings at the start of each chapter, providing a roadmap for the reader.
No interface issues were encountered with images, charts, or other display features. All QR codes tested were active, relevant, and accurate.
None were identified.
This textbook provides a comprehensive survey of biology concepts and principles suited to teaching first-year, non-biology undergraduates. It is well-organized and the material presented is clear, relevant, and accurate. I appreciate the inclusion of QR codes which directs students to complementary materials, thus supporting other modes of learning. The supporting materials for instructors are of excellent quality. The critical thinking questions at the end of each chapter can serve as interesting writing prompts and/or discussion starters. I look forward to offering this textbook to my General Biology students in the future as a high-quality, no-cost option.
Reviewed by Amanda Rumore, Assistant Professor, Randolph College on 12/19/19
This book is the perfect amount of content for an introductory, non-majors biology course, especially those taught in a condensed, single-semester format. All of the major units are covered without excessive detail and organized in a logical... read more
This book is the perfect amount of content for an introductory, non-majors biology course, especially those taught in a condensed, single-semester format. All of the major units are covered without excessive detail and organized in a logical sequence from microscopic to macroscopic level (Cell Structure/Function --> Genetics/Molecular Biology --> Evolution and Diversity of Species -->Animal Biology --> Ecology).
I did not come across any profoundly inaccurate statements but found many topics are oversimplified. This is not a concern as long as the instructor adds complexity where s/he feels is necessary.
The text focuses more on fundamental principles but adds new research into just about each section. Usually there is not enough content within the text on these newer topics and gaps would need to be filled in by the instructor.
Vocabulary is suitably defined throughout the text and topics are kept well separated by headings to provide natural breakpoints in content.
Each section is relatively the same length and appropriately longer or shorter when necessary. There is a consistent “voice” throughout which makes reading consecutive sections much easier on the reader.
The sections are organized in a logical manner and allow for the instructor to nicely “package” the sections in which s/he intend to use in class. It is easy to select the desired content by chapter and sub-section.
The text is well organized and flows with a uniform tone throughout.
I did not run into any broken links. I never had issues accessing the materials and the sidebar/drop-down menus were very helpful. The search function was easy to use and very reliable.
None that I came across at this time.
Cultural Relevance rating: 2
There are not many cultural or historical references. Mendel, Watson/Crick/Franklin, and Darwin are the only scientists described in more detail than an image description. The text fails to provide examples that break the stereotypical pattern of scientists and does not introduce students to scientists from different cultures. There is no reference to even general research ethics or examples of current bioethical concerns.
A good choice for a non-major or survey course in Introductory Biology. I just used it for the first time this past semester and plan to continue using it in future iterations of the course.
Reviewed by Jessalyn Sabin, Biology Instructor, Minnesota State on 6/30/19
This textbook covers all of the major areas in basic biology: the chemistry of life, cell respiration, photosynthesis, cell structure, genetics, evolution, cell division, biotechnology, species diversity, body systems, and ecology. The concepts... read more
This textbook covers all of the major areas in basic biology: the chemistry of life, cell respiration, photosynthesis, cell structure, genetics, evolution, cell division, biotechnology, species diversity, body systems, and ecology. The concepts are described at the appropriate depth for an introductory biology course, such as Human Biology. Each chapter contains references, appropriately defined key terminology, a chapter summary, and content review questions. Supplementary images and diagrams are comprehensive, as well, and reflect and enhance the textual content.
I found the content to be accurate to the degree that we cover materials in a non-majors course. There are items that are simplified slightly, but this is the case in all introductory texts. I feel comfortable with the accuracy. I did not find any glaring errors or biases in the content.
The topics are up-to-date, and they would be easy for an instructor to supplement with cutting edge information. At this level of coursework, much of the information does not change at a rapid rate. The Career Connections sections are great ways to get students thinking about how this information can tie into a profession in "real life". The Chapter 10: Biotechnology section may need to expand as CRISPR and other technologies become more integral to our understanding of genetics in the future. Human population change is well addressed, and this material is presented in a compelling way. It does show the intersection of policy, human behavior, and biology. I wish that more information had been presented in the animal diversity sections (15.6 in particular) regarding how humans fit into the scheme of biodiversity.
The text is very clear and easy to read. Terminology is listed alphabetically and defined in the "Key Terms" section of the chapter. It would be nice if the key terms were hyperlinked from the in-text highlight to the "Key Terms" section. This would make it slightly easier for students to navigate looking up those terms. Explanations for complicated jargon is provided in text, often with illustrative examples.
Terms are used similarly across chapters and contexts. The design of each chapter is consistent, and the flow of ideas is similar in each chapter and subsection. The choice in chapter arrangement is logical, as well. Concepts introduced in earlier chapters (ie: DNA role, structure, location), is consistently used in later chapters to ground and frame new ideas.
I love the modularity of the text. It feels less intimidating to read the online version when it is broken down into digestible sections for non-majors students. It would have helped to have even more images scattered throughout, but overall there are not many large swaths of text. There is some self-referential content, but only as much as to be expected when revisiting concepts later on in the text. There is not a lot of disruption in the flow of each section, which is great for clarity and ease of use. I much prefer this text layout to many of the commercial texts I have used in the past.
The topics in each chapter are separated out by section, then each section is organized by headings that relate to specific concepts. This ties into the learning outcome goals that are stated at the beginning of the chapter, and the same order is followed throughout. I found the organization to be intuitive and clear. The table of contents in the web-version side bar is an easy way to logically order the material. It is easy for readers to quickly find the content that they are looking for. The search function is also incredibly useful for students looking for a specific topic or an earlier lesson.
Text arrangement is smooth and easy to follow, images and charts are clear. I did follow one link in chapter 2, which is supposed to take the reader to a U.S. Geological Service Water Science webpage. Instead, I was directed to some file index. Once clicking the first linked item, I was able to find my way to the website, but the navigation could have been more smooth. Other links that I tried were fine. Some of the passive transport videos that were linked in chapter 3 were a little clunky in the animation, but most others were great.
I did not pick up on major grammatical errors in this textbook.
I did not find the text inherently culturally insensitive or offensive. However, the text would have benefited from some auxiliary content that showed women and people of color in the sciences. In 2.3, the sickle cell anemia content could have included more about what racial backgrounds are likely to be impacted, based on historic geographic relationships with malaria. Someone else mentioned in their review that Rosalin Franklin's true contribution to the understanding of DNA structure was very limited in the DNA discussion. There were very few images of human bodies in this text, though many of the illustrations in chapter 16 depicted very "peachy" toned skin, which reflects as Caucasian.
This textbook will be sufficient for an introductory, basic biology course. I would feel comfortable using the material as presented. The material is easy to keep up-to-date, which is great when building case studies and other learning materials off of the text.
Reviewed by David Rudge, Professor, Western Michigan University on 5/30/19
Concepts of Biology provides a comprehensive overview of all topics that would typically be taught in an introductory biology course, from the molecular and cellular basis of life, to the structure and function of the human body, ecology and... read more
Concepts of Biology provides a comprehensive overview of all topics that would typically be taught in an introductory biology course, from the molecular and cellular basis of life, to the structure and function of the human body, ecology and evolution. Unlike competitors, this text includes an overview of the diversity present in animals plants, and to a lesser extent, fungi. Indeed, I’m inclined to think the text as a whole goes into more detail and covers more topics than are typically possible in a one semester biology course for non-majors, but the overall organization of the book does provide instructors with the opportunity to ignore whole sections. The text also has sections devoted to discussing issues that are the object of widespread public concern, such as bioconservation. The index is helpful in that students are not merely directed to a page number where the topic might be mentioned, but rather the section where the topic is initially introduced and defined, so it functions also as a glossary. Each chapter also contains key terms that are defined in easy to understand language.
One of the standard problems associated with introductory texts is that in the hope of simplifying the material for students (or some other motivation) a topic/concept is defined in a way that technically is inaccurate. For instance, the textbook I currently use refers to evolution “the ability of organisms to collectively evolve” as a property of living things. I certainly appreciate the desire to have the topic of evolution be front and center, but I worry that included as part of a definition of the characteristics of life the author is perpetuating a misconception that organisms, not populations evolve. Likewise, it claims organic compounds are molecules that contain carbon bounded to other elements. No, carbon dioxide is not an organic compound. Thankfully the present textbook commits neither of these errors. As someone trained in history and philosophy of science, I focused specifically on the section devoted to the process of science. I do think the authors missed an opportunity in connection with their discussion of “the scientific method” to draw explicit attention to the fact that not all science is done in a particular order, that what scientists share in terms of methodology is more appropriately referred to as a family resemblance rather than a list of discrete steps to be done in a particular order. A mere assurance that scientific reasoning at the end of the discussion is more complicated not sufficient. I’m also really bothered by the penchant of this treatment, and also the textbook I am currently using, to use non-scientific examples to illustrate the method of science. Figuring out why your toaster doesn’t work (or how to bake the best cookie) are examples of engineering problems, i.e. applied science. The connection to theory and the idea that the results will contribute to some larger explanatory base are completely lost when using such examples. I realize the authors want readers to appreciate that at a fundamental level, scientists are simply systematically using critical reasoning in a way that we all use in all contexts. But there is a world of difference between claiming the type of reasoning we use to figure out why a toaster is not working is the same sort of reasoning scientists use, on the one hand; and what I fear most students will take from this example.
The text does a fairly good job of systematically attempting to connect each topic of discussion to issues potential students will care about, so that the science per se is not presented in an overly abstract way. While biology (and other sciences) are currently undergoing revolutionary changes particularly with reference to the scope of our understanding, I rather doubt an instructor of an introductory course in biology will find the material presented here as dated.
Of the aspects of the book I’ve been asked to comment on, this seems to be the most difficult to ascertain in that it really depends upon the level of student one teaches and the learning objectives of the course. I have to share that in my opinion the explanations provided in this book are at an appropriate level for non-majors.
Throughout the book has a straightforward organization that will facilitate learning by students. Terms are used consistently throughout the text.
As mentioned above, I think one advantage of this book is that it has adopted a modular approach to topics, which allows the instructor to pick and choose which topics will be included without having to worry that the student must have read the preceding section to make sense of a given reading. So, for instance, one might decide to have students read one of the sections under Chapter 10 Biotechnology and not worry about assigning only the introduction and the section on genomics and proteomics.
The book provides a traditional organization of topics, nature of science, molecular and chemical basis of life, cell biology, cell reproduction and genetics, molecular biology, evolution, animal structure and function, and finally ecology. I typically like to have students study ecology (interactions among organisms and their surroundings over short periods of time) prior to studying evolution, which I portray as the long term consequences of these interactions occurring longer periods of time with reference to shifting gene frequencies. But I see no reason why I couldn’t continue to do this with this book.
I personally prefer a paper copy to the electronic environment, but I have to admit this was quite easy to navigate and I did like the use of occasional animations to explain difficult concepts.
I found no grammatical errors.
The history in this book is pretty standard, brief and somewhat simplistic in its interpretation. For instance, there is a missed opportunity in Section 9.1 to discuss the historical role gender issues have played in the portrayal of the history of research on the structure of DNA with reference to Rosalind Franklin’s important, yet neglected role in the discovery. She is mentioned, but only as the source of x-ray crystallography photographs and data. In general, this textbook does not have a discussion of cultural issues and consequently anyone identifying a discussion of science and culture as a learning objective would need to supplement the text. This is not a text that would overtly encourage students to question the stereotype that for the most part, science is the playground of wealthy white male geniuses living in the past. There is nothing in the textbook that is overtly insensitive, but what the text does not say speaks volumes.
Reviewed by Wendy Ryan, Professor, Kuztown University on 5/17/19, updated 11/9/20
The text is comprehensive and covers all topics typically covered in an introductory biology course. The active links will make it easy for students to use, and while there is no comprehensive glossary, key terms are defined at the end of each... read more
The text is comprehensive and covers all topics typically covered in an introductory biology course. The active links will make it easy for students to use, and while there is no comprehensive glossary, key terms are defined at the end of each chapter
I didn't thoroughly assess the entire text, but the information presented appears to be reasonably accurate. Tonicity and osmolarity are not correctly defined or used, but unfortunately this isn't an uncommon occurrence. I checked a few of my other pet peeves and didn't find any additional issues.
The text appears to represent a good balance between new research and fundamental principles. It also seems as if much of the cutting edge content is set apart in some sort of feature or active link, which should make it reasonably straightforward to incorporate new results and ideas.
I found the explanations to be clear. Technical terminology is used when needed, but also includes contextual and descriptive text that would make it easier to understand.
I didn't find any substantial or disruptive changes in moving between chapters.
I like this aspect of the text, particularly since I'm not planning on using the entire text for a one semester non-majors biology course. The organization follows a logical order, but the chapters are sufficiently focused and self-contained to make it easy to select a subset of the available chapters and then potentially use them "out of order". This compartmentalization continues at the level of the chapters, again making it easy to select content appropriate for a particular audience or course.
Organization/Structure/Flow rating: 4
The material is well organized, within the framework of the text and also within chapters.
I had no issues with the in-text links or links to external resources.
Grammatical Errors rating: 4
I didn't thoroughly vet the entirety of the text, but I encountered no issues.
I didn't really find any particularly cultural references within this text. It seems as if there may have been a particular effort to avoid this by not including any (or many?) images of actual people. In the sections on body systems most of the figures are diagrams or art renderings of representative structures..
Reviewed by Jennifer Price, Visiting Assistant Professor, East Tennessee State University on 4/25/19
All major concepts covered in introductory non-majors Biology courses, plus some, are covered here. I like that key terms are presented at the end of individual chapters in which they are introduced and relevant. There is also an effective index... read more
All major concepts covered in introductory non-majors Biology courses, plus some, are covered here. I like that key terms are presented at the end of individual chapters in which they are introduced and relevant. There is also an effective index at the end of the book.
I did not find any obvious errors or biases.
Topics are presented in a general enough way that frequent changes in certain areas, such as phylogenies, should not pose much of a problem.
I feel that the language used in this book is far more accessible to non-majors Biology students than most of the other textbooks out there. Students would find that this flows more easily and there are fewer pauses and halts to interpret true meaning.
I saw no area of obvious inconsistency.
Most of the text is divides well and broken up with figures and images, but there are a few places with blocks of text that are a little to large and possibly overwhelming in appearance to students. Those could be easily addressed and broken up with a couple of small additional images for context. Also, some of the sections begin with photos that have long captions that must be read to understand the significance of the photos. I feel that it would be more effective to either move those down a little and subsequent to a brief introductory paragraph, or make the caption much more brief and less complicated.
I really like the order and organization of topics within this book.
No problem with navigation; very straightforward and user friendly. I like that subtopics drop down when clicking on major topics instead of filling up the screen with everything, which would be aesthetically unpleasing and visually overwhelming. All links to images and charts worked.
No grammatical errors that I noticed.
I did not detect or notice and offensive or culturally insensitive material. Mentions of race and ethnicity were presented in a neutral and unbiased fashion.
I am highly likely to adopt portions of this textbook into my non-majors online Biology courses this coming academic year. I am fond of the connections here between the academic material and current events and practical applications for today's non-majors, and many textbooks overlook the importance of establishing these relationships for students.
Reviewed by Karen Arbuckle, Instructor of Biological Sciences, University of Arkansas Cossatot on 4/24/19
I have been using this OER textbook for my online and traditional biology classes for several years now. I am very pleased with the comprehensiveness of the materials provided in the book. This book meets all of our class outcomes and objectives. read more
I have been using this OER textbook for my online and traditional biology classes for several years now. I am very pleased with the comprehensiveness of the materials provided in the book. This book meets all of our class outcomes and objectives.
I have yet to find any inaccuracies in this book. It is very well written and reviewed.
Even over the last several years I've found that all the material (as well as presentation of the material) is still relevant.
To be honest, this text book excels in clarity more so then any of the textbooks we used to use from big name publishers.
The terminology and framework are consist throughout the book.
Since I'm using this for a one semester biology class, I only use certain chapters. I set my classes up into weekly modules and have found that this textbook meets this need very well.
I prefer the chapter arrangement of this book to previous books I've used.
I have never had any problems with the book's interface. The students have found it quite easy to use too.
I haven't found any grammatical errors withing the book.
I have found the textbook to be very culturally inclusive.
Reviewed by Amanda Brammer, Associate Professor , Northshore Technical Community College (NTCC) on 4/22/19
Concepts of Biology contains a wealth of information on biology and covers every topic that a general book should. It contains an extensive table of contents, which is organized by unit, by chapter, and by section within each chapter. This... read more
Concepts of Biology contains a wealth of information on biology and covers every topic that a general book should. It contains an extensive table of contents, which is organized by unit, by chapter, and by section within each chapter. This makes it easy to find the relevant material. Each chapter has a list of vocabulary terms and their definitions. The book also contains an excellent index of key terms at the end of the book.
I read most of the chapters in the book and could not find any significant errors in content. I paid particular attention to the chapters that fall under my area of expertise and found them very well written and error-free. The book is unbiased and presents the material accurately and fairly.
The content in Concepts of Biology is up-to-date and I feel that the unavoidable necessity for updates will be fairly easy to complete. The text is a general biology book so it shouldn’t need to be updated too often. Since this is a 2013 edition, I assume it will be updated within the next few years.
Concepts of Biology is very easy to read and understand. I feel that it is very well written and interesting. One of the few criticisms I have of the book is that it contains a lot of information for a non-majors book. I have read most of the significant non-majors and mixed majors books available from traditional publishers, and this book has much more information than any of them. This does not affect my choice to use this book in my non-majors courses because I choose which information to include and which to leave out in my courses. However, some instructors might find the book daunting for a non-majors text.
I could not find any significant inconsistencies in the Concepts of Biology book in either terminology or in framework.
One of the few criticisms that I have of the book is that some of the chapters are too long. For example, all of the animals are covered in one very long chapter. Perhaps it would be better to split the material up into a chapter on invertebrates and a chapter on vertebrates (many other biology books present the material this way). However, even though some chapters are very long, the book contains many subheadings that help to organize the material and make it more manageable.
One of my favorite things about the Concepts of Biology book is its organization. I like the order in which the chapters are covered. The book contains an extensive table of contents, which is organized into units, chapters and chapter sections and is very easy to navigate.
Concepts of Biology is easy to obtain with just a few clicks of a mouse. I did not have any issues with interface issues or display features for the book. The images and charts are pleasing and informative, however, it would be nice if the number of visuals could be increased in future editions. I find that students like the visuals and it helps to keep their attention. The only issue with navigation that I found is that several of the URL’s in the “Concept in Action” sections of the book didn’t work.
I could not find any significant grammatical errors in the Concepts of Biology book. It appears to have been very well proof-read in all aspects.
Concepts of Biology is not culturally insensitive or offensive in any way. Since it is a biology book, there are not a lot of pictures of humans, but the ones that are in the book are culturally and ethnically diverse. The topics that could be considered controversial are broached in a sensitive manner to all.
I have chosen to implement Concepts of Biology into my non-majors courses at Northshore Technical Community College. I believe the book is very well written, easy to access and an excellent choice for my courses. I am a proponent of OER resources and I know this book will be available to my students from day one at no cost. I am excited to see how this choice will impact my students.
Reviewed by Timothy Rohrbach, Assistant Professor of Biology, Richard Bland College of William & Mary on 4/5/19
The topics presented are the traditional biological topics covered in a first-year general biology course. The depth of each topic is appropriate for a non-major biology course. I appreciate the learning objectives listed at the beginning of each... read more
The topics presented are the traditional biological topics covered in a first-year general biology course. The depth of each topic is appropriate for a non-major biology course. I appreciate the learning objectives listed at the beginning of each section along with the open-ended critical thinking questions in the chapter reviews. The index is very useful and each Unit contains a glossary for relevant terms.
The content is accurate and I did not discover any glaring inaccuracies or bias information.
The authors do a decent job of making the content relevant to students. The "Career Connection" sections are a nice bridge between the textbook information and real-world experiences. Ultimately, I believe having a few more examples of real-world science connections would make for a stronger impact on students not majoring in biology.
Overall the language used is very clear and appropriate. One item that would increase clarity is having more images to help visually explain the information. For example, I think it would be beneficial to have potential energy graphs demonstrating the difference between exergonic & endergonic reactions. Currently this section has no illustrations accompanying the written explanation.
There is great consistency in the textbook. The layout and terminology used is consistent throughout.
The scientific information is presented in a logical manner for a general biology course. Within the the Units, each section has clear learning objectives to prepare students for the upcoming reading. Each Unit has a nice review with accompanying questions.
The organization of the topics flows from a small microscopic lens to a large macroscopic focus. This approach is very similar to traditional biology textbooks from publishers such as Pearson. At the end of each chapter there is a review with multiple choice and short answer questions. Several end of the chapter questions require looking at images. Unfortunately the images are not present but instead, a hyperlink is provided that directs students back to the text. It would be nice to have the actual picture present and not a hyperlink.
Overall, the interface is easy to use and easy to navigate. I appreciate having the table of contents as a side-bar for the online version. The hyperlinks embedded in the text are useful. "The Concepts in Action" contain excellent supplemental videos to help students visualize the concepts. A few hyperlinks did direct me to nonfunctional videos/websites. Additionally, I do wish that hyperlinks were opened in a new tab. Opening the hyperlinks in a new tab would allow for students to easily compare the textbook information with the accompanying link. The image to text ratio could be better. Fortunately we can enlarge objects on our electronic devices. However, it would be nice if the native version of the image was larger and more proportional to the text.
The textbook is well written and I did not find any grammatical errors.
I did not find any bias, offensive or culturally insensitive information in the textbook.
Overall I believe this a great OER textbook. I am very excited to use it in my general biology course.
Reviewed by Alex Shupinski, Teaching Assistant, University of Nebraska - Lincoln on 3/31/19
The textbook has the topics in an order that allows students to build on their knowledge in a way that connects the concept to the previous ones. The concepts are broken down into sections where further detail is addressed allowing for deeper... read more
The textbook has the topics in an order that allows students to build on their knowledge in a way that connects the concept to the previous ones. The concepts are broken down into sections where further detail is addressed allowing for deeper comprehension and less confusion. This allows the students to focus on certain details addressed in the class while reading the text without being overwhelmed.
The content is accurate and detailed.
The textbook addressed some really relevant issues concerning conservation and preservation of biodiversity that a general biology course should cover and address.
Although I found some topics were a bit advanced in terminology when breaking down concepts, overall it was well-written.
The framework and set up of the textbook is consistent throughout the book using questions and chapter summaries to help guide students in their learning.
As mentioned above, the textbook is divided up enough that a class can be uniquely taught, focusing on a unique set of topics using this textbook.
The structure gradually moves from a micro view of biology to a macro view and separates animals and plants to allow for a division of that learning.
The textbook has not demonstrated any issues with the interface or images in the book.
No grammatical errors were found.
This is a textbook that is relevant for all students.
Reviewed by Binaya Adhikari, Lecturer, Longwood University on 3/6/19
It has a good representation of major biology topics for an introductory nonmajors biology. But I think having an entire unit for animal structure and function is too much. Interesting and relevant topics from this unit would be incorporated with... read more
It has a good representation of major biology topics for an introductory nonmajors biology. But I think having an entire unit for animal structure and function is too much. Interesting and relevant topics from this unit would be incorporated with the framework of other units without needing to create an additional unit. In other cases, it could include some more key content. For example, in scientific methods, it would be great to include terms such as dependent and independent variables; blinded and double-blinded studies etc. The index and glossary are fine.
I found no major issues regarding accuracy. However, things can be made clearer. For example, in The Plant Kingdom Introduction, instead of “The process of photosynthesis uses chlorophyll, which is located in organelles called chloroplasts” it could be made clearer by saying that “…uses chlorophyll and other light-absorbing pigments”. Other than such cases, I found no intentional biases.
Although there is no major issue with the relevance and longevity some information could be updated. For example, there are about 4000,000 species of plants than 3000,000 species used in the book according to a newer report released by Kew, which says “excluding algae, mosses, liverworts, and hornworts, there are 390,900 species of plants, of which approximately 369,400 are flowering. If mosses, liverworts, and hornworts are added a number of plant species would be even higher. Such updates can be made in other groups of organisms as well.
Yes, the text is clear enough and technical terms are defined or explained. The key terms that are introduced in a chapter are in bold which is very helpful for students but I feel like some more words could be bolded. Students first look into such terms when studying. Examples are relevant and figures are helpful.
The terminologies used in the text are consistent from the beginning to the end.
Overall, I liked the modularity of the text. I liked the pdf version of the text better. However, some sections have quite a bit of text. Adding subheadings could be very helpful especially for non-majors. In some cases, the amount of information was not well balanced. For example, some of the biomes are overly detailed as compared to others. Although they have different biodiversity, they are not more or less interesting or important.
The units and chapters are organized logically other than the unit “Animal Structure and Function”, which looks odd in the middle of the book and is not consistent with the rest of the structure.
I did not find any issue with navigation, text, image/charts, and other features. Images/charts are clear and are of good quality, size, and format. There are no distractions or confusions.
I did not notice any obvious grammatical errors.
I did not notice an obvious issue with culturally insensitive or offensiveness.
Chapter reviews, review questions, and critical thinking questions are helpful but they are little too few in number and varieties. To improve the text further, concept checker activities could be added after important topics. To make the content text even more interesting, contemporary issues or cases could be added after important topics.
Reviewed by Maria Entezari, Associate Professor, LAGCC on 1/15/19
This book covers all different topics that I need for the non-majors Biology course. The content is suitable for students who don’t have the background knowledge of Biology and easy enough to be understood by non-majors’ students. The learning... read more
This book covers all different topics that I need for the non-majors Biology course. The content is suitable for students who don’t have the background knowledge of Biology and easy enough to be understood by non-majors’ students. The learning resources are useful. The “Concepts in Action” and “Careers in Action” and “Key term” are the great too.
I found most of the contents accurate. There are few minor errors.
Relevance/Longevity rating: 3
The main and basic topics that non-major students should learn in an introductory Biology course are up to date. However, there are some new topics related to Genetics and Biotechnology are missing. Adding supplements could be useful for these missing parts since these parts are important concepts which could be related to students daily lives.
The contents are very fluent and understandable for first-year students or students who don't have a previous background in Biology. Having the key terms at the end of each chapter also is very helpful for students at the introductory levels. The conceptual examples make even the topics more clear and understandable.
The format of the presented topics and using the terminologies are very consistent.
All chapters are divided appropriately by the subheading into the smaller concept parts. This is a good feature since you can omit the parts that are too detailed and emphasize on the concepts that students should learn.
The chapters are very organized and the contents in each chapter are logic and organized as well which makes the smooth transition between the concepts in each chapter and from one chapter to the other ones.
I have not found any difficulty in uploading the pdf and viewing the contents online. The "concepts in Action: parts are easily accessible. The access to the end chapters' questions is easily accessible too.
I have not seen ant errors and the contents are clear concise.
There is no any cultural bias in throughout the textbook.
I think this book is very good for being customized and being used for different levels of Biology courses.
Reviewed by Dan Ropek, Biology Instructor, Columbia Gorge Community College on 12/13/18
The text is comprehensive, in that it surveys biology from pre-life conditions (chemistry) to ecosystems. read more
The text is comprehensive, in that it surveys biology from pre-life conditions (chemistry) to ecosystems.
While very accurate in general, there were some small but glaring errors: e.g. "Human skin tissue". With the sheer volume of information, some errors are to be expected.
The science is relevant but would benefit from increasing current content regarding climate change.
Clarity rating: 3
By covering the wide swath of biology, there is not always a perfect balance between terminology and lucid explanation.
The tone is consistent.
The sectional approach are optimal for modularity.
The topics are presented in a traditional, logical fashion.
Interface rating: 3
The text graphics would benefit from being scanned at a higher resolution, since they are often used as part of a classroom large-screen presentation.
Not to a notable degree.
No notable cultural insensitivity.
Reviewed by Amanda Adams, Instructor of Biological Sciences, Fort Hays State University on 11/29/18
Overall, this open educational resource (OER) provides the foundation for everything that I need for my non-majors Biology course. The content covered is comprehensive and appropriate for a first-year non-majors Biology course. The flow of... read more
Overall, this open educational resource (OER) provides the foundation for everything that I need for my non-majors Biology course. The content covered is comprehensive and appropriate for a first-year non-majors Biology course. The flow of information is pretty standard compared to other textbooks. It
Content is accurate, error-free, and unbiased.
Content is up-to-date and straightforward. There are a couple current hot topics that are clearly lacking the text. It would be nice for these to be added in future versions. Instructors will have to supplement in the meantime: 1) There is nothing about immunizations (and that there is no research supporting that they lead to autism) in Ch. 17: The Immune System and Disease. 2) Biotechnology: would like to see more information about how understanding the human genome has helped us understand human evolution.
Overall the text is "lucid", but much of the language is dry and a bit too high level for my first-year students. I anticipate students having a hard time engaging with the text. There are many sections with huge blocks of text that appear daunting and will discourage students from reading (e.g., pg 432).
Terminology appears consistent throughout.
The text is very easy to divide, with easy to identify subheadings, into smaller sections for assigning to students.
The organization is standard for a textbook of this type and follows a logical flow.
The clickable Table of Contents and Index in the PDF are very helpful for navigation. The key terms at the end of each chapter are nice, but I would prefer to have a glossary at the end, where it would be easier to locate vocabulary if a student forgets a term in a later chapter. The clickable Index does make it easy to look up a term and quickly navigate to the definition. All of the images and figures are clear and easy to read.
I have not found any grammatical errors, but I have found a couple typos so far (e.g., Fig. # reference on pg. 25).
I have not found anything culturally insensitive, but it also isn't exactly inclusive. The overall dryness of the material and it lacking real-world connections leave out places where students can connect to the material. While this plays it safe and doesn't exclude anyone, it also doesn't include anyone either.
The beauty of these OERs is that everything that is lacking can be created, but this takes time and effort that many instructors don't have. This is a great resource, but definitely is not the only thing that can be used to present this information to students. It still needs development to improve engagement for students, and supplemental resources to support educators. I have not started using the text and am switching from McGraw-Hill’s Mader & Windelspecht "Essentials of Biology" to an OER. I had several students comment that they really liked the “Connections” boxes in Essentials and these are some of the things that still need to be developed/added to the book. I would like to see more connections in the text of how these general topics connect to current events.. Including more “real world” connections, such as case studies and examples, would improve the textbook significantly. I am not impressed by the evolution chapter, especially the short section on natural selection (pg. 255) is not very accessible for this level course. This is one of the most challenging topics for my students. I would prefer to see more development of the concepts of micro- vs. macroevolution. My favorite features are: Concepts in Action QR codes to link to animations, Careers in Action, and Evolution in Action sections. These sections add better connections for non-majors to relate to. The “art connections” have some great figures, but this title is confusing. I suppose a flow chart could be appreciated as art. Some of the tables have excellent summaries of information (e.g., Table 3.1, pg 72). The questions at the end of the chapter are great too. I really like the level of detail included in Ch. 16: The Body’s Systems. This is an appropriate level for the course. Instructor Resources: PowerPoints, Test Bank, Answer Guide Excellent to have these resources developed! All of the chapters have at least a one multiple-choice test question. It would be nice to see some short answer and essay questions included as well. PowerPoint slides are a useful source for images from the textbook. The major resource that would be of real value would be active learning activities to pair with the text. This is one of the major advantages of a textbook from a Publisher, access to resources that are already developed. Hopefully this can be added in the near future.
Reviewed by Joyce Kaplan, Faculty, Portland Community College on 8/2/18
The text covered most areas fully, but for a non-majors text shortchanges climate change information and has more detail than needed in areas of molecular biology. Subchapters have glossaries but the overall text should have a glossary that would... read more
The text covered most areas fully, but for a non-majors text shortchanges climate change information and has more detail than needed in areas of molecular biology. Subchapters have glossaries but the overall text should have a glossary that would refer students to the location of terms within the text.
I found the content to be accurate, generally error-free and unbiased.
This text is presented in a very straighforward manner, but uses few examples and case studies to make the material relevant to the life of a non-major biology student. The use of video links and occasional career option descriptions is useful, but I feel the presentation in this text would not maintain the interest of the typical non-science student in a meaningful way.
The text is written in very accessible, clear language that would be easy for non-majors biology students to understand and generally provides adequate context for technical terminology used.
Consistency rating: 3
The text is not consistent throughout in the length and depth of coverage between different chapters and sub-chapters, which seem to have been written by authors with various ideas about the depth of topic coverage needed for non-majors biology students. There is a similar disparity in the number of review questions and glossary between sub-chapters.
The modularity of the text is excellent and provides a great method to assign various combinations of topics within the non-majors biology course. There is definitely more material included in this book than I would expect to be included in a non-majors course (more like the amount for a majors text), however faculty will have the option of which portions to include and exclude by the ease of assigning specific reading modules.
The topics are presented in the typical organization of a biology textbook and are structured well. The modular design allows for any reorganization desired by faculty.
The interface display and navigation were clear throughout but more relevant diagrams and photos that would capture the imagination of the non-majors student, keep their interest in the material, and help them relate the topics to their lives would be beneficial to learning.
No grammatical errors were observed.
The text was not found to be culturally offensive. However attempts at cultural relevance seemed to be lacking, including diverse photos (these were not even included in the career example sections!) and examples to make the material relevant to a wider array of students.
Reviewed by Laurie Mauger, Assistant Professor, Southern Utah University on 8/2/18
This text book covers all the topics that I typically cover in my non-majors course. There are some topics that are lacking depth, but those are easily addressed during lecture periods to ensure my students have a grasp on the relevant topics. The... read more
This text book covers all the topics that I typically cover in my non-majors course. There are some topics that are lacking depth, but those are easily addressed during lecture periods to ensure my students have a grasp on the relevant topics. The layout and organization of the chapters makes it easy on students to understand the concepts.
I have not noticed any inaccuracies in the text.
The content in the text is up-to-date. Any necessary updates are easy to make. I liked how, as an instructor, I could add material that I felt was relevant.
The writing in the text is easy to understand. I have used this text for a couple of semesters and students were able to understand the writing of the text. It is written in a manner that is accessible to nonmajors.
The text is consistent throughout.
The text is broken down into appropriate sections that highlight key facts on a topic.
All topics are presented in a clear and logical manner.
The text is easy to navigate.
I have not noticed any cultural insensitivities in the the text.
Overall, I would highly recommend this text for a nonmajors biology course. It is approachable and provides good background information to provide context to this type of course.
Reviewed by Rochelle Nelson, Assistant Professor, Queensborough Community College on 6/19/18
The text covers all areas and ideas of the subject appropriately. The text is written in a manner that is easy for nonmajors to understand. The texts provide a detailed table of contents with Appendix A, B, and C. However, the text is lacking a... read more
Comprehensiveness rating: 3 see less
The text covers all areas and ideas of the subject appropriately. The text is written in a manner that is easy for nonmajors to understand. The texts provide a detailed table of contents with Appendix A, B, and C. However, the text is lacking a glossary which would provide easy access to the definition of terms without forcing the student to guess which chapter they would find a said term in. In Chapter 1, the author should consider including information on the evolution/progression of science, a brief history of science. The author should consider adding information on the states of matter and phase changes. This would help connect the topic of science even more closely to the student's everyday life. Chapters 9.5 and all of chapter 10 is too detailed for this level of learning.
Content contains some minor errors which can easily be fixed by an unbiased editor.
The content is relevant as the majority of it is covered in nonmajor biology courses. However, the text is missing the take-home examples which is very necessary for this level of learning. Students need examples of the concepts which can be related to their everyday life. The text is also missing information on human evolution, a big topic in biology. Also, one of the current hot topics in genetics is the crispr cas9 technology, this book does not introduce or address this technology, other books which includes this and other topics could make this text obsolete.
The text is written in a manner which makes it a very fluid, straightforward read. The authors could, however, try harder to further simplify the text by adding more examples. The lack of intimidating jargon, without the loss of content makes the text appropriately (but not perfectly) geared towards its intended nonmajor audience.
In terms of content difficulty, the authors are relatively consistent. However, some chapters are more detailed than others, some chapters have more or no examples. This adds an unnecessary level of confusion to the text as well as confusion to the teaching style of the text. More consistency should be added to the number and difficulty? level of the review questions found at the end of each section.
Modularity rating: 3
The text is readily divisible into smaller reading sections, however, some sections are much larger than others and therefore? sometimes read as their own chapters.
The topics in the text are presented in a logical fashion which mimics the organization of any biology course for majors and nonmajors alike.
The interface needs some editing. Page breaks are not appropriately applied. For instance, on pdf page 11, the "About Our Team" section flows into pdf page 12, two authors name dangle randomly on the top section of this page which then randomly begins the "Learning Resources" section. A page break should have been used after the authors' name. Image quality is lacking. For example, Figure 1.7 which depicts a DNA molecule could be sharper/higher resolution.
The text does not contain many/any distracting grammatical errors.
Cultural Relevance rating: 1
The text should reference an equal amount of minority scientists/and portraits of people as it does Caucasians. Along the same lines, the authors should reference an equal amount of female scientists/and portraits of people as it does males. Luckily, the text mostly references non-human organisms, therefore decreasing the chances of it being insensitive or offensive to any particular group. But the disproportionate examples of one group versus the other can still be readily seen.
The authors have created the beginnings of a very strong text for nonmajors. However, the authors should continue editing this text as it can be more enlightening and connected to the real world experience of its intended readers.
Reviewed by Jennifer Ripley Stueckle, Teaching Associate Professor, West Virginia University on 3/27/18
The text follows the standard general biology topic areas in the typical order. There is a table of contents but no comprehensive glossary at the end. Definitions for terms are presented at the end of each chapter. In terms of the... read more
The text follows the standard general biology topic areas in the typical order. There is a table of contents but no comprehensive glossary at the end. Definitions for terms are presented at the end of each chapter. In terms of the comprehensiveness of the text itself, some areas are too detailed while others are lacking. For instance, there is a bunch of information on gene regulation that isn’t usually covered at the introductory, non-majors level but then there is a very small bit about climate change and acid rain and chemical pollution/toxicity are completely omitted. Likewise, I was confused why the text spends a page addressing food chains when it then states that food chains are too simplistic and in reality food webs are more accurate. I’m sure this extensive devotion to food chains would be equally confusing and misleading to my students.
Content Accuracy rating: 2
The majority of the content is accurate but there are some significant points in which I found errors. Starting in the first chapter, the text separates regulation and homeostatis as two separate characteristics of life. In truth, these are the same. Then, the fact that life is cellular is omitted. In the same chapter, the example of a control is inaccurate. The example focuses on a freshwater pond to grow algae. The text states that adding salt is a control but adding any compound is still adding a variable. Later, in the Mendelian inheritance section, there is no mention that human traits do not strictly follow Mendelian patterns. There is a picture of albinism but no text to explain that many human conditions/traits largely follow Mendelian patterns so we use this type of inheritance to predict but that they are actually polygenic.
The text is a reference text with mostly content provided. Considering the lack of application and examples, the text will have extended relevance. My concern is the lack of interest in the text. These non-major introductory classes are taught with application and real-world events as the focus. The text completely omits these attention grabbing examples. Many of these situations such as global climate change, genetic conditions, cancer, etc. are relevant but not highlighted in the text.
Overall, the text is concise and straightforward. Revision is warranted in some places. For instance, the way the sentence is written on page 60, it sounds like only bacteria have a cell wall when the authors meant that only bacteria have a cell wall made of peptidoglycan which differs from the composition of plant cells.
While the voice of the text is clear and concise, I don’t think it is friendly or inviting to the targeted audience. The prose is written as a reference with content strictly presented. I believe my non-major introductory students would have a hard time staying interested in the text.
The different topics felt like they were written by different authors and then the chapters assembled. For instance, some chapters started with an interesting, real world example as an introduction while other chapters just started with material. The same tone throughout would be beneficial.
The section titles and headings are appropriate modules. But the sections are large. Some of the major headings should be their own sections.
Organization/Structure/Flow rating: 3
The order of topic presentation is typical of introductory biology textbooks. However, it makes more sense to present DNA replication before mitosis and meiosis since DNA replication occurs before these division processes. Also, when you read the text itself, the organization is confusing. The cell chapter was particularly troublesome. There is a section titled eurkaryotes and the plasma membrane, cytoplasm and ribosomes are presented here. None of these are organelles and all of these are structures found in prokaryotic cells too. Also, this text presents the nucleus in the endomembrane system which is inaccurate.
Interface rating: 2
Many of the figures have poor quality. It appears that they were copied at low resolution and the text in the figure is blurry. Many pages are large sections of empty space because of the placement of figures. The art connections are the only useful figures. The other figures are just placeholders that could be overlooked. Students prefer to scan the figure and figure legends for content. But there are none in this text. All of the information has to come from the text itself.
There are no distracting grammatical errors.
The text is generic and thus is relevant to all. In fact, there are very few pictures or references to humans and instead, other organisms are the focus.
This book is written as a reference textbook with the concepts themselves covered but not in any context to relevant, real world examples. The lack of attention-grabbing figures with detailed descriptions and the generic prose would easily loose the attention of my students. Again, this would be a useful reference book but not a good source for non-major, introductory students to read and understand on their own.
Reviewed by Haydn Rubelmann, Visiting Instructor, University of South Florida on 3/27/18
The main concepts in an all-encompassing Biology Non-Majors course are present. However, many concepts are only present as 1 or 2 paragraphs at most, and not every concept has figures associated with it. read more
The main concepts in an all-encompassing Biology Non-Majors course are present. However, many concepts are only present as 1 or 2 paragraphs at most, and not every concept has figures associated with it.
I did not find any inaccuracies within the text.
Within the Biotechnology section, they should include Crispr - which has already been added to most major Biology texts. As far as longevity, Biology books themselves change frequently, and the text will need to be updated as such.
The book is so concise, clarity is hardly an issue. Everything is straightforward and written simply. If anything, I would prefer more information and examples on the topics presented.
The text is extremely consistent.
Everything is where it should be. It would be very easy to move from section to section as needed, omitting certain modules for time constraints or when altering the course towards certain subjects.
I am used to animal structure and function (systems biology) following at the end of a non-majors book, rather than having it before the ecology section. It is nice to introduce the students to all of the life on the planet, and then follow it with how they interact. After that is when systems biology can be discussed.
It was very easy to use online. I like that there are end of chapter questions, and with a click of the button you can see the correct answer. However, the answer should not only show the multiple choice letter, but also a brief description of why the answer is correct. I think this would be helpful.
I did not see any grammatical errors.
Within the human population chapter, I did not find anything offensive. It almost appeared that the authors avoided discussing any policies of human populations that were intended to curb exponential growth (China's one child policy, India's educational stances). Anyhow, the chapters were written well and shouldn't cause offense to anyone.
Overall, I think the book is sufficient in teaching a non-majors Biology course. However, each topic is written so concisely, that I feel students may be inclined to feel as if they are reading a dictionary or encyclopedia. I would need to use outside material for the course to engage the students in order to motivate them to learn the course material. There are rarely any stories or attention grabbing anecdotes to stimulate student's interests. Similarly, the questions at the end of each section are knowledge-based low-level Bloom's which can be answered with a quick scroll up, as each section is given on one single page.
Reviewed by Dale Holen, Associate Professor of Biology, Penn State University on 2/1/18
I compared it to my current text and it does cover the requisite areas that should be found in a non-majors biology text. At times the material is glossed over however. For instance in the Glycolysis section there is are three short paragraphs... read more
I compared it to my current text and it does cover the requisite areas that should be found in a non-majors biology text. At times the material is glossed over however. For instance in the Glycolysis section there is are three short paragraphs describing this metabolic pathway and the corresponding figure mis-represents what actually happens. I agree that most non-majors don't need to understand the intricacies of this pathway but I think it unwise to represent it as a simple two-step process. There is beauty in complexity.
It seems that way. The non-majors course I teach is Genetics, Ecology and Evolution. For each of the sections in the Openstax book there is a general covering of the most of the material and the material covered is accurate. However, there is a general paucity in detail for much of it and in some cases information that I feel is relevant is missing. For instance in the non-Mendelian genetics section there is no mention of pleiotropy nor environmental effects. There are other examples where relevant material, in my opinion, was left out.
It appears to be up-to-date. However I saw no reference to Prion diseases and it's not referenced in the index. Unfortunately, the section on viruses in included within the chapter on The Immune System and Disease rather than being a stand-alone chapter. In the evolution section there was nothing in regards to human evolution. There was one picture comparing a human and ape skull indicating their relatedness but it's in the chapter on Diversity of Life. I think it's a mistake to leave that out.
I found it easy to read; however, I found that in many areas there was too brief a description, which I believe would make the material difficult for the student to completely understand. That also applies to many of the figures which I didn't think were adequately explained by the caption.
The text and jargon seems consistent throughout.
The sections are relatively short with adequate subheadings. The font could be a little larger.
The topics flow in an appropriate sequence
All images were clear and I had no navigation problems.
I didn't observe any grammar issues.
I did not observe any problems in this area.
Because it's a free downloadable book for students I was excited to review it for possible use in my non-majors course. I was less excited after the review. Many sections seem to lack overall detail and there was relevant information excluded. And I didn't find the illustrations overall engaging. In some cases additional figures / illustrations should have been added for clarity, e.g. the discussion on transformation, transduction and conjugation by bacteria. However, having said that, the missing information can be provided by the instructor in the classroom as well as a more comprehensive explanation if needed. I personally wouldn't adopt this if this was an option as a hard-copy text book. but as a freebee for students I might consider it. I'm still debating.
Reviewed by Matthew Fisher, Biology Instructor, Oregon Coast Community College on 8/15/17
Concepts of Biology is perhaps the most comprehensive introductory textbook that I have encountered. Every topic that you would expect in a general biology textbook is present, from chemistry to ecology. I liked that the text included topics... read more
Concepts of Biology is perhaps the most comprehensive introductory textbook that I have encountered. Every topic that you would expect in a general biology textbook is present, from chemistry to ecology. I liked that the text included topics sometimes missed in other texts, such as biotechnology and physiology. While the text is designed to be a pared down version intended for non-majors, it is still fairly lengthy. If you download the text as a PDF it is 621 pages (although some of that is empty space due to formatting issues).
I found no inaccurate information. To be best of my knowledge, the content is factual and objective.
This textbook has up-to-date information. An example would be the discussion of protists. Some textbooks still refer to this group as a kingdom but this text deftly handles the revisions in taxonomy that are occurring without providing too much information (information that is is likely to change in the near future as taxonomic revisions continue).
Overall, the textbook adequately explains the content and provides sufficient supplementary figures. However, there are some major problems in the beginning portions of the text that are hard to overlook. When compared to traditional textbooks, these are major short-comings and that is why I give the text a "3" for this category.
For example, in chapter 2 there are several examples of jargon being used without proper explanation. These include the use of "polymer", a term that is repeatedly used but never explained. Also, in the same chapter they never bother to explain what an organic molecule is! During the discussion of phospholipids and steroids, no figures are presented to assist in the explanation. I have never seen a textbook that doesn't provide a diagram to help explain the amphipathic nature of phospholipids. This chapter in particular could have used a lot more figures (for example, they attempt to explain things like pleated sheets without the use of illustrations). In addition, steroids are simply described as having a "ring structure," which of course could also be used to describe sugars. There are a few other instances similar to this, but they are all found in Unit 1.
If I were to adopt this textbook for my class, I would absolutely have to fix these problems first.
Overall, the writing, formatting, and style are consistent from chapter to chapter, despite the various authors. However, as noted in my comments for the "Clarity" section, there were significant problems that only arose in Unit 1. The only other issue that I noticed was that the number of review questions at the end of each section widely varied. For equal amounts of content, sometimes there would only be 1 or 2 review questions, and other times perhaps 6 or 7.
The textbook appropriately separates the content into units of reasonable length. A positive feature of this text is that you don't have to scroll for days to reach the end of each unit. From firsthand experience, I know that students appreciate that.
Overall, the textbook does a great job of organizing the content. Personally, I feel that the chapters on DNA and gene expression should occur before the units on genetics, but most textbooks don't organize it that way so I did not let it affect my evaluation of this text. However, in Unit 1 (again) I was left scratching my head. The text doesn't introduce the term "cellular respiration" until after its discussion on glycolysis. The text fails to contextualize why glycolysis is important and the different ways in which it is used. The text goes on to explain the citric acid cycle and oxidative phosphorylation, but again fails to explicitly tie all of the processes together under the umbrella of "cellular respiration".
I was also perplexed as to why waxes were included with steroids in the same subheading. Waxes are much more similar to fats than steroids. Lastly, a subsection titled "facilitated transport" was included in the section on passive transport, suggesting to the reader that it is not also important (vital, in fact) for active transport.
Overall, the interface is excellent. I gave the text a rating of 4 because a few figures had text that was very small and hard to read compared to the main text. See figure 7 in section 1.1, for example.
Overall, the grammar was excellent. However, in Unit 1, the author(s) really struggled with topic sentences. For example, the topic sentence for the first paragraph in a subsection on hydrogen bonds reads, "Ionic and covalent bonds are strong bonds that require considerable energy to break." It's not until the 4th sentence that hydrogen bonds are actually mentioned!
With regard to photographs/portraits of people, the text shows almost exclusively white men. The only two pictures used for the "Careers in Action" section were white men. Of the pictures/portraits were they explicitly highlighted scientists, all were white males except for one which included a white female. This may be the only textbook that I have seen that has not included a picture of Rosalind Franklin when discussing DNA, doing so would have balanced the scales. Overall, this textbook was done a poor job of highlighting people of color and women. They should specifically highlight scientists that fit these descriptions, in addition to showing pictures of racially diverse people in the "Careers in Action" section.
Overall, this is a strong textbook and has many positive attributes. If the corrections to Unit 1 were made and the text included a more racially and gender-balanced focus, then it would be superior to traditional textbooks.
One final note: the addition of review questions at the end of each module are great, in theory, but almost all of the multiple choice questions require only simple recall from students. Including questions higher up on Bloom's taxonomy would demonstrate to students that they are expected to synthesize, apply, and otherwise critically think about the material.
Reviewed by Grace Murray, Professor, Tidewater Community College on 6/20/17
This text covers most ideas, however not always fully. Already, within the first 6 chapters, I have noticed many small, yet still important concepts that are not discussed. For instance: Hydrolysis and dehydration reactions are not discussed. ... read more
This text covers most ideas, however not always fully. Already, within the first 6 chapters, I have noticed many small, yet still important concepts that are not discussed. For instance: Hydrolysis and dehydration reactions are not discussed. The wording is used in a few places, but there is no defining section describing water's role in chemical bonds, which is relevant in many further concepts in the book. Other important concepts that are missing, or not fully included, are Salts/electrolytes and Redox reactions. Also ATP/ADP are barely covered. These are crucial concepts necessary to the understanding of following concepts.
It is understood that this is a book for non-majors, however, this is not quite comprehensive enough for a college-level non-majors biology course.
I am pleased to see a glossary of terms after each chapter. This is very useful for students.
I have not noticed any errors, or blatantly incorrect information. The only small inaccuracy I found is that electrolyes dissolve in water. Salts dissolve in water, releasing electrolytes (ions). These do not further dissolve.
This textbook is basic enough that the information can remain relevant for many years. Most of this information is general concepts which haven't changed, nor are likely to change for many years.
I think the clarity is great. It stays easy to read and comprehend for a non-majors level. The only problem I see is use of words such as hydrolysis/dehydration and oxidation/reduction, with no formal discussion defining these words. The context they are used in is not enough to derive an understanding of the words.
I have noticed no issues in terms of consistency and framework. There is a nice flow to the information.
All chapters are well divided into small concept chunks with appropriate subheadings. This makes it easy to direct students to what to read, verses what can be skipped, as well as allowing students to properly chunk notes taken from reading.
The topics have a logical and meaningful flow, which is very well organized.
On the computers and devises I have used, I have noted no problems with interface. I know that my students are viewing the text in many forms, including tablets and smartphones, from which I have heard of no problems.
I have yet to see a grammatical errors.
I feel that there are many references and examples to biological situations, none of which I have noted any insensitivity or offensiveness. Most don't lend themselves to inclusiveness issues.
Overall the book is well-done, and a blessing to be able to provide to students for free. I feel it just needs a bit more information added to it to round it out fully, and make it appropriate for a college level biology course.
Reviewed by Michelle Donaghy Cannon, Instructor, Linn-Benton Community College on 6/20/17
This book covers most topics addressed in non-major 100-level biology survey courses. The one subject area that I teach at the 100-level that is not covered in this book is ‘Plant Structure and Function’. Therefore, I must use the 200-level... read more
This book covers most topics addressed in non-major 100-level biology survey courses. The one subject area that I teach at the 100-level that is not covered in this book is ‘Plant Structure and Function’. Therefore, I must use the 200-level version of this text, Openstax Biology for that course. That is unfortunate because much of the Biology textbook is too detailed and technical for a non-major 10-week course.
Nevertheless, this book provides clear and accessible text on the subject areas that it covers. Each chapter provides a glossary of key terms and a few review and critical thinking questions.
One significant drawback to this book is that wide-ranging and sometimes disparate topics are groups together into a single chapter. For example, Chapter 13: Diversity of Microbes, Fungi, and Protists comprise a single chapter so that members of each domain/kingdom are provided very little coverage. This is the case for much of the book’s subject areas. ‘Population and Community Ecology’ also are grouped into a single chapter, which means neither is covered particularly well.
This lack of coverage means that not all topics that are introduced are given enough text space and/or supporting figures for students to understand them. Chapter 16, The Body’s Systems covers 6 major topics areas of human A&P. Because this book should not be used as a substitute for a dedicated A&P textbook, that is not too much of a problem. However, some topics probably should not have been broached in this textbook. In sections 16.5 and 16.6, muscle contractions and neuron action potentials are briefly described. Yet, neither of the descriptions of these complex processes are supported by images. Decent, Creative Commons images do exist for these processes because I use the images from the Openstax ‘Biology’ in my 100-level course. The books share many of the same illustrations so I don’t know why these were omitted from this textbook. If it deemed that these processes are too complex for non-major biology courses, then students would be better served by not having the topics covered at all than trying to puzzle out how depolarization works or how sarcomeres shorten in skeletal muscles without an illustration. There is a video embedded within this section that does describe the process but very few students utilize these links. Fortunately, the immune system is given its own chapter in this book and provides a good basic overview of the components.
I have not encountered serious issues in the accuracy or bias of topics that I cover. The brevity makes some topics difficult to understand. Broken links are probably the most significant accuracy issues comes from the extensive use of links to outside learning resources. Even those that point to resources located on the Openstax site sometimes do not work or are not supported. However, the website has a good Errata section that you can submit errors and broken links to. These appeared to be addressed relatively quickly and editors provide a table in which the status of the reported errors or broken link is available. I have checked this table when I find a link that does not work to see if it has been reported.
As an instructor of non-major biology classes, I am particularly concerned with the take-home messages that students will carry with them long after they leave my classroom. This textbook provides many good examples of concepts and processes that are relevant to non-major biology students. The section on Genetic Engineering (Chapter 10, Bioengineering) provides a section on the application of genetic engineering and GMOs, a topic that students have many misconceptions about. Some updates are needed; for example, there is a brief overview of the one-child policy in China, which needs to be updated. The paragraph in the book can be a good introduction that encourages discussion on why this policy changed.
However, the brevity of the text means that a lot of concepts are introduced but not explained enough for students to understand their relevance. For example, the process and consequences of eutrophication and ocean acidification could be expanded, and while I believe that my role is fleshing out these topics is critical, these topics are so important and relevant that they should get better coverage in the textbook. Ocean acidification is not covered in Chapter 21, Conservation and Biodiversity under the heading of Climate Change. In fact, I could find not find the term ocean acidification in the most recent online version of the site (06/17). One of the chief strengths of this book is that is editable so can be easily updated. The downside is that it is not clear to students who purchase used versions of the hard copy that changes have been made. The Openstax website provides excellent documentation of changes that have been made to the textbook, but instructors must help students understand how this textbook works so that students are not frustrated. I use a hard copy that is a few years old so I am careful to consult the online version and update my PDF versions on a regular basis.
The clarity of the prose is excellent and is written at a level that is appropriate for lower-division undergraduate students. It is very difficult to explain complex terms and concepts to a non-major audience and many of these students do not have strong reading comprehension skills.
As I noted above in the Comprehensiveness section, adding a few more illustrations that support the text would be useful.
This book had many contributors, but it is consistent in both layout and prose. That is important because we cover most of the chapters in this book in our non-majors biology series. Importantly, formatting is consistent throughout the book in all versions.
The modularity of this books works well for me because it is easy to assign reading by sections. The sections can be read in isolation but it is easy to assign one section in another chapter that will provide context.
It is important that if you prefer using a hard copy of the book that you assign reading by section rather than by page number, which has no meaning to online readers and may be incorrect for students whose print version came out later or earlier than your version.
This textbook is organized in the same hierarchical way other introductory biology books are organized (atoms --> biosphere). Because we organize our biology series in the same way, this organization works well.
The interface of the book works well and I understood how to navigate the online version quickly. Some students have a difficult time negotiating the online version of the book. About half of the students in my classes who do not fully use the book point to their difficulty navigating it. This apparently is because each section (e.g., 10.2) is a separate page. This should not be a problem as it is easy to move to the previous or next sections by clicking on the navigation buttons. The search function works well with the caveat that you need to hit the enter button to execute the search. Partial words or phrases are fine as long as they are not misspelled. These are the kinds of tips that students need to understand to fully utilize the book. It is worth the time to show students how to navigate the book rather than assume that they will figure it out.
Some of the images are not crisp enough in the hard copy of the book but they are readable. The photos are generally good quality and informative.
The text is well-written and generally error-free. Any errors are easily reportable to the Openstax website.
I have not found evidence of culturally insensitive or offensive material in this book. I would recommend that the book use more examples that help students understand and appreciate the biological significance of the diversity of human traits (e.g., the evolution of lactose tolerance).
I have used this textbook or the Openstax Biology textbook for several terms. I like these books and students are grateful for access to a free textbook. However, we need to understand how students are using these textbooks - or in many cases, not using them. In classes where I have surveyed textbook utilization, between a third and a half of students do not use the textbook or use it very little. The reason that they give the most often is that they prefer to read a hard copy of the book and/or have difficulty navigating the online or PDF versions. A few have technical issues and cannot access the book with older computers.
This issue appears easily rectified by providing a hard copy of the textbook for a nominal cost, which Openstax has done admirably. We stock this textbook in the college bookstore to make it as accessible as possible. I also require the use the online Sapling Learning support system to encourage students to engage with the textbook.
The problem is that the siren song of free means that most students will not purchase the textbook if they can access it for free, even if they are unwilling or unable to read an onscreen version. There is only so much that we can do in this situation but it is important for students and instructors alike to be aware of it. I was an enthusiastic adopter of this technology and it was not until I surveyed the students that I understood the extent of this problem. Much of the value of this textbook is virtually ignored by most students, particularly the embedded links to supporting resources. Almost none of my students access these links, even when I tell them how useful they will be to illustrate difficult concepts. In fact, many students automatically google for information (much of it incorrect or incomplete) rather than use their textbook.
If we want students to use these resources, we need to be very clear that 1) the textbook is an important learning resource, and 2) they are accountable for learning the material. We need to make hard copies available in college bookstores and on reserve at the library. We also must take the time in class to demonstrate how to fully utilize the features of the book. As instructors who were not immersed in technology in our formative years, we often assume that our students are more technically savvy than they are. Most importantly, we need to help students recognize the kind of learners they are so they can use strategies that increase their engagement with these resources and their success in our classes.
Reviewed by Sascha McKeon, Biology Instructor, Blue Mountain Community College on 6/20/17
The book covers a wide range of content appropriate to a non-majors level biology course or survey introduction; with the exception of a few content areas such as evolution and diversity of non living and lower organisms, Plant diversity and... read more
The book covers a wide range of content appropriate to a non-majors level biology course or survey introduction; with the exception of a few content areas such as evolution and diversity of non living and lower organisms, Plant diversity and physiology, and the mammalian sensory system.
For example, the 3 individual chapters (covering Non-living organisms and prokaryotes together, Protists, and Fungi) in our previous textbook were consolidated into one massive chapter. The same occurred with the plant content. What was 5 chapters (evolution & diversity, structure & organization, regulation, and reproduction) was also consolidated into a single (albeit large) chapter. The 5 senses were completely glanced over in the segment off Body systems.
On one hand students appreciated have "less" reading outside of class, however, the lack of additional coverage in the textbook may have been a contributing factor to student success in the first year of adoption. Even with the utilization of the same lecture materials pre and post OER adoption and the same exams being proctored. Students who used the text were under-prepared for the assessments.
One could argue depth required in subject matter, specifically in introductory courses, however, across the department, we felt the lack of coverage in these areas was a disservice to our students. Even though we may have covered the content in lecture, they needed to have additional exposure to the content outside of class to increase their retention of the material.
Our fix: We remixed and revised the Openstax Concepts of Biology textbook with chapters from the Majors "Biology" text (that were trimmed down, removing concepts we thought were beyond the reasonable limits of an introductory course). In the following year, the student success "bounced back" and became comparable to the pre-OER distribution of success.
Content is accurate, error-free and unbiased. It is also clearly worded to aid in student understanding.
With the exception of Chapter 10 (on Biotechnology) the content is up to date and worded to focus on the models of previous scientific processes and the "big picture" generalizations, which will aid in the longevity of the text. As far as Biotechnology goes, that field is rapidly growing due to the advancements in the field, and I could see needing to supplement a paragraph or two within the next 5 years.
Text is clearly worded, concepts are focused on major distinctions and terminology is added in a progressive pace, making it easy for students to build upon. There are also ample examples of concepts which can provide context for student understanding.
The pace and focus of the material is consistent throughout subject matter, this provides student with a regular framework in which to access the material.
Having used this text in a Revise and Remix model, I can attest to the modularity and ease with which we were able to supplement content in a course (and even term) specific manner.
The chapters progress on content appropriately, which enables our year long sequence (over the span of 3 courses) to generally proceed in a linear fashion; with the exception of Unit 6 Ecology being discussed following the unit 4 coverage of plants and plant dynamics.
The books interface and navigation has been seamless for a majority of my interactions. Additionally, the images/charts are high enough quality, that we were able to offer the students an option to purchase a paperback copy purchased for cost of printing only with no distortion to the graphics, even when we opted for black and white, over color printing.
No errors have caught my eye.
The text is written scientifically, without bias, and as a result has no culturally insensitive references. The text and subject matter is focused on a variety of organisms, continents and only addresses races/ethnicity in the context of historical examples, such as the epidemics that broke out after western settlers made content with Native Americas, who had previously seen no exposure to these pathogens. Even then, it is matter of fact and tastefully focused on the concept of immunity.
We have used this text across the entire Biology department for 3 years now, and both students and faculty are happy with it. It is a valuable resource in content matter, accessibility and scale-ability.
Reviewed by Francesca Mellieon-Williams, Associate Professor, Southern University and A&M College on 4/11/17
This text is used for non-majors Biology and I have used it as a textbook replacement for 3 years. It provides a clear and concise survey for the intended audience. Overall, it serves well as a textbook replacement and/or textbook alternative. The... read more
This text is used for non-majors Biology and I have used it as a textbook replacement for 3 years. It provides a clear and concise survey for the intended audience. Overall, it serves well as a textbook replacement and/or textbook alternative. The table of contents allows you to view the sequential topics in each section. Each chapter includes the following sections: Careers in Action, Section Summary, Art Connection, Multiple Choice, Free Response and Glossary. The Careers in Action is a real-world application of science for non-majors; this provides them a glimpse into the field of science. Each of the other sections are reinforcement tools for the students after their readings. The Free Response is also a great prompt for class discussions and discussion boards.
Content is accurate, error-free and unbiased. In some areas, more detail can be added (Chapter 16-Body Systems).
The relevance/longevity is impacted most by the Careers in Action. Those may need to be updated and/or new ones added to keep the field relevant to the readers.
Text is clear and easy to follow for students and faculty. The end of chapter glossary is there to provide clarity of technical terms.
Text is consistent.
The text is easy to read whether the PDF, online or enhanced tablet version. The choice of device does not present any issues to the reader.
The topics are presented in a logical, clear fashion which is similar to the organization of the course I teach. In the Chapter 16, there could be a bit more information on the Body's Systems; currently, I supplement the areas with other resources.
There are not any interface issues I am aware of for myself or my students. I have used the PDF as well as the enhanced version on a tablet and no issues.
Grammar is clear and concise.
It is not culturally insensitive or offensive in any way.
This has been a great resource for students at my institution by providing the content needed to successfully exit their General Biology course requirement. The flexibility of how the student may access/obtain the text is a great value-add. For some being able to print from the PDF or have it accessible to them on their mobile devices or even order a bound-printed copy relives varied levels of stress for them.
Reviewed by Lori Lundine, Lead Instructor, Rogue Community College on 4/11/17
The book has a very easily accessible and complete table of contents. The online book works well in that each chapter title can be clicked on to open a list of the subtitles explaining the topics covered in the sections. The information covered... read more
The book has a very easily accessible and complete table of contents. The online book works well in that each chapter title can be clicked on to open a list of the subtitles explaining the topics covered in the sections.
The information covered in the book is well laid out and covers the all material that should be included in a 100 level biology class.
I didn't find any errors in the books information, nor did the book seem biased in any way.
The material in the book is relevant to anyone who is alive and curious. The way the book accesses internet information is commendable- making it a very desirable addition to any contemporary students collection.
Updates to links may be an issue as time passes, and inclusion of varying emergent technologies or careers. However, that last part has always been true of science materials.
I find the lay out impeccable. It introduces what it is going to talk about then talks about the introduced topics clearly with great graphic support.
The fluidity of the writing is rarely found at this level. The vocabulary appendices at the end of each Chapter make it friendly to all students including ELA.
The pattern of Chapter, subtopic, vocabulary, review and questions is consistent and reliable. A great way for new"ish" students to get used to college level reading.
For the most part, the text is divided nicely with graphics and career information or internet connections. There were a few areas with large blocks of text, but not many.
The dividing graphics and career information are not disruptive because they highlight subjects that are mentioned in the text.
The organizational structure of the book follows a common flow of Biology texts. I thought it was a little off that genetics was discussed before the structure of DNA, RNA and the cell divisions. Those usually help a student comprehend the way the genes separate and recombine during reproduction, thus make for the genetic variances taught.
But, besides that, the flow was perfect.
I noticed no interface issues. The internet book worked perfectly and every movie, link and picture worked well. No visible distortions.
I noticed two areas where the sentences didn't flow well. One was written poorly, but that is not bad percentage wise, compared to the whole book.
The text is not culturally insensitive or offensive in any way. Biology is universal and doesn't make reference to any particular cultures except for bacterial cultures, and as science is based on fact, there are no ill placed opinions about said bacteria. Just perhaps a few less than positive hypotheses.
I am thrilled about the availability of such a high quality and timely resource for lower level biology students. It is engaging where sometimes the science can get dry, and relevant for the students because of its direct tie-ins to careers.
Reviewed by Paul Verrell, Associate Professor, Washington State University on 4/11/17
I was motivated to search for an open-access text for my non-majors class in fall 2016 for two reasons. First, I could not justify a non-major spending around $100 for a book that would be used for one semester. Second, textbooks in all of the... read more
I was motivated to search for an open-access text for my non-majors class in fall 2016 for two reasons. First, I could not justify a non-major spending around $100 for a book that would be used for one semester. Second, textbooks in all of the classes I teach are really recommended supplements to the other materials I make available, not required reading. And so I used OpenStax’s Concepts of Biology, a text intended for non-biology majors.
This text is quite exhaustive in coverage (a stronger word than comprehensive) – no major areas of the subject are omitted. This means it contains too much material for a single-semester course. In addition, I think it covers the majority of topics in more depth than is needed for non-majors.
These comments need to be put in context. Almost all non-majors texts available in print also include too much breadth and depth. Indeed, many seem written for a mixed majors/non-majors audience, although this is seldom stated. The upside to providing lots of breadth and depth is that the instructor has a lot of material to choose from. The downside is that students may resent paying for pages they don’t use (not a problem with an Openstax text), and become confused when levels of detail given in lectures, labs, and discussions don’t match those in the text. Of course, it is the job of the instructor to guide students to achieving an appropriate level of understanding.
The text appears to be accurate, error-free, and unbiased.
Most of the biology relevant to a non-major doesn’t change much over short(ish) periods of time. And so, for example, the basics of transcription and translation will be the same next year as they are this year. However, Chapter Ten on biotechnology, will need revision and updating, whether by the authors or instructor. For example, I find no discussion of how CRISPR/Cas9 will facilitate gene editing, and so revolutionize agriculture and medicine. I believe it is the instructor’s responsibility to include what may be missing from the text.
One simple strategy to underscore relevance is to include material from newspapers and other (reliable!) media in lectures, labs, and discussions. It is crucial to show non-majors that biology is important to them and to society, and that it moves forward on a truly daily basis.
Biology has its own vocabulary and technical terminology. This can sometimes lead to confusion – my favorite example is use of the concept of a theory. The text certainly uses the language of biology, and does so in an appropriate fashion. Glossaries of terms are included, although I cannot find an index.
In addition to diagrams, which are well constructed, there are questions that require some critical and synthetic thought scattered through the text.
The book includes chapter summaries and sample questions (multiple choice and short answer, the latter called Free Response. These questions are not as numerous as in most of the print books I am familiar with.
The level of consistency of terminology and framework is high.
The text is organized into six units within which there are multiple chapters. For example, Chapter Two of Unit One deals with the Chemistry of Life. Just because students don’t like chemistry is no reason to omit the subject, but this chapter nicely illustrates how parts of the text provide more detail than some may think is necessary. That said, it does prepare the student for detailed treatments of cellular respiration and photosynthesis to come – if the instructor deems such detailed treatments to be appropriate.
The ordering of the Units, and that of chapters within units, does not follow the order I use in my class. For example, I deal with evolution in the first two weeks of the semester, as I believe it to be the lens through which all of biology should be viewed. The text waits until Unit Four to present Evolution and the Diversity of Life. However, Units and Chapters can be organized in a way that preserves flow and connectedness as per an instructor's requirements.
There are many stories that can be told about biology, and no one story is necessarily better than any other. The text tells a story that is different from mine, and so the organization of my class and the text do not match. The organization of the text is certainly logical and clear – it’s just not how I would organize it. I don’t consider this to a big problem.
The text is easy to use, and includes clear and relevant artwork and video clips. Specific chapters are easily accessible through the Contents function - an index would be nice (I can't find one).
Additional on-line resources are available to the instructor, including but not limited to test questions and PowerPoint slides (I choose not to use these, but they are just fine).
If there are any grammatical errors (and I didn’t notice any) then they are minor, as are any typos.
I find nothing insensitive or offensive in terms of gender, ethnicity, and background.
I believe that Concepts of Biology is an excellent text for a non-majors biology class. It is accessible, nicely up-to-date, and covers relevant topics. And, of course, it is free unless one chooses to make a donation.
I provided students in my class with a survey to determine their opinions of the book. Only two of 216 first-year students used the text regularly, with 30% saying that they used it at least occasionally. This is a disappointingly low number. While students were not required to complete end-of-section questions, 40% who used the text made use of those questions. I am pleased by this level of initiative.
As expected, most students (59%) found the material in the text to be more detailed than my lectures; most of the remaining students (33%) said that the text and lectures were comparable. The majority of students found the book at least somewhat connected with my lectures (88%) and at least somewhat useful overall (86%).
I asked about whether the book should be used again. Most students (64%) said that it should remain as recommended – 16% said it should be required. Of the remaining students, 10% responded that no text is necessary, and 10% wanted access to a ‘conventional’ book-store text.
Most students gave replies that I expected, for the most part. The book was judged to be useful and well-connected with my lectures, although more detailed. The majority view was that the text should be recommended in the future, a position with which I agree.
Reviewed by Pamela Thinesen, Instructor, Century College on 2/8/17
Very comprehensive and good glossary and index, as good as any of the many other texts I've seen. Not sure if index could use some work -- for example, I could not find any reference to respiration, cellular respiration, aerobic respiration; yet,... read more
Very comprehensive and good glossary and index, as good as any of the many other texts I've seen. Not sure if index could use some work -- for example, I could not find any reference to respiration, cellular respiration, aerobic respiration; yet, anaerobic respiration is listed.
One thing that bothers me is Fig 1.11 -- it seems to be telling reader that Carl Woese's phylogenetic tree is accepted as present-day evolutionary groupings. For example, Eukarya should list Plants, Animals, Fungi, Protista, rather than slime molds, ciliates, flagellates, etc.
Content appears to be up-to-date, except for that phylogenetic tree in Ch 1--it's okay that it's the original one from Woese, but there should be an explanation that it's not up-to-date. I believe necessary updates will be easy to make.
Not sure if it's just the font being so small, but it does have a very wordy, slightly tedious flow to it. However, the animations that are built in are very good.
I do find that the text is consistent in regard to terminology and organization.
The text is done well in regard to smaller reading sections but still has a very wordy feel to it; perhaps a larger font and more visuals would help.
Excellent organization and flow
I found no navigation problems or distortion of images/charts
Saw no indication of culturally insensitivity or offensiveness.
My students have used this text with WileyPlus for about two years now and I can't recall one complaint, whereas there were complaints about every expensive text used before that -- and I've been teaching since 2000.
Reviewed by Ai Wen, Adjunct Professor, University of Northern Iowa on 2/8/17
Overall, I found this textbook covers the basic topics and concepts you can find in a classic biology textbook; it also provides information from recent publications pertaining to biomedicine and climate issues which can be interesting to... read more
Overall, I found this textbook covers the basic topics and concepts you can find in a classic biology textbook; it also provides information from recent publications pertaining to biomedicine and climate issues which can be interesting to non-major students. I am planning to use this book next semester, and I think it will be a good textbook for me to outline my lectures, and for students to read relevant chapters before they come to lectures. The online version is especially handy because of the search function, as well as the links to outside information sources. The links to some hand-on modules seem very interesting and will be easily used to develop assignment questions. I think for a non-major biology class, it is essential to use stories, controversies and novel technological development to attract students so they can find biology is actually relevant to their everyday lives, and overcome some students’ science-phobia. The “concepts in action” and “career in action” modules in this textbook provides interesting material for students to understand how biology is linked to social science, epidemiology etc. Although, I think for instructors who want to cover more in-depth information on certain chapters (such as climate change in the “Treats to Biodiversity” section), this textbook may not be sufficient and some additional reading material is necessary. This is true for other non-major biology textbooks (not open access).
I found the textbook to be accurate on the major concepts and current development in many fields of biology. There are many controversial issues in biology that different instructors might find they do not agree with the information provided by this textbook (especially those sections to do with taxonomy and phylogeny), but I did not find major conflicts. I do have several minor issues (after reading Unit 4,5,6): Section 12.1 “Taxonomy is the science of naming and grouping…… A hierarchical system has levels and each group at one of the levels includes groups at the next lowest level, so that at the lowest level each member belongs to a series of nested groups”. Shouldn’t the “lowest” be “highest” instead? I guess it depends on whether the authors consider Domain as the lowest or the highest level of taxonomy. I always consider Domain as the highest level and therefore each group at one of the levels includes groups at the next highest level. I found this paragraph a little confusing. Maybe it can be clarified by referring to the figure and have a better definition of what “lowest” and “highest” is. Section 12.2 in “Molecular Comparisons”: …To determine the relationships between very different species such as Eukarya and Archaea…” I recommend change it to “very different taxa” Section 12.2 Figure 4. Lancelet shouldn’t be included in the clade Vertebrata
Information in this textbook stays relatively up-to-date. Although there are a few places where I think the authors should have provided references for the readers to know where the information is from and how recent the sources are. For example, in chapter 13.3 about Protista, the textbook describes a six-Supergroup classification system in Protista (Figure 3). Since the phylogeny and classification of Protista is a very controversial topic (as the textbook also mentioned), it is important for the readers to know where and when this classification system was developed, and whether there are alternative systems use (as most other textbooks are using a system with five Supergroups). Another similar example is in chapter 13.4 when the authors talk about the classification of fungi, the old and new classification system were both introduced but not clearly cited. If the textbook will be updated by authors and other contributors, it is important to know where the current text is based on.
Most of the textbook is well written with clear and precise language. However, I do find sometimes the information is too descriptive and not in-depth enough. For example, in the introduction of chapter 20, the textbook provides an example of an ecosystem. It introduces the oak-pine barren as a nutrient-poor, fire frequent ecosystem, and talked about what researchers study in such ecosystems (the movement of resources). The text ends here, and if I were a student who is reading the textbook, I would like to continue to read more information about this ecosystem and how the Karner blue butterfly and wild lupine (shown in the pictures) have adapted to it, which is a very nice example to show student that not only nutrient rich ecosystems are important, but even ecosystems with restricted resources can support unique biodiversity. Similarly, in the introduction of chapter 12, the textbook uses a bee and an Echinacea flower as an example to demonstrate a bee and a flower can be related. I assume the authors were suggesting the co-evolution of Echinacea and pollinators and how phylogenetically flowers became diverse, but I am not sure (they might be referring to the fact that both of them are in Domain Eukarya), and nowhere could students find answers to this example. Other minor issues: Chapter 13.4 Fungal Diversity: This section talks about an older, four major groups classification system (which were listed and shown in Figure 5), but the textbook also indicates a fifth division (a polyphyletic, unrelated fungus group) and a sixth group (which does not fit with any previous groups). The last two groups were not very clearly named and I think it is very confusing. I recommend revise the text to lay out the four traditional groups, and then introduce the two new groups (with names indicated).
The textbook is consistent in terms of taxonomy and biological terminology.
This textbook can be easily divided into sections and used independently. Some of the later chapters, such as the Evolution and Diversity of Life and Animal Structure and Function, do use information from earlier cell and genetics related chapters (such as what is ribosomal RNA). But I think in the online version, the search box is very useful for students and instructors to locate the definition of unfamiliar terms. Students should be able to read these later chapters even if the instructor skips the molecular biology and cell biology sections. This is especially helpful if the instructor is teaching a non-major class not aiming to cover the entire scope of biology, but only focusing on conservation biology, global change biology, etc.
1. The information arrangement in this book follows a structure that is commonly adapted by biology textbooks, especially books for non-majors. In the first chapter, the book starts with providing definition of “life”, and introduces the levels of biological terms and the concept of taxonomy. It also introduces different foci of biology studies and how it is related to other areas in science. I think for instructors who may want to skip some chapters to go to a specific topic in biology, this first chapter provides a functional overarching introduction of the book. The book then divided into cell biology, molecular biology, evolution/diversity, animal structure/function, ecology/conservation biology chapters, which again is a very typical outline for non-major biology books. My non-major class follows the same structure so it works well for me. 2. I find the “Summary” at the beginning of each chapter very helpful for students to understand the layout of information in each chapter.
I mostly used the online version of this textbook to do this review, and I found the links to images and outside websites in this textbook function very well. One issue I have encountered is that the online version of the textbook mostly uses gradually reduced fonts of titles to distinguish the different levels of information within a chapter, and the difference between these fonts are not very obvious. Sometimes I get confused whether I am reading text pertaining to a new topic, or it is still within the previous section. For example, in section 13.4, the textbook lists Fungal Diversity, Pathogenic Fungi, Plant Parasites and Pathogens, Animal and Human Parasites and Pathogens and Beneficial Fungi. I assume the layout of information is Fungal Diversity Pathogenic Fungi Plant Parasites and Pathogens Animal and Human Parasites and Pathogens Beneficial Fungi But it is very hard to tell while reading the webpage because the fonts of these titles are hard to distinguish. Another example is in chapter 13.1, the Beneficial Prokaryotes have the following topics: Prokaryotes, and Food and Beverages; Using Prokaryotes to Clean up Our Planet: Bioremediation; and Prokaryotes in and on the Body. The last topic’s title should have the same font as the former two topics, but currently it has a smaller font, which makes it seem like the last topic is nesting in the “Using Prokaryotes to Clean up Our Planet” section. I recommend in addition to gradually reduced fonts, the authors can consider to use other ways (such as different colors, shades, italicized fonts or bold letters) to better distinguish the information nested within a specific topic.
I did not notice grammatical errors.
I did not find any cultural insensitive or offensive information
I believe open access is the future of textbooks. The merit of this textbook is the free access and its flexibility to be modified. And yet it is peer reviewed by many contributors and users. The web based multimedia interface adds a lot of tools that make this an interesting textbook for non-major biology students.
Reviewed by Michael Manzella, Postdoctoral Researcher, Colorado State University on 12/5/16
This book was surprisingly comprehensive. Never using an open textbook, prior to Concepts of Biology, I had anticipated a truncated and therefore non-comprehensive textbook. However, I believe that all major concepts were covered. I primarily... read more
This book was surprisingly comprehensive. Never using an open textbook, prior to Concepts of Biology, I had anticipated a truncated and therefore non-comprehensive textbook. However, I believe that all major concepts were covered. I primarily focused on the microbiology and ecology sections. While the depth of coverage is some sections is lacking, by which I mean things aren't covered ad nauseum, this could easily be supplemented in the classroom.
Many microbiology textbooks spend far too much time focusing on every phylogenetic group, while this book chooses not to do so. I believe this is beneficial to avoid memorization. Focus on specific groups during class time, if you wish to.
I believe the content withing this book is accurate and error-free.
The content within this textbook is relevant and will be long-lasting, while lacking in the discussion of recent discoveries in each field. Whether this is a strategy by the authors or not, I cannot tell. This will increase the longevity of the text while putting the pressure on the instructor(s) to locate and present recent work in the field. Perhaps a small section at the end of each chapter addressing this would be helpful.
From what I have read, this book is quite clear. The use of jargon is a necessity in a lot of chapters, but these words are explained within the text in most cases and there is also a section at the end of each chapter for definitions. Well done.
I believe the work within the textbook is consistent, I noticed little in terms of changing framework by chapter or section.
I believe the modularity of this book is sufficient. Chapters themselves are modules and each is subdivided into several sections.
Based on my reading of this textbook I believe the flow of organization is clear. However, as an instructor, it is possible that I am making connections between materials that would be lost on students. Until using this textbook in a real-world situation with students, I would be hesitant to make a declaration regarding the flow of each chapter.
"Concepts of Biology" appears to be free of interface issues. I did not take time to verify that each hyperlink within the text was accurate, but the links I clicked to access online multi-media seemed to function.
During my reading I noticed few to no distracting grammatical errors within the text.
I believe this textbook represents a standard biology textbook in terms of the cultural relevance. Evolution is discussed within this textbook, so that may be insensitive to some students based on their religious ideas and relationship to their scientific studies.
The use of multimedia components helps to break up the text and engage students.
At the end of each chapter there are questions to assess understanding. However, some questions are true/false and are mere memorization. This, while necessary in quick review questions, aren't particularly engaging. Luckily, there are "critical thinking problems" within each chapter that can help students think a bit deeper.
"By the end of this section" is an asset because it tells students what they should focus on. Some of them were to "understand..." - which is difficult for students to prove.
Within Chapter 1 the text addresses the difference between theories and hypotheses. Within Chapter 11, the misconceptions regarding these two terms are explained in terms of the theory of evolution. I believe a note (within Chapter 1) directing students to Chapter 11, or including the misconceptions in Chapter 1, would be helpful.
Snippets of "appropriate jobs" are interjected in each chapter. This, while a bit unconventional, provides a framework for students asking "when will I use this outside of class?".
Within this textbook there is not much in the way of actual data to interpret or used as examples. This is not a large detriment, as long as the instructor takes time to provide students with case-studies and/or opportunities to interpret and create plots.
Reviewed by Susan Spencer, Faculty, Mt Hood Community College on 12/5/16
Overall, the text is nicely comprehensive. There are a few areas of weakness, such as the following: The ecology section does not begin with an overview of ecology, which I believe is a weakness. I would like to see a general description of the... read more
Overall, the text is nicely comprehensive. There are a few areas of weakness, such as the following: The ecology section does not begin with an overview of ecology, which I believe is a weakness. I would like to see a general description of the parts of a plant at the beginning of the section on plants (Chpt 14) I would like to see answers to the questions ("Art Connection" and end of chapter "Review Questions") available, but perhaps that is in the instructor support materials. I have not had a chance to take a look at those yet.
The text appears accurate and unbiased, I did not note any inaccuracies. The lack of bias is significant considering that this material touches on many culturally sensitive issues.
The examples used seem quite relevant and applicable. While current and up to date, they should still be relevant for a significant time.
The material is clear and concise. At times it was in a format different from what I am accustomed to seeing, which took some adaptation and additional thought. That does not mean it would be a detriment to students, who typically do not have preconceived ideas about content. Chpt 19, for example, is not in a format which I am familiar with and would take some adjusting to on my part.
The text appears to be quite consistent internally in terms of terminology and framework.
The modularity of the text is good. It should be quite practical to assign smaller reading assignments which will fit and complement the whole. For courses that do not cover the entire contents of the book in one term, this is a nice advantage.
the organization, structure, and flow of the material topics is logical.
I had few problems with navigation and the images/charts and other display features loaded cleanly and without issue. All the links which I tried opened easily and without issue. I like the external links a lot. Sending students, for example, to the USDA Forest Service site and similar locations will stimulate them to continue exploring and learning on their own. One down side is that in order to view the images for the review questions, one needs to click on a link. If a student has printed the materials, this will not work for them. However, I am guessing that the printed version of this text would include the images as well.
The grammar is accurate and consistent, I noticed no errors.
I did not find any of the material to be culturally insensitive or offensive and I doubt my students would either. Excellent selection of examples.
I look forward to exploring the instructor support materials. That has been a major impediment in the past to my adoption of an OER.
Reviewed by Lyn Countryman, Professor, University of Northern Iowa on 12/5/16
This textbook covers the important topics found in a general biology textbook. I teach an introductory biology course and this textbook covers the critical topics with clarity and detail. I was impressed by the text's presentation of topics and... read more
This textbook covers the important topics found in a general biology textbook. I teach an introductory biology course and this textbook covers the critical topics with clarity and detail. I was impressed by the text's presentation of topics and the ease with which one can find important concepts in the chapter by chapter glossary. Many of my students are incoming freshmen and they will find this book refreshing and understandable. Historical contexts are given when needed and tied closely to the concepts to help the reader gain an understanding of scientific principles.
The content is accurate and understandable. I found no content inconsistencies. The authors provide the detail when detail is needed and clearly articulate the explanations of the concepts.
The content is up-to-date and covers current biodiversity issues and problems. The information is organized such that updates will easily be accomplished.
Besides for its comprehensiveness the next best aspect of this text is its clarity. My freshman students will not find this a difficult read. The scientific concepts and terminology are presented with just enough detail to make it understandable and not overwhelming.
Each chapter is structured the same way. Students will know what to expect and can easily follow the links to visual representations of the biological concepts.
The text is split into easily read sections. The text's design allows me to schedule students readings around my class activities and experiments. To reorganize this book to fit your class can be done with ease with how the text is organized.
The topics are presented in a logical fashion. Each chapter has an organizing introduction and the topics flow from this organization. Each chapter fits together seamlessly.
The texts illiustrations are clear, the web links and supporting materials provide addtional support and are free of any interface issues.
The text contains no grammatical errors
Material was presented in culturally sensitive ways and presented non-biased representations in the artwork, web links, and illustrations.
I am excited to use this text in my class and to modify it to fit my class.
Reviewed by Nathan Hovekamp, Instructor of Biology, Central Oregon Community College on 8/21/16
Concepts of Biology is an effectively comprehensive textbook for the non-major. It covers molecular and cellular biology, genetics and DNA, evolution and diversity, animal structure and function, and ecology. A good example of its inclusion of the... read more
Concepts of Biology is an effectively comprehensive textbook for the non-major. It covers molecular and cellular biology, genetics and DNA, evolution and diversity, animal structure and function, and ecology. A good example of its inclusion of the appropriate level of detail is provided by chapters 4 & 5 on cellular metabolism. These can be difficult topics when one gets too deep into the weeds, but this text does a good job of providing enough detail to flesh out the concepts while keeping primarily to the bigger significance of energy capture, conversions, and release. Another example is provided by chapters 6 & 7 which provide a carefully considered and appropriately detailed discussion of the different types of cell division.
There are some areas where some reconsideration in regard to comprehensiveness might improve the text. The absence of a discussion on the origin and history of life on earth was surprising and could be included in chapter 11 or 12 - including moving the geological time scale there from appendix A3. The section on the diversity of angiosperms, toward the end of chapter 14, was given somewhat short shrift. In chapter 20 in the section on biogeochemical cycles: at this level, there may be limited value in including phosphorus and sulfur cycles in addition to the others.
The content of the text was generally free of inaccuracies and bias. In the legend to figure 7.4, the cell illustrated at metaphase I actually has a chromosome number of n=4, not n=2 as indicated.
The content reflects current thinking and important issues in biology. For example, in chapter 11, section 11.5 is a very strong, relevant, and interesting discussion on "Common Misconceptions about Evolution." In chapters 1 and 12 reference is made to domains, as taxa broader than kingdoms. Chapter 13 contains a great treatment on "The Antibiotic Crisis." The discussion in chapter 19 on the one-child policy in China may need updating, given recent developments there.
Writing is generally clear and unambiguous. Figures are appropriately detailed without being too busy, nicely illustrated, and accompanied by legends with just the right amount of explanation without duplicating content in the text.
Some suggestions on clarity: Figure 2.15: illustrate the monosaccharides in their ring forms rather than straight-chain forms. Section 3.5 on passive transport could be organized better. Chapter 9 could use a simple figure illustrating prokaryotic gene regulation (in addition to the eukaryotic one provided). Figure 14.2: the symbols for adult gametophyte and adult sporophyte could be more clear. Chapter 16: the discussion of the digestive system would be enhanced at this level by the inclusion of the terms macro- and micronutrients. Unit 5, chapters 16-18 on different body systems only focuses on human a&p (except for reproduction, where comparative information across phyla is included). This unit might be enhanced by the inclusion of at least brief comparative information across phyla in regard to the other body systems (though this is touched upon in chapter 15 on animal diversity). Appendix A is redundant; the periodic table of elements is already included in chapter 2. Appendix A2 is confusing and ineffective, and redundant of appendix A3. Appendix A3, the geological time scale should be enlarged and should clearly identify "era," "period," and "epoch" divisions - and should be moved to chapter 11 or 12.
The text is consistent throughout in terms of terminology and organization.
The text is organized into 6 units, broken into 21 chapters. Chapters are broken into between 2 to 6 sections, listed up front in a chapter outline. Each chapter section has a short list of outcomes at the beginning. Key terms are defined at the end of each chapter. There is a chapter summary at the end of each chapter. There are review and critical thinking questions at the end of each chapter. This modularity provides an effective organization and consistent alignment without disrupting flow.
Topics are covered in a logical order. Content is organized into 21 chapters grouped into 6 units. (The unit-level organization is presented in the table of contents but not evident in the body of the text.) The order of topics makes sense sequentially: from subcellular and cellular structure and function to cell division and DNA to evolution to diversity/taxonomic survey of life to animal body systems to ecology. Units 2 & 3 could be combined into a single unit - perhaps something like, "The Continuity of Life."
The text has an effective interface that results in ease of use for the reader.
The text is free of errors in grammar.
The text is not insensitive or offensive.
Very nice, comprehensive, accurate, relevant, clear, consistent, organized, well-written text! Thank you for the opportunity to review it.
Reviewed by Brenda Leady, Lecturer, University of Toledo on 8/21/16
The text provides an excellent overview of biology. From a basic chemistry to ecology, it's all there. The level of coverage varies somewhat. I found the cellular respiration material to intense but the human physiology material very light. ... read more
The text provides an excellent overview of biology. From a basic chemistry to ecology, it's all there. The level of coverage varies somewhat. I found the cellular respiration material to intense but the human physiology material very light. There is a glossary of terms at the end of each chapter and a comprehensive index at the end of the book.
I did not find any information I thought was inaccurate, in error or biased.
The content is currently up-to-date. As with any science book, updates will be needed as our knowledge progresses. However, at a non-majors level this is not as crucial as a majors intro or upper level majors course. The digital nature of the text should make updates easy.
The text is clearly written. Terms are clearly defined. The level of terminology varies from chapter to chapter probably due to different authorship.
The framework of the chapters are very consistent. The writing style and depth of coverage is not as consistent. The chapter on cellular respiration is quite detailed for a non-majors course. On the other hand, the chapter on human physiology covers only the bare essentials.
The text can easily be used as independent chapters. I jump around from one chapter to another in teaching concepts like nutrition in my course. Students do not find that they need to read other chapters to understand the assigned chapter.
The text follows a similar outline of material as other textbooks. If you have used other non-majors textbooks, this will be a comfortable transition.
The text did not have any interface issues that I am aware of. I've tried many of the links and they all worked for me.
The text contains no grammatical errors.
I do not find the text culturally insensitive or offensive in any way.
To me the real value of this text is the Creative Commons license. I can take this text and edit it to make it fit my course. Other publishers offer to select individual chapters or include your material for a price. With this text, I can do all that to any extent I wish for free. I used the text as is for two semesters. Now I am providing a "reading assignment" that students can download based on my edits of this material. I value the freedom and my students love the price.
Reviewed by Shannon Ansley, Biology Instructor, Portland Community College on 1/7/16
This provides an excellent level of detail for a non-majors biology course. Only a couple of areas were lacking (e.g. a very brief overview of membrane structure, and no mention of niche theory when discussing competition). Discussion of... read more
This provides an excellent level of detail for a non-majors biology course. Only a couple of areas were lacking (e.g. a very brief overview of membrane structure, and no mention of niche theory when discussing competition). Discussion of protists and fungi was from the perspective of their relevance to humans rather than a breakdown of their taxonomy, etc., but I think that's appropriate for a non-majors course. There is a glossary of terms at the end of each chapter, and it has a clickable index.
I found one inaccuracy: atomic mass is not the same as mass number, despite what the book says on p.33. That being said, the hard-copy textbook that I currently use makes that mistake as well as several crucial other errors, so this OpenStax book ranks higher in accuracy.
This text uses a combination of tried-and-true classical examples of the kind seen in almost every biology textbook (e.g. sickle cell anemia and other genetic disorders) and more updated examples that younger students may be more familiar with or find more relevant. It appears that updates would be easy to implement.
This was an easy read--a nice conversational style that isn't dry or boring to read. Terms were explained clearly and concisely, and plenty of clarifying examples were given.
This text is consistent, both in the way it is laid out and in the terminology that is used.
Each chapter's sections have multiple subheadings, making the information easy to digest in small chunks. Sections are not overly long.
This text is organized very well. It is written in such a way that one section flows logically into the next section, both within a chapter and between chapters. Each chapter is organized in the same way, making the text easier to navigate as students move through the text.
The only issue that I noted was that because of the placement of some figures, there were a few pages that had one or two lines of text on them, and then the rest of the page was white space, before the figure would appear on the next page. I feel that the spacing could have been managed better to avoid the wasted space.
I found no grammatical or spelling errors.
Many of the examples were the old standards. It would be nice to see an example of a genetic mutation other than sickle cell anemia (the go-to example of all biology texts!), or at least a more in-depth discussion about how different ethnic groups have different probabilities of certain genetic disorders. Otherwise, the examples seemed to be adequately diverse. There is a great discussion of the value of science in chapter 1.
There are lots of figures--not always the most sophisticated diagrams but they are functional and easy to read. There are also links to animations, simulations, and videos, so that students can engage with the material in more ways than just reading it. The authors also included attention-grabbing boxes titled "careers in action", "evolution in action", etc., to give more real-world context to the concepts being covered.
Overall, this text is as good, if not better, than the one I am currently using to teach my course. It would be suitable for any non-majors biology course.
Reviewed by Sarah Sletten, Associate Professor, Mayville State University on 1/7/16
This text covers all the material that is generally covered in a non-major's biology course. It is broken down into six units: (1) Cellular Foundation of Life, (2) Cell Division and Genetics, (3) Molecular Biology and Biotechnology, (4) Evolution... read more
This text covers all the material that is generally covered in a non-major's biology course. It is broken down into six units: (1) Cellular Foundation of Life, (2) Cell Division and Genetics, (3) Molecular Biology and Biotechnology, (4) Evolution and Diversity of Life, (5) Animal Structure and Function, and (6) Ecology. Each unit has several chapters covering the major concepts within. It has a clickable Table of Contents that is very user friendly and quickly moves readers through the text to their desired location without scrolling. There is also a Glossary provided at the end of each chapter with key terms as well as a document containing the Glossary entries for all chapters a separate document that students can download.
As far as I can tell, content in the text is accurate and unbiased.
The content in the text is current. There are a few pictures that do not load every now-and-then, but there is alternative text provided for each image so readers know what the image is supposed to show. There are several links provided throughout the text to outside activities and resources, and the ones that I have tried have all been working links.
Biology content is pretty well-understood, so the text exhibits longevity. The biotechnology chapter introduces different technologies and how they work without getting too specific in a way that it may become quickly outdated. Again, this is a non-major's text, so the molecular technologies content is brief.
The language used in the text is appropriate and easy to read. There are Glossaries provided at the end of each chapter with key terms and definitions. Terms are clearly described in the text as well as in the Glossary. Verbiage is appropriate for college students who are not science majors. Examples are often given to clarify a definition or concept.
Terminology is consistent throughout the text. All sections within chapters follow the same format with text and figures, links to outside activities and/or resources, and review questions with answers. Every section has the same general look and flow.
The text is VERY easy to divide into smaller sections for assigned readings as each section has its own web address. Links for each section can be posted for students. Once at any of the sections of the book, students can access the Contents at the top of the page to migrate to any other section of the book. Additionally, most of the sections have downloadable PDF files of just that section that can be easily disseminated to students.
The units, chapters, and sections are organized similar to all publisher-created biology texts I have seen and used. I feel the content, often images, in each section, however, can be a little haphazard. For the most part each section flows in a logical, clear fashion, but every now-and-then a topic is discussed that is at a much deeper level then needed for a non-major's course, which may discourage students who are trying to understand a topic they have little knowledge or motivation to learn.
The text interface does not have any navigation problems that I am aware of. All links that I have tried work, navigation between sections works well and is easy to understand, and all images (only a couple did not load) and graphs are clear and non-distorted. The sides of the text are free from distractions.
No grammatical errors that I am aware of.
The text is not culturally insensitive. The examples use non-human organisms.
This is an excellent text to use for a non-major's biology course. It has many options for you to incorporate in your course including additional resources from other sites. It also has pre-made PowerPoint presentations for each chapter. The presentations contain all of the images from the chapter and can easily be edited to fit your needs.
Reviewed by Irving Allen, Assistant Professor, Virginia Tech on 6/10/15
Overall, this textbook offers a nice balance between the different topics and explains very complex biological phenomena in a comprehensive, yet not intimidating manner for non-biology majors. The textbook is well designed for students with... read more
Overall, this textbook offers a nice balance between the different topics and explains very complex biological phenomena in a comprehensive, yet not intimidating manner for non-biology majors. The textbook is well designed for students with limited biology background. The book is well organized and the table of contents is through to allow students to quickly view the topics covered. The key terms and review questions at the end of each chapter are excellent. Students also have access to the answers to the review questions; however, these answers are a bit difficult to read in the paragraph format and should be organized as a list. The “Concepts in Action” links were also very helpful to reinforce the material and prove additional information. The “Career in Action” section is a very nice addition to place the content into perspective and enlighten the target audience about the different types of careers that are available.
Content Accuracy rating: 3
Overall, the text is accurate. There are many areas throughout the textbook were the authors appear to have sacrificed some accuracy or omitted information for brevity. These omissions were likely an attempt to improve the “readability” of the text for the target audience of non-major biology students. In many cases, this issue could be resolved though modifications to the text. For example, defining technical terms prior to first use, adding additional introductory/background information prior to introducing a complex topic, and taking care to use the simplest, most accurate language possible would reduce some of the potential confusion. In several cases, the figures shown do not accurately reflect the material being presented and appear to be simply “filler” images. When figures are shown, the authors should be sure to include enough information in the text to assist students in putting the figure into context and relating the figure to the text. It would be advisable to select images that better reflect the content of the chapter, rather than simply adding figures for the sake of having a graphic in the Chapter.
The textbook contains current information and up-dated material. As with any science textbook, periodic revisions will be necessary for many of the units. The condensed nature of the material will may reduce the relevance/longevity over time as major paradigms change some of the foundational concepts. But, this argument could be made for any science textbook.
The writing is well done, with minimal jargon. When jargon is used, it is well defined and the meaning is clear. The material is presented in an engaging manner and should hold the students attention. I did notice that the level of details seems to fluctuate from chapter to chapter with some chapters more detailed than others. This is a common occurrence with multi-contributor projects.
The textbook is quite consistent from Chapter-to-Chapter. In general, the terminology and nomenclature is consistent throughout the book.
The format of the Textbook is highly modular. Each Unit/Chapter could stand alone is independent from the textbook as a whole.
The textbook is well organized and flows in a logical manner. The unit and chapter breakdown was very well done and organized appropriately. There appears to be an excess amount of empty space in many of the chapters that significantly disrupts the flow of the material and was a bit distracting. This may be associated with the figure format, but should be corrected. In many cases, I was not sure if I was at the end of the Chapter or if some part of the text was omitted.
The interfaces were either excellent of dismal. The bar codes linking to the various “Concepts in Action” were fantastic and an excellent addition to the textbook to add additional information. Likewise, the inclusion of the Chapter Summaries were highly beneficial. The Review Questions and Critical Thinking questions were excellent and very useful to reinforce the content. However, the “Art Connection” figures, in general, were very low resolution and many appeared blurry and difficult to read. The coloration of these figures should also be improved for contrast. At the end of the Chapter, the Art Concept questions were too basic and were not thought provoking.
I did identify a few minor grammatical errors, but overall the writing and copy editing are well done. The only issues I noted were minor punctuation issues and a few awkward uses of brackets.
No cultural issues were noted in the textbook.
Overall, this is a well assembled textbook that would be highly appropriate for an introductory biology course for non-majors. There are a few issues with image resolution and the authors have sacrificed some accuracy for the sake of brevity. But, this was only a minor concern.
Reviewed by Heather Rissler, Instructor, Riverland Community College on 6/10/15
Concepts of Biology is comprehensive in its scope for an introductory biology textbook with topics ranging from molecules to ecosystems. The textbook content progress from a discussion of the molecular and cellular building blocks of life,... read more
Concepts of Biology is comprehensive in its scope for an introductory biology textbook with topics ranging from molecules to ecosystems. The textbook content progress from a discussion of the molecular and cellular building blocks of life, including a comprehensive discussion of cell structure and function. Current applications are addressed in the section on biotechnology. The topic of evolution is followed by a discussion on biodiversity and ecology. Anatomy and physiology of animals is also included. The sequence of topics is comparable to most general/introductory biology textbooks. The brief summaries provided for key topics can be beneficial in keeping students focused on the main ideas and themes (and each section in the textbook includes a glossary and embedded questions to check understanding). Some sections could be expanded, though, including the section on regulation of gene expression. This section includes a brief comparison of prokaryotic and eukaryotic mechanisms for regulating gene expression but could be expanded to include more comprehensive examples.
I found the content to be accurate, including figures and did not notice an bias in writing or topic coverage.
The content in the textbook is up-to-date. The section on biotechnology, for example, contains a number of examples of applications of recombinant DNA technologies. This is a section that will require updating as technologies progress, but such changes would be easy to implement within the current infrastructure of the textbook.
I do find that the writing is brief and in many sections that is fine and would actually help students focus on key ideas and themes. Overall I would say that the brevity may require instructors to supplement with additional readings (depending on the scope and nature of their individual courses). The content is adequate and consistent. The use of glossaries and questions to help readers gauge understanding are present for each section and questions often accompany figures. Recurring sections such as ‘Evolution in Action’ help tie core themes throughout the textbook and relate the content to current topics in science.
I found the framework and terminology to be consistent. The use of recurring sections ('Evolution in Action', 'Career in Action', and 'Biology in Action') was consistent and engaging for readers. I appreciated the consistent use of glossaries for each section and the addition of questions to help readers gauge their comprehension.
The textbook is well organized. Each major module is broken down into a number of sub-topics. The navigation using the online version of the textbook was nice as each major module breaks down into links for the various sub-topics. You can navigate by clicking 'next' after reading a section or by selecting individual sub-topics. I would find this useful as an instructor when assigning readings to my students.
The organization and flow is comparable to most introductory biology textbooks. The sequence of information is logical starting with a discussion of chemistry and cells and a discussion of evolution that sets the stage for an exploration of biodiversity and ecology.
I found navigation to be user friendly. I did find images difficult to view in the PDF version, but the online version of the textbook had clear images and was easy to navigate.
I didn't notice any major grammatical errors.
I did not find the textbook to be insensitive or offensive.
I enjoyed the format and content of the textbook and would highly consider adopting the textbook for use. I may supplement with additional readings but I do that routinely when using traditional paper versions of introductory biology textbooks. I feel that this textbook is equivalent to many of the books I have used and that it would fit the needs of instructors and students in an introductory biology class.
Reviewed by Bethann Lavoie, Associate Professor, Minnesota State University Mankato on 6/10/15
A non-majors, shorter text cannot comprehensively cover all biology concepts. The book includes all topics covered in my non-majors course although supplementation may be needed (scientific method, human evolution, phylogenetic trees/cladograms,... read more
A non-majors, shorter text cannot comprehensively cover all biology concepts. The book includes all topics covered in my non-majors course although supplementation may be needed (scientific method, human evolution, phylogenetic trees/cladograms, circulatory system musculo-skeletal system). The text had key terms defined at the end of each chapter only; there was no glossary. An index was present.
Content was written accurately although the instructor using the text may need to extend definitions of terms to make them more comprehensive within a single sentence.
Finding topics and terms is straightforward so updating should be efficient. Updates will need to occur since biology knowledge is always growing. Careers related to biology and examples related to life are easy to find using separate boxes or headings.
Explanations sometimes use additional vocabulary that is not defined and may be difficult for a non-majors student. Terms are often defined throughout a paragraph; the one-sentence definition of the term is sometimes missing key pieces of the definition that are usually present later in the paragraph.
The same terms are repeated and applied throughout the relevant chapters and sections of the text. The framework is consistent since text, figures, links to careers, and everyday applications to life are spread throughout each chapter.
The subheadings are appropriate for the amount of text underneath. The text could easily be assigned by chapter or chapter and highest-level subheading. Chapter outlines should include many levels of subheadings so the students and instructor can find or assign smaller sections of text.
The text uses a traditional flow of topics found in biology texts and courses.
Good. Navigation problems and distracting features were not present in the PDF and online versions.
Grammar is adequate.
Offensive text was not found during the review. The examples presented in the text include biology careers, diseases, and the importance of concepts to humans in general. Students may encounter a few of these situations during their lives, making those few situations culturally relevant to students. The text does not specifically use different cultures, races, and backgrounds in examples. Without the perspective of a variety of non-majors biology students, cultural relevance is difficult to gauge.
Reviewed by Brittany Ziegler, Assistant Professor, Minnesota State University Mankato on 6/10/15
I think for the most part the textbook is complete. There are handful of times where I think additional information could be added to supplement the content and make it more relevant for non-majors. For instance, the chapters on body systems could... read more
I think for the most part the textbook is complete. There are handful of times where I think additional information could be added to supplement the content and make it more relevant for non-majors. For instance, the chapters on body systems could include additional information on diseases and disorders. There are numerous times when I think the textbook may be too comprehensive for a non-majors introductory biology course. The textbook provides an effective glossary both at the end of each chapter in the form of key terms at and the end of the textbook. The textbook also provides objectives and practice questions for students to use. Typically, the introduction to the chapters help to explain the overall purpose of the chapter or why certain information is being included or why it is important. The textbook contains more information than can be effectively covered in a semester and more depth in areas than I would go into, however that helps to provide flexibility for instructors since the content is there if certain instructors want to delve into content.
While reviewing this textbook, I did not come across any information that was not accurate, contained errors or was biased.
Although, I do not think the textbook is currently out of date but I think the book could become out of date more quickly than other texts. The textbook does not contain as much “cutting-edge” or new innovations in the fields presented as other textbooks. I am not in a position to comment on how easily or difficult it will be to make changes or updates. Aside from content, the images in the textbook already appear to be older than and not as updated as those in other textbooks.
The text is lucid and at an appropriate reading level. I think the chapters would be easy to read and approachable for students based on the prose. The beginning of the chapters provides effective explanations of why topics are being discussed and the importance of learning the topics. The technical terminology can be overwhelming and unnecessary for a non-major introductory biology textbook. The only reading difficulty I can foresee for students deals with the heaviness of terms. This is also related to the comprehensiveness of the textbook. I think it is possible sometimes that in an effort to be comprehensive and include relevant information we sometimes lose clarity.
I did not find any errors in internal consistency in terms of terminology and framework.
In some instances I think that certain chapters and sub-units should be included in a different order than what is presented. I think for some sub-units, depending on how you appropriate your course, it may be difficult or disruptive for students while reading the material since the instructor may want to include only portions of content from multiple sub-units or chapters.
My comments on modularity are related to the organization/structure/flow. There were a handful of times when I did not think the organization or flow of the units/chapters seemed appropriate. However, that can be true with all textbooks and the text does still provide the opportunity for the instructor to be flexible in what is included during the course.
The text for me is free of significant interface issues. I didn’t find any significant navigation problems, distortion of images/charts or any display features that would distract or confuse the reader.
I did not find any significant grammatical errors.
I did not find any text that was culturally insensitive or offensive however, I think that text could be more inclusive.
Reviewed by Bram Middeldorp, Instructor, Minneapolis Community and Technical College on 6/10/15
Before reviewing the book I would like to make the following comments. After teaching Introductory Biology for 15 years, having created many course notes and PowerPoint presentations based on the 3 textbooks used over the years plus many other... read more
Before reviewing the book I would like to make the following comments. After teaching Introductory Biology for 15 years, having created many course notes and PowerPoint presentations based on the 3 textbooks used over the years plus many other biology related books, articles from scientific journals and news papers, I wondered if a textbook for my course was still necessary. Wouldn't the notes and PowerPoints that I posted in the course’s website, be enough? They do contain everything I want to teach my students. They also contain much of what I want to introduce to those students who are interested in more than the mandatory material, many of whom are interested in becoming a major in Biology. What has stopped me from abandoning the textbook is the somewhat haphazard way my notes are written and organized. If time were available I would organize my notes and PowerPoint presentations into a nicely flowing text presented in a logical sequence of topics. In other words, write my own book for Introductory Biology, containing the topics that I think are of importance and presented at a level of understanding that will match the needs of my students. A book that would be available for free to my students, the same way that my notes and PowerPoints are.
The appearance of open source textbooks may eliminate the necessity of organizing my own notes into a complete text. An open source textbook would still allow me to base my lectures and other class activities on my own notes, which often are brief explanations of key terms and summaries of concepts, while at the same time offering my students a complete text. in book format.
My participation in this workshop was based on the following question. Is there an open source textbook that covers the topics of my course and that will be good enough for my student to fall back on? I decided to pick Concepts of Biology to find an answer to that question. I soon started to incorporate parts of another book, Biology, as I was looking for answers to questions left by the Concepts book. The Concepts of Biology is aimed at non-majors, while Biology is aimed at the biology majors.Both books are OpenStax College publications. My review of the books was in particular aimed at the chapters of both books that I cover in my course. For Concepts of Biology I did review all chapters. Now Comprehensiveness. Concepts of Biology is designed for a single-semester introduction to biology course for non-science majors. The book has about 600 pages of text split over 6 Units, which cover the basic topics one can find in many biology textbooks. Unit 1: Cellular Foundation of Life (chemistry, cells, respiration and photosynthesis) Unit 2: Cell Division and Genetics (cell cycle, mitosis, meiosis, Mendel) Unit 3: Molecular Bioloy and Biotechnology (DNA, Central Dogma, biotech) Unit 4: Evolution and Diversity of Life (mechanisms of evolution, phylogeny, diversity of bacteria, fungi, protists, plants and animals) Unit 5: Animal Structure and Function (contents actually cover human biology: anatomy, physiology, diseases and immunity, reproduction and development) Unit 6: Ecology (population and community ecology, ecosystems, biosphere, conservation biology)
The amount of material covered by this book is in my opinion too much for non-major students to comprehend in one semester. The modularity of the text allows to chose those chapters needed for a specific course. The units can be used on their own. My course has an emphasis on Genetics, Evolution, and Diversity of Life (with some physiology and ecology thrown in when appropriate). My review will focus on those units in more detail. Here first some remarks on the Units not used in my course. Unit 1 is well written, in a matter of fact way, to the point. The illustrations in the text are clear and supportive. Topics that are treated are the ones one would find in any biology book. I am always amazed at the amount of terminology and concepts students are supposed to comprehend in a short amount of time. The book does a nice job in explaining many of them (examples are the illustrations on the workings on enzymes, catabolic and anabolic pathways), but still, then there is suddenly something like NADH, without introduction. There is something of a catch 22 in studying biology (and maybe any discipline): one cannot fully comprehend most topics in biology until one has studied it all. Where does one start? Unit 5 is named Animal Structure and Function. I consider myself a Plant biologist and was somewhat disturbed by the idea that an intro to bio book has an entire unit dedicated to animal biology and not one to plant biology. This concern, a lack of attention to plants in biology, is shared by the entire plant biology community. This feeling disappeared after I read this Unit. The unit is misnamed. It is all about humans. A better title would be: Human Biology. A unit like this in an introductory class can be justified as many non-majors might be particularly interested in the workings of their own body. This unit plus units 1, 2, and 3 would work well in a Human Biology course. The text is written in a straightforward matter of fact way as well (by a health specialist?). A part is dedicated to viruses and the diseases they cause in humans. It is the only part in which viruses are discussed in the book (they are absent in the unit of life's diversity, Unit 4). Unit 6 is on Ecology. This unit is an excellent introduction to principle concepts of ecology; ecosystems and its components and processes ; and conservation biology. The illustrations are up-to-date. This unit would work well in an Environmental Science course to introduce students to the principles of ecology and conservation.
More detail on Units 2, 3 and 4: Chapter 6: Reproduction at the cellular level. The chapter discusses chromosome terminology, the cell cycle, mitosis, cell division in bacteria, oncogenes and tumor suppression genes. Several terms are used but not introduced: centromere, centrosomes, centrioles, mitotic spindle, microtubules. The Evolution in Action of this chapter goes into detail on the structure of the mitotic spindle. This part will be hard to understand for non-majors. I decided to check the OpenStax Biology for majors textbook to see how that handled the terms not introduced in the Concepts to Biology book. A step I was to take for all the chapters of these units that follow. Chapter 10 of Biology does explain the terms centromere and others missing in Concepts.The explanations of the workings of regulatory molecules like cyclin, would go too far for non-majors. I can tell them to skip those paragraphs.
Chapter 7 has a nice introduction to reproduction before continuing with meiosis and all its aspects. Mutations are discussed. Chapter 11 of Biology for majors discusses meiosis in a somewhat similar fashion, but treats meiotic errors in a separate chapter, Biology Chapter 13.
Chapter 8 of Concepts discusses Mendel's life and Mendelian genetics: monohybrid and dihybrid crosses, plus some exceptions to the rules. Chapter 12 of Biology for majors does the same but includes some extras about the basics of probability and the forked line method for trihybrid crosses. These topics are not discussed in my Intro course. Chapter 13 of Biology gives some nice examples of inherited disorders in humans plus nondisjunction and mutations. These topics are discussed in my Intro course. I would need to add those topics because they are lacking in chapter 8 of the Concepts book. Instead of Chapter 8 of Concepts, I could use chapters 12 and 13 of Biology and skip the paragraphs that go into too much detail for my students.
Chapter 9 of Concepts: Molecular Biology. This chapter covers both the structure of DNA and the Central Dogma. The chapter does refer to the 3' and 5' ends of the DNA strands. What is missing is an emphasis on Rosalind Franklin's work, good illustration to sho
Most of the content seems accurate. I discovered a few mistakes. See Comprehensiveness.
Most of the text will be relevant for some time. Updates might be needed within a few years on the systematics of protists Some evo-devo content will be needed soon.
In general the text is written in a way that most students will understand. At times, terms appear in the text without introduction, for instance the centromere; centrosomes; centrioles; the mitotic spindle and microtubules (in chapter 6). Their role in the cell cycle is hardly explained as well. A few other inaccuracies are mentioned in my Comprehensiveness part.
The text is internally consistent. The writing styles suggest that different authors were used for the different units. Units 1, 5 and 6 are written in a more matter-of-fact way than the other ones.
The modularity is good. At times a self-reference would be advisable, in particular when not the entire text is used in a course. Example: microtubules are mentioned in chapter 6 but there is no explanation on what they are. Reference to chapter 3 would have helped.
In general the text is presented in a logical order. A difference in the order in which topics are discussed can be a mater of taste. By reading chapters from both Concepts in Biology and Biology (for majors), I noticed that both books follow different orders of topics on a regular basis. The order in lectures might be different again each semester. I did not have problems with the organization. One exception: viruses should be part of chapter 13 too.
I did not encounter any problems with the interface.
I did not find grammatical errors.
The text is not offensive in any way.
I started the review of this book Concepts in Biology to determine if I could use it for my Intro to Biology course. My course has an emphasis on Genetics, Evolution and Diversity. Topics like Cell Biology, Physiology and Human Biology are parts of other courses in my school. I soon found that Concepts of Biology stays at the surface of many topics more than I do in my course. I started to include reviewing the comparable chapters of Biology (OpenStax, a book for biology majors). The majors book does treat many topics at a level I do in my non-majors course. At times it goes beyond of what I can expect from my non-major students. Still, I find the way relevant topics are treated in the majors book far more interesting than the short treatment in the Concepts book. It is at times difficult to find balance between what can be comprehended in a short amount of time and the limited pre-knowledge of students that do not major in the field. At the same time, more complex concepts are hard to understand without going into some detail. In those cases, it might be better to avoid those concepts altogether. I tend to go into detail in these cases, but avoid asking too complicated questions on them during exams. The dilemma posed on me by these two books is: use the non-majors book and include my own text where extra text is needed, or: use the majors book and eliminate text not needed. I will chose the majors book here. This book has more and nice illustrations as a bonus. I will evaluate that choice after the next semester. The Concepts book is a simplified version of many of the chapters of the majors book (it also does not cover all the topics of many other chapters of the majors book). One could argue if this approach, a non-majors course as a simplified version of a majors course, is the one we should follow. Several non-major books approach the topic of biology differently. They emphasize biological issues in society in biology for non-majors, such as health, biological conservation, the environment. They explain many biological processes like the cell cycle or physiology at a very superficial level. This has the danger of reducing a science course to a series of anecdotes, where a thorough introduction to the workings of science, with all its need for detail, should be preferred. Concepts of Biology is a short and simplified version of the Biology for majors.
Both books have some nice features: selected topics are taken a step further in: Evolution in Action: evolution as we recognized it as happening right now. Career in Action: presentations of careers in the biological sciences. Biology in Action: biological concepts in everyday life. Art Connection: figures related to the text with questions to be answered by students to apply what they have learned. Nice discussion options for class. Concepts in Action: online activities and animations. I like these extras.
Reviewed by Trevor Johnson, Biology Instructor, Ridgewater College on 6/10/15
Concepts of Biology was written for non-major Biology students. The authors do an excellent job writing at an Introductory Biology level, for a very broad audience. The Table of Contents is descriptive and the flow from one topic to the next is... read more
Concepts of Biology was written for non-major Biology students. The authors do an excellent job writing at an Introductory Biology level, for a very broad audience. The Table of Contents is descriptive and the flow from one topic to the next is very intuitive and easy to navigate. Chapter Review questions are included at the bottom of each of the sections. The Review Questions not only quiz the students on the text, but also the graphs and tables included in the chapter. There is not a Glossary at the end of the book, however, the vocabulary words for each section are defined at the end of each of the chapters. The book also includes an Appendix, with a Periodic Table, Geologic Time Scales and Metric Conversion Chart.
The book is accurate and unbiased. The book is up to date and very well researched. There are virtually no errors. Figure 9.3 is a diagram of a DNA molecule. The DNA molecule should contain the sugar Deoxyribose, not Ribose.
The book was relevant and up to date. It will be several years, before the book needs to be updated. It should be fairly easy to add new information into this book. More interactive links would be helpful. Excellent Biology Concept in Action sections.
The book is clearly written, engaging, and very concise. Too concise in some areas. In Figure 8.6, it states that the Parents carried the recessive allele. It would be helpful for the reader to see the word heterozygous and to show the genotypes. Likewise, in Chapter 8, section 1 Mendel's Experiment, it would have been easier for the reader to understand the Pea Plant Experiment, if Punnett Squares would have been included, to show the P, F1, and F2 crosses. Technical terminology is in bold and defined. The Glossary at the end of the chapter provides a great recap of the vocabulary words. Many of the quiz questions at the end of the chapter test the reader on their understanding of the Technical Terminology used within the chapter.
The book is consistent in both terminology and framework. The book reads as though there is only one author, rather than 3. No difference in writing from one chapter/unit to the next.
The Chapters are short and extremely modular. Chapters and Sections are very well labeled and easy to find. You could easily assign students, individual sections/chapters from this book.
The chapters are well organized, follow the same structure and flow well. The order of the chapters, as well as the different units in the book are organized similar to other Biology textbooks.
I predominantly used the online version, which was very easy to navigate. The text, figures, and links were all very clear. I only briefly looked over the pdf version of the book.
I did not notice any grammatical errors.
I did not notice that the book was culturally insensitive.
Concepts of Biology is a very good textbook. I plan to have students start reading sections/chapters next semester and I will seek their feedback, for future adoption in my non-majors Biology course.
Reviewed by Robert Duerst, Instructor, Southeast Minnesota Technical College on 6/10/15
The text has a wide breathe of coverage in the field of biology. The units in the book cover everything from cell biology, to ecology and many topics in between. It is likely that I was just too excited about the content, but I consistently found... read more
The text has a wide breathe of coverage in the field of biology. The units in the book cover everything from cell biology, to ecology and many topics in between. It is likely that I was just too excited about the content, but I consistently found myself wishing that the book went into more detail. When I assigned some vocabulary assignments, the students in my class found that the glossary was comprehensive enough to allow them to complete most of the assignment without reading the chapter. The index was well put together and quite useful.
The major ideas and concepts in the book were accurate. After teaching through the entire text with my students, I did not find major conceptual errors. However, I did find multiple small errors (e.g. 37 deg F is the same as 37 deg C). There was no bias that I detected in the text.
The relevance of the book is quite high, as the "Career Application" sections help the students connect the content to the real world. The use of QR codes that link to web animations also allows this book to be highly connected, even if a student is using a printed version. Thankfully, this is an introductory level biology text, an the information present in it is not likely to drastically change over the next decade. If there does need to be an edit, sections each chapter is broken down into will allow for precise targeted edits to be made.
The clarity of the book was high at the expense of detail. The concepts that were in the book were covered in such a way that a lay person with about a 10th grade reading level should be easily able to comprehend the meanings. There was a vocabulary list at the end of each chapter which did an excellent job of highlight technical jargon that may have been confusing for my students.
The level of detail used in the terminology was consistent throughout the text. The units varied in the amount of content they covered, but that was to be expected considered how broad or relatively new specific fields are.
The text was exceedingly modular which was beneficial to my students that may have forgotten a key concept from the unit of cells when we were covering the unit on evolution. While the text did not self reference, it would take the time explain a key concepts. Each chapter was broken down into sections and subsections, which made it easy for be to give reading assignments to my students (e.g instead of micromanaging by giving them page numbers, I could tell them to, "read the section on meiosis".)
The organization of this biology book was both logical and clear. It mirrors the organization that is in all other biology texts I have reviewed in that it begins with the small scale, and ends with the large scale.
The figures that are included are referenced in the text, and also included stand alone captions. The figures themselves are not as visually appealing as the figures I have seen in more expensive texts, but anticipated that in light of the open source nature of the text.
I did not notice any grammar errors.
There was nothing in the text that I could interpret and insensitive to a specific people group.
On a whole, I thought this was a well done book with a fantastic price. With ever increasing cost barriers in higher education, I am very excited to have a legitimate and cost effective alternative to the traditional text. Many students in my classes find that traditional texts cost about half of what their tuition does, which has always struck me as an injustice. I have already recommended this text to my department and we are implementing it college wide.
Reviewed by Ann Mills, Instructor, Biology, Minnesota West Community and Technical College on 6/10/15
The text covers the appropriate topics for a nonmajors biology course. The table of contents is through and includes a suitable list of topics to be covered. There is a glossary at the end of each chapter which is a nice addition as students can... read more
The text covers the appropriate topics for a nonmajors biology course. The table of contents is through and includes a suitable list of topics to be covered. There is a glossary at the end of each chapter which is a nice addition as students can access it more readily than if it were at the end of the text, the glossary for each chapter appears to be complete. Each chapter starts with chapter objectives which will help to focus students attention on the important concepts within each chapter. Each chapter also includes a summary and review questions for the chapter; all of which seem to be complete and appropriate. The index has multiple entries for many of the words within the text (i.e., tertiary consumer and Tertiary consumer) tertiary consumer should be listed once with all page numbers that the term can be found on.
Content appears to be accurate, error free and unbiased. There are some topics that are not covered in much detail while others are covered in great detail (Ch 4 and 5). Although this may be frustrating for some instructors, the book is essentially error free and is to be used as a guide. Individual instructors can provide additional details in areas where they feel the book is lacking and minimize areas where they feel the book has provided too much detail.
The content is up to date. The use of career in action and evolution in action boxes is relevant and provides recency to the information in the text. In addition, the use of these specialized areas will make it easier to update that information in the future. This is important especially in nonmajors biology as students sometimes struggle to see the relevance to their lives.
The text is presents information clearly and concisely while at the same time written in a student friendly language. The use of hyperlinked You Tube videos that are placed at the end of sections provides additional context and clarification of concepts discussed within the text. Diagrams are clear and well labeled making them easy to look at and understand which will help students to understand concepts presented in the reading.
The PDF version is very consistent. However, the online version and the PDF version do not align. The online version does not have page numbers included making it difficult to assign reading or look at diagrams in class. The diagrams are larger and cleared in the PDF version as compared to the online version of the text. I would like to see both versions look exactly the same to minimize confusion for students.
As long as student use the PDF or print versions of the text the content and diagrams/photos can be easily chunked and assigned. The online version of the text presents some challenges as there are no page numbers or clear markings for start and end of chapters.
The organization of the text is good as it mirrors most other nonmajors textbooks in the presentation and organization of topics. Topics can be used as presented in the table of contents or can be used as stand alone chapters or modules. In addition, the order of chapters can be rearranged as the instructor sees fit.
Again, the PDF version does not seem to have any interface issues. However, the online version has a number of interface issues. There are no page numbers in the online version of the text and the diagrams are quite small making them difficult to be clearly seen at time (i.e.. fig 3.6 looks great in the PDF version but is not nearly as clear and easy to read in the online version). In short, the PDF version is more appealing to the eye and easier to read than the online version.
No grammar errors were noted.
The textbook was not culturally insensitive or offensive. The use of examples is appropriate and inclusive.
There are some ancillary materials available. These currently include editable PPT slides (for instructors only), Wiley online learning homework assignments (this material is currently being pilot tested by some instructors) and SimBio which is an online lab simulation. The SimBio labs must be purchased separately (89.00 for 15 labs). The variety of topics for the SimBio labs is limited, according to my count, there are 12 lab activities addressing ecology/environmental science topics, 6 that cover cell biology, 1 on plants and 1 on action potentials in nerve cells. Overall, this could be a good moneysaving option for instructors and students in their nonmajors biology courses if it meets the needs of the instructor, student and the college.
Reviewed by Joanna Cregan, Biology Instructor, Saint Paul College on 6/10/15
I am using this book for a non-majors level introduction to biology course that is 1 semester long. This book covers everything I looked for in regards to content for the semester, and more. The bigger problem I had was cutting down to fit in a... read more
I am using this book for a non-majors level introduction to biology course that is 1 semester long. This book covers everything I looked for in regards to content for the semester, and more. The bigger problem I had was cutting down to fit in a 1 semester course.
The index is easy to use and each chapter has its own glossary.
Although I have found a couple small errors they have not been a problem and were already listed in the errata you can find with the book. I feel that the general content of the book is accurate and that the number of typo type errors so far is no different then what I have found textbooks from major publishers.
I was surprised to find that I have actually learned some relevant details in this book. Either new information or a new way of looking at something that I had not previously encountered.
It seems to be up to date on current research and biotechnology. In this class I am looking to give the students a basic foundation of knowledge on things like cloning and genetic engineering so that after this class they can use that knowledge to help them understand news events and discoveries as they occur. The book has this information and provides a good background that is up to date but basic enough that it won't need major revisions all the time.
I would foresee being able to continue to use this version of the book for more then a year or two, with some occasional updates as needed depending on what research advances are made.
Overall I think the book is clearly written. Occasionally I think it tries to put a bit too much detail into short paragraphs or short chapters and I am often telling students they may not need that specific term or section since they are struggling with just the basics. This is a common issue with all science textbooks and may be more of an issue of different instructors wanted to emphasize different details and thus the books need to include it all!
I actually have taken ways of explaining or relating something from this text and found it helpful in my majors level biology class.
I have not had any issues with consistency. Chapter lay outs and content follows a set pattern (Art connection questions, glossary at end, chapter summary, chapter review questions, etc.).
I am doing this a lot with this text. Using just some sections of a chapter etc. It is working fairly well and can be done.
The only problem I have with this is that in the printed text the introduction does not have a section number. So chapter 2, introduction. BUT in the web version of the book this is listed at chapter 2 -1 Introduction. The next section of the printed version is 2.1 but online is would be 2-2. I quickly found out I needed to use section names because some students had the printed version and others the web and they were getting confused. The web version also lists the contents by unit and not chapter and this can be a bit tricky for students at first as well.
I feel like each chapter and the chapter/unit orders overall are logical and the flow is good. No issues.
I have accessed the book on my phone, on a normal desktop computer, and I have a printed bound copy. The interfaces all have worked for me and charts, images, and links all work from all of these.
The only problem is the numbering system not matching between the web version and the printed version as I discussed in the modularity section.
I have not see any grammatical errors that have stood out.
I have not found any issues here.
I appreciate the inclusion of the links to different animation and videos. You can use a QR scanner or type in a link if you have the printed book. Using the online book you can just click the link directly. These really have helped to bring this book to higher level for students. I also like the Art connection questions and end of chapter questions in general.
Notes for instructors: This book has PowerPoint slides of the major figures from each chapter. I use these to then create my PowerPoint presentations and this works well. There are also learningpod.com quizzes that the student can take if they wish. Although I wish the learningpod had a larger question bank for them it is still useful. This book does not come with its own quiz or exam question back for instructors to use. That would be a great future addition.
My students have been very happy with this book and the open source model. If you are unsure about it, I encourage you to give it a try!
Reviewed by Tobili Sam-Yellowe, Professor, Cleveland State University on 1/12/15
The text is aimed at non majors biology students. It presents a full coverage of topics in biology appropriate for students that may not have a previous biology background. A table of contents is provided, key terms are defined at the end of each... read more
The text is aimed at non majors biology students. It presents a full coverage of topics in biology appropriate for students that may not have a previous biology background. A table of contents is provided, key terms are defined at the end of each chapter, a comprehensive index is provided and an appendix is found at the end of the book. Review questions are found at the end of each chapter. Answers to review questions and "art connection" questions are also provided. The feature "Career in Action" is a nice addition for students who may not know what different biologists do for a living and what types of careers are available for biologists. Unit 5 covering "Animal Structure and Function" omits many useful details of organ and organ system structure and function.
The text is generally accurate. There are omissions and errors that may confuse students. In Fig.1.9 the current taxonomic hierarchy as presented may be confusing to non majors and can be replaced with a figure like the one shown in Fig 12.3. In Fig 1.10, it will not be immediately obvious what "mats" are with reference to Archaea."Extremophiles" are not defined before its use in Fig.1.10. On page 38, in addition to van der Waals interactions, hydrophobic and other types of electrostatic interactions should be discussed. On page 42, the statement; "The blood in your veins is slightly alkaline (pH = 7.4)." is found in the text but "blood" is not included in the figure of the pH scale in Fig 2.12. On page 50, no plant sources of omega-3 fatty acids are provided. Also, an introduction of lipids as a type of macromolecule is needed In order for students to understand the relationship between phospholipids and fats. On page 14, for an example of macromolecules, before they are discussed use proteins or carbohydrates instead of nucleic acids to make it easier for students to relate. In Fig 2.17 "hydrophobic lipids" is redundant. In Fig 2.23, explain that DNA strands are antiparallel. In section 3.2, the prokaryotes should be introduced as bacteria and archaea. On page 69, an illustration for the importance of villi as modifications of the plasma membrane is provided abruptly with an example of celiac disease, antibody production to gluten and the resulting damage to villi. Students may not understand the illustration since immunity has not been discussed by this point. In Fig 3.21, the diagram depicting osmosis is misleading due to the height of water shown at a higher level on the right side of the figure. The discussion on energy is very detailed for this level. Figure 9.10 is too complicated and should be replaced by a simpler diagram. In Fig 9.14, the diagram should show replication of DNA (DNA<->DNA->RNA->Protein). Fig 9.19 is misleading. Fig 12.9 is moved up against the "art connection" heading. In section 13.1 the characteristics of prokaryotes are discussed and extremophiles are mentioned but no examples are given and the types of environments that support extremophiles are not mentioned. There is no discussion of the archaea. In some figures, the material summarized or the organization of the figure does not convey what is discussed in the text. For example, Fig 13.6 needs to be replaced as the illustration does not clearly show the differences between the cell wall of gram positive and gram negative bacteria. In Fig 15. 4, the bilateral plane of symmetry on the goat cannot be discerned. In Fig 16.14, the figure does not depict the regulation of thyroid hormones clearly. Similarly, in Figs 15.17a and 15.19 the text of the figure legend does not adequately convey what is shown in the figures. In the chapter on the nervous system, the discussion of the peripheral and central nervous system is inadequate. The connection between the autonomic, somatic and sensory systems is not clear. This section will be confusing to the reader without a biology background. Fig 16.4 should show a complete presentation with all aspects of the peripheral system. Fig 17.8 uses histograms to depict the kinetics of an immune response. A graph showing the lag period followed by primary and secondary responses, with the increase in magnitude of the anamnestic response, is easier for students to understand. In section 19.2, discussion of animal behavior including animal altruism is not included in the chapter. On page 561, indicate that the phosphorus cycle is sedimentary. Discussion of epistasis is unclear. Similarly, discussion of the Hardy Weinberg equilibrium is unclear. In the discussion of eudicots, provide a brief explanation of the new name adoption from the older usage of dicots and provide examples of plants in this category. In the section discussing non placental and placental mammals, provide an explanation of the differences before discussing examples of animals in the two groups.
The text is relevant as new data is included in the sections on "Biology in Action". Unit 5 presents a very condensed coverage of organs and organ systems structure and function. Periodic revisions for this unit will be needed as much detail was left out of the text.
The writing is clear and engaging for students. The examples used are practical and students can easily relate to the examples. Jargon and technical terminology are used in proper context. In earlier chapters (4-10), the writing in some sections is more detailed and not easily "accessible" compared to other sections. A revision of the text should correct this. Having all the chapters in one file is a bit challenging when trying to refer to earlier chapters or access later chapters. The pages on the computer screen freeze and one has to close out and reopen the text.
There is internal consistency for terminology but not for accessibility.
Modularity is appropriate. Sections can be used independently.
Organization of content topics is appropriate for a general biology text for non majors. Chapters 1-15 are organized as individual chapters, each with sections. Chapters 16-18, are also organized into sections and placed under unit 5, Similarly, chapters 19-21 are divided into sections and placed in unit 6. Units 1-4 are not identified. The table of contents needs to be revised to indicate the organization of the first 15 chapters within the 4 units. There are many blank pages in the text and a lot of white space around figures.
The color contrast in many of the figures is distracting. The labeling is also difficult to read in many of the figures. In particular, many of the "art connection" figures are difficult to read. The font either has shadows, is blurry or the labels are crowded on the figure. Examples include Figs 3.7, 3.22, 4.15, 5.7, 6.4, 6.9, 7.2, 10.7, 11.7, 11.14, 12. 5, 12.9, 13.6, 13.12, 14.26, 14.27, 15.3, 15.24, 15.33, 16.2, 16.7, 16.9, 16.10, 15.5, 17.5, 17.6, 17.7, 17.8, 17.17, 18.12, 18.16, 18.17 and 19.11. In Fig 20.6, the interactions depicted in the food web are confusing. Labels are needed on the figure itself to help clarify the hierarchy on the web and to go along with the text of the figure legend.
There are no grammatical errors.
There are no offensive or insensitive materials in the text.
This is a text that can be used for a non majors biology course. A revision of the text will be useful in order to correct errors, add omitted material and provide figures that are clear and free from distortions and distractions. A revision will also take care of the writing style, making the writing more consistent and balanced throughout the text.
Table of Contents
Chapter 1: Introduction to Biology
Chapter 2: Chemistry of Life
Chapter 3: Cell Structure and Function
Chapter 4: How Cells Obtain Energy
Chapter 5: Photosynthesis
Chapter 6: Reproduction at the Cellular Level
Chapter 7: The Cellular Basis of Inheritance
Chapter 8: Patterns of Inheritance
Chapter 9: Molecular Biology
Chapter 10: Biotechnology
Chapter 11: Evolution and Its Processes
Chapter 12: Diversity of Life
Chapter 13: Diversity of Microbes, Fungi, and Protists
Chapter 14: Diversity of Plants
Chapter 15: Diversity of Animals
Chapter 16: The Body’s Systems
Chapter 17: The Immune System and Disease
Chapter 18: Animal Reproduction and Development
Chapter 19: Population and Community Ecology
Chapter 20: Ecosystems and the Biosphere
Chapter 21: Conservation and Biodiversity
Appendix A: The Periodic Table of Elements
Appendix B: Geological Time
Appendix C: Measurements and the Metric System
Ancillary Material
Instructor resources
Student resources
Community hub
About the Book
Concepts of Biology is designed for the typical introductory biology course for nonmajors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy.
About the Contributors
Samantha Fowler , Clayton State University
Rebecca Roush , Sandhills Community College
James Wise , Hampton University
Contribute to this Page
This is a collection of free biology worksheets, notes, handouts, slides, study guides and quizzes. Most content targets high school, AP biology, genetics, anatomy/physiology, immunology, and biology 101 and 102 in college. There is also biochemistry and physics for biologists. However, some resources are at the grade school and middle school ...
BRANCHES OF BIOLOGY WORKSHEET. Botany and Zoology are two of the main branches of Biology. In this activity, we will examine a number of different branches and careers that are included in the study of Biology. Using the internet, search to find the name of the area of biology that studies: a. heredity GENETICS. b. the structure and function of ...
Biology is a field of study that examines living things and their essential functions. Botany, conservation, ecology, evolution, genetics, marine biology, medicine, microbiology, molecular biology, physiology, and zoology are just a few of the many disciplines that make up biology. Also Read: Branches of Physics.
Botany is the study of plants. Building biology is the study of the indoor living environment. Cell biology is the study of the cell as a complete unit. Cognitive biology is the study of cognition as a biological function. Conservation biology is the study of preservation, restoration, and protection of the natural environment.
Human biology I Bronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads ...
11- Socio-biology: This branch deals with the study of social behavior of the animals that make societies.For Example: protective behavior of mothers to their offspring, killing of cubs by a male lion to reduce competition in their offspring. 12- parasitology (/pare-ə-sə-TAWL-ə-jee/) This branch deals with the study of parasites e.g. study of mosquito, bacteria. worms harming the bodies of ...
Not surprisingly, the natural science of biology has many branches or subdisciplines. Cell biologists study cell structure and function, while biologists who study anatomy investigate the structure of an entire organism. Those biologists studying physiology, however, focus on the internal functioning of an organism. ...
Paleontology, another branch of biology, uses fossils to study life's history (Figure 1.12). Zoology and botany are the study of animals and plants, respectively. Biologists can also specialize as biotechnologists, ecologists, or physiologists, to name just a few areas. Biotechnologists apply the knowledge of biology to create useful products.
Biology 12 assignment independently and return it to your teacher. There are three parts to this assignment: Part A: Biology 8 marks Part B: Body Systems 14 marks ... There are many branches of biology: cell biology, ecology, genetics, microbiology and zoology to name a few. You have studied
Quiz & Worksheet Goals. Quiz questions will test you on topics such as: Definition of biology. Study of animals and the environment. Biomechanic branch of study. The study of atoms and molecules ...
Branches of Biology. The field of biology is subdivided into separate branches for convenience of study, though all the subdivisions share basic principles. Biology encompasses fields such as botany, genetics, marine biology, microbiology, molecular biology, and much more.
Paleontology, another branch of biology, uses fossils to study life's history (Figure 1.21). Zoology and botany are the study of animals and plants, respectively. Biologists can also specialize as biotechnologists, ecologists, or physiologists, to name just a few areas. This is just a small sample of the many fields that biologists can pursue.
Zoology is the branch of biology that studies the animal kingdom, including the structure, embryology, evolution, classification, habits, and distribution of all animals. Microbiology. Microbiology is the branch of biology that deals with the study of microorganisms, such as bacteria, archaea, and protists. Microbiologists are interested in ...
biology, Study of living things and their vital processes.An extremely broad subject, biology is divided into branches. The current approach is based on the levels of biological organization involved (e.g., molecules, cells, individuals, populations) and on the specific topic under investigation (e.g., structure and function, growth and development).
Follow along and learn about the branches on the tree of life in this video. Click Create Assignment to assign this modality to your LMS. We have a new and improved read on this topic.
Biology is the scientific study of life. [1] [2] [3] It is a natural science with a broad scope but has several unifying themes that tie it together as a single, coherent field.[1] [2] [3] For instance, all organisms are made up of cells that process hereditary information encoded in genes, which can be transmitted to future generations.Another major theme is evolution, which explains the ...
This document provides an assignment for a student to research and define the branches of science. It begins with definitions of science and lists the two main categories of natural science and social science. For natural science, it outlines the three main divisions of biological science, physical science, and earth science. For each division, it lists the relevant branches and provides a ...
Location
City:
Volen, Moskva, Russian Federation (Russia)
Name:
Volen Heliport
ICAO:
Details
Type:
Heliport
Latitude:
56�16'46"N (56.279444)
Longitude:
37�28'37"E (37.476944)
Elevation:
650 ft (198 m)
Variation:
12.34�E (WMM2020 magnetic declination) 0.14� annual change
177 College Essay Examples for 11 Schools + Expert Analysis
College Admissions , College Essays
The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.
In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!
What Excellent College Essays Have in Common
Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.
Visible Signs of Planning
Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.
Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.
Stellar Execution
A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!
A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.
Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.
And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.
Check out PrepScholar's Essay Editing and Coaching progra m for more details!
Links to Full College Essay Examples
Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.
Common App Essay Samples
Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:
1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.
Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts.
Connecticut college.
12 Common Application essays from the classes of 2022-2025
Hamilton College
7 Common Application essays from the class of 2026
7 Common Application essays from the class of 2022
7 Common Application essays from the class of 2018
8 Common Application essays from the class of 2012
8 Common Application essays from the class of 2007
Johns Hopkins
These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).
1 Common Application or Coalition Application essay from the class of 2026
6 Common Application or Coalition Application essays from the class of 2025
6 Common Application or Universal Application essays from the class of 2024
6 Common Application or Universal Application essays from the class of 2023
7 Common Application of Universal Application essays from the class of 2022
5 Common Application or Universal Application essays from the class of 2021
7 Common Application or Universal Application essays from the class of 2020
Essay Examples Published by Other Websites
2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia
Other Sample College Essays
Here is a collection of essays that are college-specific.
Babson College
4 essays (and 1 video response) on "Why Babson" from the class of 2020
Emory University
5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out
University of Georgia
1 “strong essay” sample from 2019
1 “strong essay” sample from 2018
10 Harvard essays from 2023
10 Harvard essays from 2022
10 Harvard essays from 2021
10 Harvard essays from 2020
10 Harvard essays from 2019
10 Harvard essays from 2018
6 essays from admitted MIT students
Smith College
6 "best gift" essays from the class of 2018
Books of College Essays
If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.
College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.
50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .
50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.
Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.
Analyzing Great Common App Essays That Worked
I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.
Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)
I had never broken into a car before.
We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.
Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.
"Can you do that thing with a coat hanger to unlock it?"
"Why me?" I thought.
More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.
My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.
Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.
But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.
Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"
The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.
Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.
What Makes This Essay Tick?
It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!
An Opening Line That Draws You In
In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).
Great, Detailed Opening Story
More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.
It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.
Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.
Turning a Specific Incident Into a Deeper Insight
Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.
Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."
Using Concrete Examples When Making Abstract Claims
My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.
"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.
Using Small Bits of Humor and Casual Word Choice
My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.
Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."
The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.
An Ending That Stretches the Insight Into the Future
But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"
The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.
This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.
What Could This Essay Do Even Better?
Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?
Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.
Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.
Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)
My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.
Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.
Suddenly the destination of my pickle was clear.
I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.
In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).
I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.
A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.
It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.
Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.
One Clear Governing Metaphor
This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.
But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:
This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.
Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:
While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.
An Engaging, Individual Voice
This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.
Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).
My first dream job was to be a pickle truck driver.
I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.
Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.
Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!
For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:
Suddenly the destination of my pickle car was clear.
Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.
Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.
Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.
In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.
The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.
Renner's essay is very strong, but there are still a few little things that could be improved.
Connecting the research experiences to the theme of “finding the goldbug.” The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.
Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.
4 Essential Tips for Writing Your Own Essay
How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.
#1: Get Help From the Experts
Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings . If you want certified expert help that really makes a difference, get started with PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale. If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .
#2: Read Other Essays to Get Ideas for Your Own
As you go through the essays we've compiled for you above, ask yourself the following questions:
Can you explain to yourself (or someone else!) why the opening sentence works well?
Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?
Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.
#3: Find Your "A-Ha!" Moment
All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.
Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.
#4: Start Early, Revise Often
Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.
Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!
For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .
What's Next?
Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.
Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .
Working on the rest of your application? Read what admissions officers wish applicants knew before applying .
The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.
Trending Now
How to Get Into Harvard and the Ivy League
How to Get a Perfect 4.0 GPA
How to Write an Amazing College Essay
What Exactly Are Colleges Looking For?
ACT vs. SAT: Which Test Should You Take?
When should you take the SAT or ACT?
Get Your Free
Find Your Target SAT Score
Free Complete Official SAT Practice Tests
How to Get a Perfect SAT Score, by an Expert Full Scorer
Score 800 on SAT Math
Score 800 on SAT Reading and Writing
How to Improve Your Low SAT Score
Score 600 on SAT Math
Score 600 on SAT Reading and Writing
Find Your Target ACT Score
Complete Official Free ACT Practice Tests
How to Get a Perfect ACT Score, by a 36 Full Scorer
Get a 36 on ACT English
Get a 36 on ACT Math
Get a 36 on ACT Reading
Get a 36 on ACT Science
How to Improve Your Low ACT Score
Get a 24 on ACT English
Get a 24 on ACT Math
Get a 24 on ACT Reading
Get a 24 on ACT Science
Stay Informed
Get the latest articles and test prep tips!
Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.
Ask a Question Below
Have any questions about this article or other topics? Ask below and we'll reply!
What are your chances of acceptance?
Calculate for all schools, your chance of acceptance.
Your chancing factors
Extracurriculars.
16 Strong College Essay Examples from Top Schools
What’s Covered:
Common App Essays
Why This College Essays
Why This Major Essays
Extracurricular Essays
Overcoming Challenges Essays
Community Service Essays
Diversity Essays
Political/Global Issues Essays
Where to Get Feedback on Your Essays
Most high school students don’t get a lot of experience with creative writing, so the college essay can be especially daunting. Reading examples of successful essays, however, can help you understand what admissions officers are looking for.
In this post, we’ll share 16 college essay examples of many different topics. Most of the essay prompts fall into 8 different archetypes, and you can approach each prompt under that archetype in a similar way. We’ve grouped these examples by archetype so you can better structure your approach to college essays.
If you’re looking for school-specific guides, check out our 2022-2023 essay breakdowns .
Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized.
Note: the essays are titled in this post for navigation purposes, but they were not originally titled. We also include the original prompt where possible.
The Common App essay goes to all of the schools on your list, unless those schools use a separate application platform. Because of this, it’s the most important essay in your portfolio, and likely the longest essay you’ll need to write (you get up to 650 words).
The goal of this essay is to share a glimpse into who you are, what matters to you, and what you hope to achieve. It’s a chance to share your story.
Learn more about how to write the Common App essay in our complete guide.
The Multiple Meanings of Point
Prompt: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. (250-650 words)
Night had robbed the academy of its daytime colors, yet there was comfort in the dim lights that cast shadows of our advances against the bare studio walls. Silhouettes of roundhouse kicks, spin crescent kicks, uppercuts and the occasional butterfly kick danced while we sparred. She approached me, eyes narrowed with the trace of a smirk challenging me. “Ready spar!” Her arm began an upward trajectory targeting my shoulder, a common first move. I sidestepped — only to almost collide with another flying fist. Pivoting my right foot, I snapped my left leg, aiming my heel at her midsection. The center judge raised one finger.
There was no time to celebrate, not in the traditional sense at least. Master Pollard gave a brief command greeted with a unanimous “Yes, sir” and the thud of 20 hands dropping-down-and-giving-him-30, while the “winners” celebrated their victory with laps as usual.
Three years ago, seven-thirty in the evening meant I was a warrior. It meant standing up straighter, pushing a little harder, “Yes, sir” and “Yes, ma’am”, celebrating birthdays by breaking boards, never pointing your toes, and familiarity. Three years later, seven-thirty in the morning meant I was nervous.
The room is uncomfortably large. The sprung floor soaks up the checkerboard of sunlight piercing through the colonial windows. The mirrored walls further illuminate the studio and I feel the light scrutinizing my sorry attempts at a pas de bourrée, while capturing the organic fluidity of the dancers around me. “Chassé en croix, grand battement, pique, pirouette.” I follow the graceful limbs of the woman in front of me, her legs floating ribbons, as she executes what seems to be a perfect ronds de jambes. Each movement remains a negotiation. With admirable patience, Ms. Tan casts me a sympathetic glance.
There is no time to wallow in the misery that is my right foot. Taekwondo calls for dorsiflexion; pointed toes are synonymous with broken toes. My thoughts drag me into a flashback of the usual response to this painful mistake: “You might as well grab a tutu and head to the ballet studio next door.” Well, here I am Master Pollard, unfortunately still following your orders to never point my toes, but no longer feeling the satisfaction that comes with being a third degree black belt with 5 years of experience quite literally under her belt. It’s like being a white belt again — just in a leotard and ballet slippers.
But the appetite for new beginnings that brought me here doesn’t falter. It is only reinforced by the classical rendition of “Dancing Queen” that floods the room and the ghost of familiarity that reassures me that this new beginning does not and will not erase the past. After years spent at the top, it’s hard to start over. But surrendering what you are only leads you to what you may become. In Taekwondo, we started each class reciting the tenets: honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet.
The thing about change is that it eventually stops making things so different. After nine different schools, four different countries, three different continents, fluency in Tamil, Norwegian, and English, there are more blurred lines than there are clear fragments. My life has not been a tactfully executed, gold medal-worthy Taekwondo form with each movement defined, nor has it been a series of frappés performed by a prima ballerina with each extension identical and precise, but thankfully it has been like the dynamics of a spinning back kick, fluid, and like my chances of landing a pirouette, unpredictable.
The first obvious strength of this essay is the introduction—it is interesting and snappy and uses enough technical language that we want to figure out what the student is discussing. When writing introductions, students tend to walk the line between intriguing and confusing. It is important that your essay ends up on the intentionally intriguing side of that line—like this student does! We are a little confused at first, but by then introducing the idea of “sparring,” the student grounds their essay.
People often advise young writers to “show, not tell.” This student takes that advice a step further and makes the reader do a bit of work to figure out what they are telling us. Nowhere in this essay does it say “After years of Taekwondo, I made the difficult decision to switch over to ballet.” Rather, the student says “It’s like being a white belt again — just in a leotard and ballet slippers.” How powerful!
After a lot of emotional language and imagery, this student finishes off their essay with very valuable (and necessary!) reflection. They show admissions officers that they are more than just a good writer—they are a mature and self-aware individual who would be beneficial to a college campus. Self-awareness comes through with statements like “surrendering what you are only leads you to what you may become” and maturity can be seen through the student’s discussion of values: “honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet.”
Sparking Self-Awareness
Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? (250-650 words)
Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire.
Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family.
Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt.
“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame.
In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him.
Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses.
That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.
First things first, this Common App essay is well-written. This student is definitely showing the admissions officers her ability to articulate her points beautifully and creatively. It starts with vivid images like that of the “rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free.” And because the prose is flowery (and beautiful!), the writer can get away with metaphors like “I knew the cracks of the earth like the scars on my own rough palms” that might sound cheesy without the clear command of the English language that the writer quickly establishes.
In addition to being well-written, this essay is thematically cohesive. It begins with the simple introduction “Fire!” and ends with the following image: “When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.” This full-circle approach leaves readers satisfied and impressed.
While dialogue often comes off as cliche or trite, this student effectively incorporates her family members saying “Where’s the fire, Princess Clara?” This is achieved through the apt use of the verb “taunted” to characterize the questioning and through the question’s thematic connection to the earlier image of the student as a rustic princess. Similarly, rhetorical questions can feel randomly placed in essays, but this student’s inclusion of the questions “Was I so dainty?” and “Was I that incapable?” feel perfectly justified after she establishes that she was pondering her failure.
Quite simply, this essay shows how quality writing can make a simple story outstandingly compelling.
Why This College?
“Why This College?” is one of the most common essay prompts, likely because schools want to understand whether you’d be a good fit and how you’d use their resources.
This essay is one of the more straightforward ones you’ll write for college applications, but you still can and should allow your voice to shine through.
Learn more about how to write the “Why This College?” essay in our guide.
Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying (650 words).
Sister Simone Roach, a theorist of nursing ethics, said, “caring is the human mode of being.” I have long been inspired by Sister Roach’s Five C’s of Caring: commitment, conscience, competence, compassion, and confidence. Penn both embraces and fosters these values through a rigorous, interdisciplinary curriculum and unmatched access to service and volunteer opportunities.
COMMITMENT. Reading through the activities that Penn Quakers devote their time to (in addition to academics!) felt like drinking from a firehose in the best possible way. As a prospective nursing student with interests outside of my major, I value this level of flexibility. I plan to leverage Penn’s liberal arts curriculum to gain an in-depth understanding of the challenges LGBT people face, especially regarding healthcare access. Through courses like “Interactional Processes with LGBT Individuals” and volunteering at the Mazzoni Center for outreach, I hope to learn how to better support the Penn LGBT community as well as my family and friends, including my cousin, who came out as trans last year.
CONSCIENCE. As one of the first people in my family to attend a four-year university, I wanted a school that promoted a sense of moral responsibility among its students. At Penn, professors challenge their students to question and recreate their own set of morals by sparking thought- provoking, open-minded discussions. I can imagine myself advocating for universal healthcare in courses such as “Health Care Reform & Future of American Health System” and debating its merits with my peers. Studying in an environment where students confidently voice their opinions – conservative or liberal – will push me to question and strengthen my value system.
COMPETENCE. Two aspects that drew my attention to Penn’s BSN program were its high-quality research opportunities and hands-on nursing projects. Through its Office of Nursing Research, Penn connects students to faculty members who share similar research interests. As I volunteered at a nursing home in high school, I hope to work with Dr. Carthon to improve the quality of care for senior citizens. Seniors, especially minorities, face serious barriers to healthcare that I want to resolve. Additionally, Penn’s unique use of simulations to bridge the gap between classroom learning and real-world application impressed me. Using computerized manikins that mimic human responses, classes in Penn’s nursing program allow students to apply their emergency medical skills in a mass casualty simulation and monitor their actions afterward through a video system. Participating in this activity will help me identify my strengths and areas for improvement regarding crisis management and medical care in a controlled yet realistic setting. Research opportunities and simulations will develop my skills even before I interact with patients.
COMPASSION. I value giving back through community service, and I have a particular interest in Penn’s Community Champions and Nursing Students For Sexual & Reproductive Health (NSRH). As a four-year volunteer health educator, I hope to continue this work as a Community Champions member. I am excited to collaborate with medical students to teach fourth and fifth graders in the city about cardiology or lead a chair dance class for the elders at the LIFE Center. Furthermore, as a feminist who firmly believes in women’s abortion rights, I’d like to join NSRH in order to advocate for women’s health on campus. At Penn, I can work with like-minded people to make a meaningful difference.
CONFIDENCE. All of the Quakers that I have met possess one defining trait: confidence. Each student summarized their experiences at Penn as challenging but fulfilling. Although I expect my coursework to push me, from my conversations with current Quakers I know it will help me to be far more effective in my career.
The Five C’s of Caring are important heuristics for nursing, but they also provide insight into how I want to approach my time in college. I am eager to engage with these principles both as a nurse and as a Penn Quaker, and I can’t wait to start.
This prompt from Penn asks students to tailor their answer to their specific field of study. One great thing that this student does is identify their undergraduate school early, by mentioning “Sister Simone Roach, a theorist of nursing ethics.” You don’t want readers confused or searching through other parts of your application to figure out your major.
With a longer essay like this, it is important to establish structure. Some students organize their essay in a narrative form, using an anecdote from their past or predicting their future at a school. This student uses Roach’s 5 C’s of Caring as a framing device that organizes their essay around values. This works well!
While this essay occasionally loses voice, there are distinct moments where the student’s personality shines through. We see this with phrases like “felt like drinking from a fire hose in the best possible way” and “All of the Quakers that I have met possess one defining trait: confidence.” It is important to show off your personality to make your essay stand out.
Finally, this student does a great job of referencing specific resources about Penn. It’s clear that they have done their research (they’ve even talked to current Quakers). They have dreams and ambitions that can only exist at Penn.
Prompt: What is it about Yale that has led you to apply? (125 words or fewer)
Coin collector and swimmer. Hungarian and Romanian. Critical and creative thinker. I was drawn to Yale because they don’t limit one’s mind with “or” but rather embrace unison with “and.”
Wandering through the Beinecke Library, I prepare for my multidisciplinary Energy Studies capstone about the correlation between hedonism and climate change, making it my goal to find implications in environmental sociology. Under the tutelage of Assistant Professor Arielle Baskin-Sommers, I explore the emotional deficits of depression, utilizing neuroimaging to scrutinize my favorite branch of psychology: human perception. At Walden Peer Counseling, I integrate my peer support and active listening skills to foster an empathetic environment for the Yale community. Combining my interests in psychological and environmental studies is why I’m proud to be a Bulldog.
This answer to the “Why This College” question is great because 1) the student shows their excitement about attending Yale 2) we learn the ways in which attending Yale will help them achieve their goals and 3) we learn their interests and identities.
In this response, you can find a prime example of the “Image of the Future” approach, as the student flashes forward and envisions their life at Yale, using present tense (“I explore,” “I integrate,” “I’m proud”). This approach is valuable if you are trying to emphasize your dedication to a specific school. Readers get the feeling that this student is constantly imagining themselves on campus—it feels like Yale really matters to them.
Starting this image with the Beinecke Library is great because the Beinecke Library only exists at Yale. It is important to tailor “Why This College” responses to each specific school. This student references a program of study, a professor, and an extracurricular that only exist at Yale. Additionally, they connect these unique resources to their interests—psychological and environmental studies.
Finally, we learn about the student (independent of academics) through this response. By the end of their 125 words, we know their hobbies, ethnicities, and social desires, in addition to their academic interests. It can be hard to tackle a 125-word response, but this student shows that it’s possible.
Why This Major?
The goal of this prompt is to understand how you came to be interested in your major and what you plan to do with it. For competitive programs like engineering, this essay helps admissions officers distinguish students who have a genuine passion and are most likely to succeed in the program. This is another more straightforward essay, but you do have a bit more freedom to include relevant anecdotes.
Learn more about how to write the “Why This Major?” essay in our guide.
Why Duke Engineering
Prompt: If you are applying to the Pratt School of Engineering as a first year applicant, please discuss why you want to study engineering and why you would like to study at Duke (250 words).
One Christmas morning, when I was nine, I opened a snap circuit set from my grandmother. Although I had always loved math and science, I didn’t realize my passion for engineering until I spent the rest of winter break creating different circuits to power various lights, alarms, and sensors. Even after I outgrew the toy, I kept the set in my bedroom at home and knew I wanted to study engineering. Later, in a high school biology class, I learned that engineering didn’t only apply to circuits, but also to medical devices that could improve people’s quality of life. Biomedical engineering allows me to pursue my academic passions and help people at the same time.
Just as biology and engineering interact in biomedical engineering, I am fascinated by interdisciplinary research in my chosen career path. Duke offers unmatched resources, such as DUhatch and The Foundry, that will enrich my engineering education and help me practice creative problem-solving skills. The emphasis on entrepreneurship within these resources will also help me to make a helpful product. Duke’s Bass Connections program also interests me; I firmly believe that the most creative and necessary problem-solving comes by bringing people together from different backgrounds. Through this program, I can use my engineering education to solve complicated societal problems such as creating sustainable surgical tools for low-income countries. Along the way, I can learn alongside experts in the field. Duke’s openness and collaborative culture span across its academic disciplines, making Duke the best place for me to grow both as an engineer and as a social advocate.
This prompt calls for a complex answer. Students must explain both why they want to study engineering and why Duke is the best place for them to study engineering.
This student begins with a nice hook—a simple anecdote about a simple present with profound consequences. They do not fluff up their anecdote with flowery images or emotionally-loaded language; it is what it is, and it is compelling and sweet. As their response continues, they express a particular interest in problem-solving. They position problem-solving as a fundamental part of their interest in engineering (and a fundamental part of their fascination with their childhood toy). This helps readers to learn about the student!
Problem-solving is also the avenue by which they introduce Duke’s resources—DUhatch, The Foundry, and Duke’s Bass Connections program. It is important to notice that the student explains how these resources can help them achieve their future goals—it is not enough to simply identify the resources!
This response is interesting and focused. It clearly answers the prompt, and it feels honest and authentic.
Why Georgia Tech CompSci
Prompt: Why do you want to study your chosen major specifically at Georgia Tech? (300 words max)
I held my breath and hit RUN. Yes! A plump white cat jumped out and began to catch the falling pizzas. Although my Fat Cat project seems simple now, it was the beginning of an enthusiastic passion for computer science. Four years and thousands of hours of programming later, that passion has grown into an intense desire to explore how computer science can serve society. Every day, surrounded by technology that can recognize my face and recommend scarily-specific ads, I’m reminded of Uncle Ben’s advice to a young Spiderman: “with great power comes great responsibility”. Likewise, the need to ensure digital equality has skyrocketed with AI’s far-reaching presence in society; and I believe that digital fairness starts with equality in education.
The unique use of threads at the College of Computing perfectly matches my interests in AI and its potential use in education; the path of combined threads on Intelligence and People gives me the rare opportunity to delve deep into both areas. I’m particularly intrigued by the rich sets of both knowledge-based and data-driven intelligence courses, as I believe AI should not only show correlation of events, but also provide insight for why they occur.
In my four years as an enthusiastic online English tutor, I’ve worked hard to help students overcome both financial and technological obstacles in hopes of bringing quality education to people from diverse backgrounds. For this reason, I’m extremely excited by the many courses in the People thread that focus on education and human-centered technology. I’d love to explore how to integrate AI technology into the teaching process to make education more available, affordable, and effective for people everywhere. And with the innumerable opportunities that Georgia Tech has to offer, I know that I will be able to go further here than anywhere else.
With a “Why This Major” essay, you want to avoid using all of your words to tell a story. That being said, stories are a great way to show your personality and make your essay stand out. This student’s story takes up only their first 21 words, but it positions the student as fun and funny and provides an endearing image of cats and pizzas—who doesn’t love cats and pizzas? There are other moments when the student’s personality shines through also, like the Spiderman reference.
While this pop culture reference adds color, it also is important for what the student is getting at: their passion. They want to go into computer science to address the issues of security and equity that are on the industry’s mind, and they acknowledge these concerns with their comments about “scarily-specific ads” and their statement that “the need to ensure digital equality has skyrocketed.” This student is self-aware and aware of the state of the industry. This aptitude will be appealing for admissions officers.
The conversation around “threads” is essential for this student’s response because the prompt asks specifically about the major at Georgia Tech and it is the only thing they reference that is specific to Georgia Tech. Threads are great, but this student would have benefitted from expanding on other opportunities specific to Georgia Tech later in the essay, instead of simply inserting “innumerable opportunities.”
Overall, this student shows personality, passion, and aptitude—precisely what admissions officers want to see!
Extracurricular Essay
You’re asked to describe your activities on the Common App, but chances are, you have at least one extracurricular that’s impacted you in a way you can’t explain in 150 characters.
This essay archetype allows you to share how your most important activity shaped you and how you might use those lessons learned in the future. You are definitely welcome to share anecdotes and use a narrative approach, but remember to include some reflection. A common mistake students make is to only describe the activity without sharing how it impacted them.
Learn more about how to write the Extracurricular Essay in our guide.
A Dedicated Musician
My fingers raced across the keys, rapidly striking one after another. My body swayed with the music as my hands raced across the piano. Crashing onto the final chord, it was over as quickly as it had begun. My shoulders relaxed and I couldn’t help but break into a satisfied grin. I had just played the Moonlight Sonata’s third movement, a longtime dream of mine.
Four short months ago, though, I had considered it impossible. The piece’s tempo was impossibly fast, its notes stretching between each end of the piano, forcing me to reach farther than I had ever dared. It was 17 pages of the most fragile and intricate melodies I had ever encountered.
But that summer, I found myself ready to take on the challenge. With the end of the school year, I was released from my commitment to practicing for band and solo performances. I was now free to determine my own musical path: either succeed in learning the piece, or let it defeat me for the third summer in a row.
Over those few months, I spent countless hours practicing the same notes until they burned a permanent place in my memory, creating a soundtrack for even my dreams. Some would say I’ve mastered the piece, but as a musician I know better. Now that I can play it, I am eager to take the next step and add in layers of musicality and expression to make the once-impossible piece even more beautiful.
In this response, the student uses their extracurricular, piano, as a way to emphasize their positive qualities. At the beginning, readers are invited on a journey with the student where we feel their struggle, their intensity, and ultimately their satisfaction. With this descriptive image, we form a valuable connection with the student.
Then, we get to learn about what makes this student special: their dedication and work ethic. The fact that this student describes their desire to be productive during the summer shows an intensity that is appealing to admissions officers. Additionally, the growth mindset that this student emphasizes in their conclusion is appealing to admissions officers.
The Extracurricular Essay can be seen as an opportunity to characterize yourself. This student clearly identified their positive qualities, then used the Extracurricular Essay as a way to articulate them.
A Complicated Relationship with the School Newspaper
My school’s newspaper and I have a typical love-hate relationship; some days I want nothing more than to pass two hours writing and formatting articles, while on others the mere thought of student journalism makes me shiver. Still, as we’re entering our fourth year together, you could consider us relatively stable. We’ve learned to accept each other’s differences; at this point I’ve become comfortable spending an entire Friday night preparing for an upcoming issue, and I hardly even notice the snail-like speed of our computers. I’ve even benefitted from the polygamous nature of our relationship—with twelve other editors, there’s a lot of cooperation involved. Perverse as it may be, from that teamwork I’ve both gained some of my closest friends and improved my organizational and time-management skills. And though leaving it in the hands of new editors next year will be difficult, I know our time together has only better prepared me for future relationships.
This response is great. It’s cute and endearing and, importantly, tells readers a lot about the student who wrote it. Framing this essay in the context of a “love-hate relationship,” then supplementing with comments like “We’ve learned to accept each other’s differences” allows this student to advertise their maturity in a unique and engaging way.
While Extracurricular Essays can be a place to show how you’ve grown within an activity, they can also be a place to show how you’ve grown through an activity. At the end of this essay, readers think that this student is mature and enjoyable, and we think that their experience with the school newspaper helped make them that way.
Participating in Democracy
Prompt: Research shows that an ability to learn from experiences outside the classroom correlates with success in college. What was your greatest learning experience over the past 4 years that took place outside of the traditional classroom? (250 words)
The cool, white halls of the Rayburn House office building contrasted with the bustling energy of interns entertaining tourists, staffers rushing to cover committee meetings, and my fellow conference attendees separating to meet with our respective congresspeople. Through civics and US history classes, I had learned about our government, but simply hearing the legislative process outlined didn’t prepare me to navigate it. It was my first political conference, and, after learning about congressional mechanics during breakout sessions, I was lobbying my representative about an upcoming vote crucial to the US-Middle East relationship. As the daughter of Iranian immigrants, my whole life had led me to the moment when I could speak on behalf of the family members who had not emigrated with my parents.
As I sat down with my congresswoman’s chief of staff, I truly felt like a participant in democracy; I was exercising my right to be heard as a young American. Through this educational conference, I developed a plan of action to raise my voice. When I returned home, I signed up to volunteer with the state chapter of the Democratic Party. I sponsored letter-writing campaigns, canvassed for local elections, and even pursued an internship with a state senate campaign. I know that I don’t need to be old enough to vote to effect change. Most importantly, I also know that I want to study government—I want to make a difference for my communities in the United States and the Middle East throughout my career.
While this prompt is about extracurricular activities, it specifically references the idea that the extracurricular should support the curricular. It is focused on experiential learning for future career success. This student wants to study government, so they chose to describe an experience of hands-on learning within their field—an apt choice!
As this student discusses their extracurricular experience, they also clue readers into their future goals—they want to help Middle Eastern communities. Admissions officers love when students mention concrete plans with a solid foundation. Here, the foundation comes from this student’s ethnicity. With lines like “my whole life had led me to the moment when I could speak on behalf of the family members who had not emigrated with my parents,” the student assures admissions officers of their emotional connection to their future field.
The strength of this essay comes from its connections. It connects the student’s extracurricular activity to their studies and connects theirs studies to their personal history.
Overcoming Challenges
You’re going to face a lot of setbacks in college, so admissions officers want to make you’re you have the resilience and resolve to overcome them. This essay is your chance to be vulnerable and connect to admissions officers on an emotional level.
Learn more about how to write the Overcoming Challenges Essay in our guide.
The Student Becomes the Master
”Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.
Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.
Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.
Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.
I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.
At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.
Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.
Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.
Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.
Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.
This essay is great because it has a strong introduction and conclusion. The introduction is notably suspenseful and draws readers into the story. Because we know it is a college essay, we can assume that the student is one of the competitors, but at the same time, this introduction feels intentionally ambiguous as if the writer could be a competitor, a coach, a sibling of a competitor, or anyone else in the situation.
As we continue reading the essay, we learn that the writer is, in fact, the competitor. Readers also learn a lot about the student’s values as we hear their thoughts: “I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was.” Ultimately, the conflict and inner and outer turmoil is resolved through the “Same, but Different” ending technique as the student places themself in the same environment that we saw in the intro, but experiencing it differently due to their actions throughout the narrative. This is a very compelling strategy!
Growing Sensitivity to Struggles
Prompt: The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? (650 words)
“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.
Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.
When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.
As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.
Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.
We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.
We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.
My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.
Here you can find a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.
Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.
Community Service/Impact on the Community
Colleges want students who will positively impact the campus community and go on to make change in the world after they graduate. This essay is similar to the Extracurricular Essay, but you need to focus on a situation where you impacted others.
Learn more about how to write the Community Service Essay in our guide.
Academic Signing Day
Prompt: What have you done to make your school or your community a better place?
The scent of eucalyptus caressed my nose in a gentle breeze. Spring had arrived. Senior class activities were here. As a sophomore, I noticed a difference between athletic and academic seniors at my high school; one received recognition while the other received silence. I wanted to create an event celebrating students academically-committed to four-years, community colleges, trades schools, and military programs. This event was Academic Signing Day.
The leadership label, “Events Coordinator,” felt heavy on my introverted mind. I usually was setting up for rallies and spirit weeks, being overlooked around the exuberant nature of my peers.
I knew a change of mind was needed; I designed flyers, painted posters, presented powerpoints, created student-led committees, and practiced countless hours for my introductory speech. Each committee would play a vital role on event day: one dedicated to refreshments, another to technology, and one for decorations. The fourth-month planning was a laborious joy, but I was still fearful of being in the spotlight. Being acknowledged by hundreds of people was new to me.
The day was here. Parents filled the stands of the multi-purpose room. The atmosphere was tense; I could feel the angst building in my throat, worried about the impression I would leave. Applause followed each of the 400 students as they walked to their college table, indicating my time to speak.
I walked up to the stand, hands clammy, expression tranquil, my words echoing to the audience. I thought my speech would be met by the sounds of crickets; instead, smiles lit up the stands, realizing my voice shone through my actions. I was finally coming out of my shell. The floor was met by confetti as I was met by the sincerity of staff, students, and parents, solidifying the event for years to come.
Academic students were no longer overshadowed. Their accomplishments were equally recognized to their athletic counterparts. The school culture of athletics over academics was no longer imbalanced. Now, every time I smell eucalyptus, it is a friendly reminder that on Academic Signing Day, not only were academic students in the spotlight but so was my voice.
This essay answers the prompt nicely because the student describes a contribution with a lasting legacy. Academic Signing Day will affect this high school in the future and it affected this student’s self-development—an idea summed up nicely with their last phrase “not only were academic students in the spotlight but so was my voice.”
With Community Service essays, students sometimes take small contributions and stretch them. And, oftentimes, the stretch is very obvious. Here, the student shows us that Academic Signing Day actually mattered by mentioning four months of planning and hundreds of students and parents. They also make their involvement in Academic Signing Day clear—it was their idea and they were in charge, and that’s why they gave the introductory speech.
Use this response as an example of the type of focused contribution that makes for a convincing Community Service Essay.
Climate Change Rally
Prompt: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (technically not community service, but the response works)
Let’s fast-forward time. Strides were made toward racial equality. Healthcare is accessible to all; however, one issue remains. Our aquatic ecosystems are parched with dead coral from ocean acidification. Climate change has prevailed.
Rewind to the present day.
My activism skills are how I express my concerns for the environment. Whether I play on sandy beaches or rest under forest treetops, nature offers me an escape from the haste of the world. When my body is met by trash in the ocean or my nose is met by harmful pollutants, Earth’s pain becomes my own.
Substituting coffee grinds as fertilizer, using bamboo straws, starting my sustainable garden, my individual actions needed to reach a larger scale. I often found performative activism to be ineffective when communicating climate concerns. My days of reposting awareness graphics on social media never filled the ambition I had left to put my activism skills to greater use. I decided to share my ecocentric worldview with a coalition of environmentalists and host a climate change rally outside my high school.
Meetings were scheduled where I informed students about the unseen impact they have on the oceans and local habitual communities. My fingers were cramped from all the constant typing and investigating of micro causes of the Pacific Waste Patch, creating reusable flyers, displaying steps people could take from home in reducing their carbon footprint. I aided my fellow environmentalists in translating these flyers into other languages, repeating this process hourly, for five days, up until rally day.
It was 7:00 AM. The faces of 100 students were shouting, “The climate is changing, why can’t we?” I proudly walked on the dewy grass, grabbing the microphone, repeating those same words. The rally not only taught me efficient methods of communication but it echoed my environmental activism to the masses. The City of Corona would be the first of many cities to see my activism, as more rallies were planned for various parts of SoCal. My once unfulfilled ambition was fueled by my tangible activism, understanding that it takes more than one person to make an environmental impact.
Like with the last example, this student describes a focused event with a lasting legacy. That’s a perfect place to start! By the end of this essay, we have an image of the cause of this student’s passion and the effect of this student’s passion. There are no unanswered questions.
This student supplements their focused topic with engaging and exciting writing to make for an easy-to-read and enjoyable essay. One of the largest strengths of this response is its pace. From the very beginning, we are invited to “fast-forward” and “rewind” with the writer. Then, after we center ourselves in real-time, this writer keeps their quick pace with sentences like “Substituting coffee grounds as fertilizer, using bamboo straws, starting my sustainable garden, my individual actions needed to reach a larger scale.” Community Service essays run the risk of turning boring, but this unique pacing keeps things interesting.
Having a diverse class provides a richness of different perspectives and encourages open-mindedness among the student body. The Diversity Essay is also somewhat similar to the Extracurricular and Community Service Essays, but it focuses more on what you might bring to the campus community because of your unique experiences or identities.
Learn more about how to write the Diversity Essay in our guide.
A Story of a Young Skater
“Everyone follow me!” I smiled at five wide-eyed skaters before pushing off into a spiral. I glanced behind me hopefully, only to see my students standing frozen like statues, the fear in their eyes as clear as the ice they swayed on. “Come on!” I said encouragingly, but the only response I elicited was the slow shake of their heads. My first day as a Learn-to-Skate coach was not going as planned.
But amid my frustration, I was struck by how much my students reminded me of myself as a young skater. At seven, I had been fascinated by Olympic performers who executed thrilling high jumps and dizzying spins with apparent ease, and I dreamed to one day do the same. My first few months on skates, however, sent these hopes crashing down: my attempts at slaloms and toe-loops were shadowed by a stubborn fear of falling, which even the helmet, elbow pads, and two pairs of mittens I had armed myself with couldn’t mitigate. Nonetheless, my coach remained unfailingly optimistic, motivating me through my worst spills and teaching me to find opportunities in failures. With his encouragement, I learned to push aside my fears and attack each jump with calm and confidence; it’s the hope that I can help others do the same that now inspires me to coach.
I remember the day a frustrated staff member directed Oliver, a particularly hesitant young skater, toward me, hoping that my patience and steady encouragement might help him improve. Having stood in Oliver’s skates not much earlier myself, I completely empathized with his worries but also saw within him the potential to overcome his fears and succeed.
To alleviate his anxiety, I held Oliver’s hand as we inched around the rink, cheering him on at every turn. I soon found though, that this only increased his fear of gliding on his own, so I changed my approach, making lessons as exciting as possible in hopes that he would catch the skating bug and take off. In the weeks that followed, we held relay races, played “freeze-skate” and “ice-potato”, and raced through obstacle courses; gradually, with each slip and subsequent success, his fear began to abate. I watched Oliver’s eyes widen in excitement with every skill he learned, and not long after, he earned his first skating badge. Together we celebrated this milestone, his ecstasy fueling my excitement and his pride mirroring my own. At that moment, I was both teacher and student, his progress instilling in me the importance of patience and a positive attitude.
It’s been more than ten years since I bundled up and stepped onto the ice for the first time. Since then, my tolerance for the cold has remained stubbornly low, but the rest of me has certainly changed. In sharing my passion for skating, I have found a wonderful community of eager athletes, loving parents, and dedicated coaches from whom I have learned invaluable lessons and wisdom. My fellow staffers have been with me, both as friends and colleagues, and the relationships I’ve formed have given me far more poise, confidence, and appreciation for others. Likewise, my relationships with parents have given me an even greater gratitude for the role they play: no one goes to the rink without a parent behind the wheel!
Since that first lesson, I have mentored dozens of children, and over the years, witnessed tentative steps transform into powerful glides and tears give way to delighted grins. What I have shared with my students has been among the greatest joys of my life, something I will cherish forever. It’s funny: when I began skating, what pushed me through the early morning practices was the prospect of winning an Olympic medal. Now, what excites me is the chance to work with my students, to help them grow, and to give back to the sport that has brought me so much happiness.
This response is a great example of how Diversity doesn’t have to mean race, gender, sexuality, ethnicity, age, or ability. Diversity can mean whatever you want it to mean—whatever unique experience(s) you have to bring to the table!
A major strength of this essay comes in its narrative organization. When reading this first paragraph, we feel for the young skaters and understand their fear—skating sounds scary! Then, because the writer sets us up to feel this empathy, the transition to the second paragraph where the student describes their empathy for the young skaters is particularly powerful. It’s like we are all in it together! The student’s empathy for the young skaters also serves as an outstanding, seamless transition to the applicant discussing their personal journey with skating: “I was struck by how much my students reminded me of myself as a young skater.”
This essay positions the applicant as a grounded and caring individual. They are caring towards the young skaters—changing their teaching style to try to help the young skaters and feeling the young skaters’ emotions with them—but they are also appreciative to those who helped them as they reference their fellow staffers and parents. This shows great maturity—a favorable quality in the eyes of an admissions officer.
At the end of the essay, we know a lot about this student and are convinced that they would be a good addition to a college campus!
Finding Community in the Rainforest
Prompt: Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you’d like to share a perspective you bring or experiences you’ve had to help us understand you better—perhaps related to a community you belong to, your sexual orientation or gender identity, or your family or cultural background—we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke (250 words).
I never understood the power of community until I left home to join seven strangers in the Ecuadorian rainforest. Although we flew in from distant corners of the U.S., we shared a common purpose: immersing ourselves in our passion for protecting the natural world.
Back home in my predominantly conservative suburb, my neighbors had brushed off environmental concerns. My classmates debated the feasibility of Trump’s wall, not the deteriorating state of our planet. Contrastingly, these seven strangers delighted in bird-watching, brightened at the mention of medicinal tree sap, and understood why I once ran across a four-lane highway to retrieve discarded beer cans. Their histories barely resembled mine, yet our values aligned intimately. We did not hesitate to joke about bullet ants, gush about the versatility of tree bark, or discuss the destructive consequences of materialism. Together, we let our inner tree huggers run free.
In the short life of our little community, we did what we thought was impossible. By feeding on each other’s infectious tenacity, we cultivated an atmosphere that deepened our commitment to our values and empowered us to speak out on behalf of the environment. After a week of stimulating conversations and introspective revelations about engaging people from our hometowns in environmental advocacy, we developed a shared determination to devote our lives to this cause.
As we shared a goodbye hug, my new friend whispered, “The world needs saving. Someone’s gotta do it.” For the first time, I believed that someone could be me.
This response is so wholesome and relatable. We all have things that we just need to geek out over and this student expresses the joy that came when they found a community where they could geek out about the environment. Passion is fundamental to university life and should find its way into successful applications.
Like the last response, this essay finds strength in the fact that readers feel for the student. We get a little bit of backstory about where they come from and how they felt silenced—“Back home in my predominantly conservative suburb, my neighbors had brushed off environmental concerns”—, so it’s easy to feel joy for them when they get set free.
This student displays clear values: community, ecoconsciousness, dedication, and compassion. An admissions officer who reads Diversity essays is looking for students with strong values and a desire to contribute to a university community—sounds like this student!
Political/Global Issues
Colleges want to build engaged citizens, and the Political/Global Issues Essay allows them to better understand what you care about and whether your values align with theirs. In this essay, you’re most commonly asked to describe an issue, why you care about it, and what you’ve done or hope to do to address it.
Learn more about how to write the Political/Global Issues Essay in our guide.
Note: this prompt is not a typical political/global issues essay, but the essay itself would be a strong response to a political/global issues prompt.
Fighting Violence Against Women
Prompt: Using a favorite quotation from an essay or book you have read in the last three years as a starting point, tell us about an event or experience that helped you define one of your values or changed how you approach the world. Please write the quotation, title and author at the beginning of your essay. (250-650 words)
“One of the great challenges of our time is that the disparities we face today have more complex causes and point less straightforwardly to solutions.”
– Omar Wasow, assistant professor of politics, Princeton University. This quote is taken from Professor Wasow’s January 2014 speech at the Martin Luther King Day celebration at Princeton University.
The air is crisp and cool, nipping at my ears as I walk under a curtain of darkness that drapes over the sky, starless. It is a Friday night in downtown Corpus Christi, a rare moment of peace in my home city filled with the laughter of strangers and colorful lights of street vendors. But I cannot focus.
My feet stride quickly down the sidewalk, my hand grasps on to the pepper spray my parents gifted me for my sixteenth birthday. My eyes ignore the surrounding city life, focusing instead on a pair of tall figures walking in my direction. I mentally ask myself if they turned with me on the last street corner. I do not remember, so I pick up the pace again. All the while, my mind runs over stories of young women being assaulted, kidnapped, and raped on the street. I remember my mother’s voice reminding me to keep my chin up, back straight, eyes and ears alert.
At a young age, I learned that harassment is a part of daily life for women. I fell victim to period-shaming when I was thirteen, received my first catcall when I was fourteen, and was nonconsensually grabbed by a man soliciting on the street when I was fifteen. For women, assault does not just happen to us— its gory details leave an imprint in our lives, infecting the way we perceive the world. And while movements such as the Women’s March and #MeToo have given victims of sexual violence a voice, harassment still manifests itself in the lives of millions of women across the nation. Symbolic gestures are important in spreading awareness but, upon learning that a surprising number of men are oblivious to the frequent harassment that women experience, I now realize that addressing this complex issue requires a deeper level of activism within our local communities.
Frustrated with incessant cases of harassment against women, I understood at sixteen years old that change necessitates action. During my junior year, I became an intern with a judge whose campaign for office focused on a need for domestic violence reform. This experience enabled me to engage in constructive dialogue with middle and high school students on how to prevent domestic violence. As I listened to young men uneasily admit their ignorance and young women bravely share their experiences in an effort to spread awareness, I learned that breaking down systems of inequity requires changing an entire culture. I once believed that the problem of harassment would dissipate after politicians and celebrities denounce inappropriate behavior to their global audience. But today, I see that effecting large-scale change comes from the “small” lessons we teach at home and in schools. Concerning women’s empowerment, the effects of Hollywood activism do not trickle down enough. Activism must also trickle up and it depends on our willingness to fight complacency.
Finding the solution to the long-lasting problem of violence against women is a work-in-progress, but it is a process that is persistently moving. In my life, for every uncomfortable conversation that I bridge, I make the world a bit more sensitive to the unspoken struggle that it is to be a woman. I am no longer passively waiting for others to let me live in a world where I can stand alone under the expanse of darkness on a city street, utterly alone and at peace. I, too, deserve the night sky.
As this student addresses an important social issue, she makes the reasons for her passion clear—personal experiences. Because she begins with an extended anecdote, readers are able to feel connected to the student and become invested in what she has to say.
Additionally, through her powerful ending—“I, too, deserve the night sky”—which connects back to her beginning— “as I walk under a curtain of darkness that drapes over the sky”—this student illustrates a mastery of language. Her engagement with other writing techniques that further her argument, like the emphasis on time—“gifted to me for my sixteenth birthday,” “when I was thirteen,” “when I was fourteen,” etc.—also illustrates her mastery of language.
While this student proves herself a good writer, she also positions herself as motivated and ambitious. She turns her passions into action and fights for them. That is just what admissions officers want to see in a Political/Global issues essay!
Where to Get Feedback on Your College Essays
Once you’ve written your college essays, you’ll want to get feedback on them. Since these essays are important to your chances of acceptance, you should prepare to go through several rounds of edits.
Not sure who to ask for feedback? That’s why we created our free Peer Essay Review resource. You can get comments from another student going through the process and also edit other students’ essays to improve your own writing.
If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!
Related CollegeVine Blog Posts
20 Successful College Essay Examples + Why They Worked (2024)
Today I'm going to show you 20 essays that worked that will help inspire you and start you on your way to writing your own successful essays.
In this post, I've included:
Personal Statement examples
Supplemental essay examples
University of California essays
Links to hundreds more essay examples
If you're looking for college essay examples, you've found the right place.
Let's get started.
Writing your college essays can be challenging.
And in 2024, with many schools dropping test scores from their application, your college essays are one of the most important parts of your application if you want to get accepted.
That means there's a whole lot more opportunity for students without the best SAT or ACT scores to boost their chances of admission by writing outstanding essays.
20 of My Favorite EssaysThatWorked
One of the best ways to write your own successful essays is to read and learn from past essays that worked.
Here's 20 of our favorite college essays examples. From Personal Statement examples to "Why this college?" supplements, find any type of essay you're looking for.
I've chosen these examples because they represent almost every type of essay you'll need to write.
Plus, they are all high-quality examples that have an authentic voice , one of the most important parts of a great essay.
Table of Contents
Personal statement essay examples.
1. The Itch
2. Paint Dance
3. Football Manager
4. Restaurant Job
Additional Personal Statement Examples
Additional Common App Essay Examples
University of California Essay Examples
5. Summer Counselor
6. Teaching Talent
7. Linguistics
8. Linguistics Society
9. New Perspectives
Supplemental Essay Examples
10. Fermat's Last Theorem
11. Bug Fixing
12. Why UPenn?
13. Story of My Name
14. Ideal College Community
15. Why Computer Science
16. Volunteering at Hospital
17. Why Carnegie Mellon
18. Why NYU?
19. Moving Places
20. Double Major
Ready to get inspired to write the next great admissions essays?
Let's jump right in.
Part 1: Personal Statements That Stand Out
Your Personal Statement essay is arguably the most important essay you'll write.
Since it's sent to every college you apply to, you need to carefully choose how you use your 650 words.
In this section, I'll show you several examples of successful Common App essays accepted into the most selective colleges.
Let’s dive right in.
Most students write their personal statement essay on their Common Application.
That's why it's called your Common App essay .
If you're having trouble starting your essay, be sure to check out some Common App inspiration .
Here are some of the best Common App essay examples that have gotten students into top colleges.
Below are some of our favorite personal statement essay examples from the Ivy League and other top-20 colleges.
College Essay Example #1: The Itch
This Common App personal statement was accepted into Stanford University .
Common App Prompt #7: Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design. (250-650 words)
Slowly, my passion emerged from pretense and envy into reality.
Why This Essay Works:
This essay is all based upon the metaphor of "the itch" representing a desire to understand the world. By using a central theme, such as a metaphor, you can create a thread of ideas that run throughout your essay. If you want to use a metaphor, make sure it clearly relates to the idea you're trying to express, rather than choosing one just because it is a creative or unique approach. In this case, there is perhaps no better metaphor than "the itch" which would capture their main idea, so it works well.
Instead of "telling" their ideas, this essay does a lot of fantastic "showing" through specific anecdotes. Sentences like "I learned to sing the blues before I knew the words..." capture a lot about the author's character and background without having to say it outright. By showing the reader, you allow them to draw their own conclusions rather than just having to accept what you're telling them. Using specific language also creates a more vibrant and interesting essay. Rather than saying "I loved learning as a kid," this student shows it using a concrete example: "my favorite book was an introduction to fulcrums".
Writing about other people in your essay can be a great way to tell things about yourself. Known as a literary "foil," by describing other people you can show your own values without stating them plainly. In this essay, the author shows their value (of being passionate about learning) by first recognizing that value in somebody else, "Kikki" in this case. By writing about people in your life, you can also create a sense of humility and humanity. Nobody is an "island," meaning that everyone is influenced by those around us. Showing how you draw inspiration, values, or lessons from others will show more about your character than simply telling admissions would.
In general, listing activities in your essay is a bad strategy, because it is repetitive of your activities list and comes across boring. However, this essay manages to list their activities in the 3rd-to-last paragraph by connecting them to a central idea: how their newfound passion for learning sparked all these new engagements. Listing activities can be okay, but only if they have a clear purpose in doing so. In this case, the purpose is to show how these activities are representative of their new passion for learning. But the purpose for listing activities could also be to show a specific value, provide examples for your idea, demonstrate your new perspective, etc.
College Essay Example #2: Paint Dance
This Common App personal statement was accepted into Williams College .
Common App Prompt #2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? (250-650 words)
This student uses figurative language, particularly personification, which makes their writing more engaging. Rather simply telling a story plainly, implementing aspects of creative writing such as metaphors, personification, and symbolism, can engage the reader in your story.
This essay deals with their struggles—particularly in overcoming fear of failure while painting. By showcasing your challenges, you not only create a more relatable persona, but it makes your successes far more impactful. Everyone has struggles, and reflecting upon those challenges is what will help you convey self-growth.
What They Might Improve:
Although this student reflects on the concept of fear, they don't go much deeper than surface-level reflections. This essay does pose some interesting questions, like "Why was I afraid of something I had not yet encountered?" but these questions are cut short and not satisfyingly explored. Admissions officers are impressed with genuine, deep reflection. To get there, you need to push past surface-level takeaways and try taking your ideas always one step further.
"Fear" is a central theme of this essay, but the main idea of overcoming fear is repeated excessively, without adding new ideas. It is important that your essay "goes somewhere" and doesn't stay stuck at the surface of your ideas. You want to go deep into your ideas, which means avoiding repetition at all costs, and only referencing a previous idea if you're adding something new: a new perspective, context, nuance, broader application, etc.
College Essay Example #3: Football Manager
This Common App personal statement was accepted into the University of Pennsylvania .
Common App Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. (250-650 words)
This essay has lighthearted moments in it, such as recognizing how being a football manager "does not sound glamorous" and how "we managers go by many names: watergirls..." Using moments of humor can be appropriate for contrasting with moments of serious reflection. Being lighthearted also shows a sense of personality and that you are able to take things with stride.
The reflections in this essay are far too generic overall and ultimately lack meaning because they are unspecific. Using buzzwords like "hard work" and "valuable lessons" comes off as unoriginal, so avoid using them at all costs. Your reflections need to be specific to you to be most meaningful. If you could (in theory) pluck out sentences from your essay and drop them into another student's essay, then chances are those sentences are not very insightful. Your ideas should be only have been able to been written by you: specific to your experiences, personal in nature, and show deep reflection.
Although this essay uses the topic of "being a football manager," by the end of the essay it isn't clear what that role even constitutes. Avoid over-relying on other people or other's ideas when writing your essay. That is, most of the reflections in this essay are based on what the author witnessed the football team doing, rather than what they experienced for themselves in their role. Focus on your own experiences first, and be as specific and tangible as possible when describing your ideas. Rather than saying "hard work," show that hard work through an anecdote.
More important than your stories is the "So what?" behind them. Avoid writing stories that don't have a clear purpose besides "setting the scene." Although most fiction writing describes people and places as exposition, for your essays you want to avoid that unless it specifically contributes to your main point. In this essay, the first two paragraphs are almost entirely unnecessary, as the point of them can be captured in one sentence: "I joined to be a football manager one summer." The details of how that happened aren't necessary because they aren't reflected upon.
In typical academic writing, we're taught to "tell them what you're going to tell them" before telling them. But for college essays, every word is highly valuable. Avoid prefacing your statements and preparing the reader for them. Instead of saying "XYZ would prove to be an unforgettable experience," just dive right into the experience itself. Think of admissions officers as "being in a rush," and give them what they want: your interesting ideas and experiences.
Learn the Secrets of Successful Top-20 Applications
Join 4,000+ students and parents that already receive our 5-minute free newsletter , packed with T-20 essay examples, writing tips & tricks, and step-by-step guides.
College Essay Example #4: Restaurant Job
This Common App personal statement is an accepted Tulane essay .
Common App Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. (250-650 words)
Piano Man plays on repeat in Used To Be’s Island Eatery, a high-volume bar and restaurant in the town of [Location] on the Jersey shore. Balding men and blonde women sway to the song as they sit on the wooden barstools, chatting and laughing about their lives.
Rather than "telling," it's important to always back up your points by "showing." This means using anecdotes, examples, and specific references to help the reader come to the same conclusion as you. Anybody can "tell" things, but by showing them you are giving proof, which makes your points more convincing and compelling.
An effective strategy for having interesting ideas is to reflect upon what you've learned as the result of an activity or experience. Lessons are important because they show self-growth, which admissions officers are looking for. It can also be a good idea to compare and contrast your lessons with other areas of your life. For example, how do your lessons from an extracurricular activity differ or translate over to your academics? Or vice versa?
One of the most common "mistakes" in essays is to not go deeper into your ideas. Most students gravitate towards surface-level ideas, which can be a good starting point, but should ideally be taken further. Admissions officers have read thousands of essays, so it's important that your ideas are unique, specific to you, and interesting. To get to those "deeper" ideas, keep asking yourself questions. For example, if you start with the idea of "positivity is key for this job," then keep asking yourself "Why?" Repeat that process many times and think critically, and eventually you'll come to more interesting and compelling ideas.
Avoid writing like fiction books, which have lots of descriptions that build a world or environment. Instead, only describe the things that matter to your main point. Since you have a limited number of words to use, it is vital that each sentence has a clear purpose. In this essay, many descriptions are ultimately unnecessary to their main point. Does it matter that "balding men and blonde women sway to the song as they sit on the wooden barstools"? No, and this only distracts from what is ultimately more valuable: your ideas and reflections.
Want to read more Common App essay examples?
If you're looking for more outstanding Common App essays, check out our Common App guide with examples.
For more, check out our list of top personal statement examples .
Part 2: UC Personal Insight Questions
Your UC essays are more important in 2022, now that UC's have dropped SAT and ACT scores from your application.
And if you're looking to write great UC essays, the best place to start is by learning from essays that worked in the past.
If you're looking for tons of UC essay examples, you're in the right place.
Every student applying to University of California must write four Personal Insight Questions. Each short essay must be fewer than 350 words each.
Check out our guides and examples for UCLA essays and UC Berkeley essays .
Within those posts, you'll be able to read dozens of the best UC Personal Insight Questions.
College Essay Example #5: Summer Counselor
This essay was accepted into UCLA .
UC PIQ #1: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (350 words max)
Each summer for the last eight years, I have attended a four-week residential summer camp on Orcas Island, first as a camper and more recently as a staff member. As a counselor-in- training last summer, my role shifted from one centred around my own enjoyment to one catering to the fulfilment of others. I welcomed this change of pace gladly, as the ability to positively impact the next generation of campers in a similar way to how my own counselors impacted mine thrilled me.
At first, I was unconvinced that I was being the role model I had envisaged of myself, as I was daunted by my new responsibility as staff. However, my uncertainty dissipated when one of the campers I had worked closely with in the sailing classes I taught wrote me a heartfelt letter towards the end of the session claiming that spending time with me had been one of the highlights of his summer. This small affirmation struck me deeply, and I was incentivised to continue putting all my energy into hopefully similarly affecting as many others as I could.
One of the most challenging parts of the summer was when I acted as an assistant counselor to a group of six 2nd-grade boys for a week, living with and supervising them for the whole time. I recall one particular moment when all six started yelling over the minor grievance of whose turn it was to take the dirty dishes back to the kitchen that meal. I tried diffusing the situation peacefully but, in the end, it required a firmer stance to get them to calm down. It was tough for me to take a harder line with them, but it was a valuable lesson that being assertive, yet still kind, is an effective method for future situations.
I cannot wait to apply for a full counselor position next summer, as each year I learn more from camp about what it is to be a compassionate leader, a convincing role model, and a team player.
Specific Example : For UC essays, it's important to directly and clearly answer the prompt. This student does a good job of using a specific moment that clearly answers the prompt.
Honest About Challenges : You don't have to present yourself as a perfect human being. Instead, by showing your flaws and challenges, it makes you more relatable. This student does that well by admitting: "I was unconvinced that I was being the role model I had envisaged of myself."
What They Might Change:
Give More Details : In addition to stating "...it required a firmer stance to get them to calm down," it's better to show this. How did you act in that moment? How can you illustrate that assertiveness, without just stating it?
College Essay Example #6: Teaching Talent
UC PIQ #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (350 words max)
My greatest talent is teaching. I love the opportunity to help others and seeing them develop and improve as a result of my input is always so rewarding.
My principle teaching outlet is as a diving coach. My favourite part about this job is that it is so dynamic, and each session is different. Some days the divers are in a great mood, dive impressively, and will jest with you nonstop which, being extroverted, fills me with energy and is a genuinely enjoyable evening. These sessions are so easy to coach as you can present yourself as a friend to the divers and deepen the trust that exists between you. However, other nights the kids are tired and unenthusiastic and coaching becomes far more challenging. I have to be stricter with them while simultaneously finding ways to motivate them, such as introducing little competitions or rewards for training hard. Over time, I have gotten much more confident at adjusting my coaching attitude towards the signals I pick up from the divers and it has made my job significantly easier.
This year, I have taken on the additional responsibility of leading the Learn to Dive squad, the largest group of divers at my club. At first, it was tough for me to adjust to my new role as it entailed more work with other coaches, helping them to develop their own coaching ability and monitoring the progression of their divers, as well as with kids of my own. However, I have grown to love this new element of my job, despite the challenge of instructing coaches older than myself, as it has forced me to develop my teaching ability in new ways. I have had to analyse my own teaching methods in order to explain them to other coaches and this both helped them to understand how to improve, but also allowed me to refine and develop how I coach my own divers.
Teaching is such an important part of my life because it allows me to learn and increase my own knowledge while making a positive impact on others.
College Essay Example #7: Linguistics
This Personal Insight Question essay was accepted into UCLA among others.
UC PIQ #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. (350 words max)
While reading Tolkien's The Silmarillion , I was struck by the elegance of the Elvish script he included. Upon further research, I discovered that he had created an entire language – Quenya – to accompany the Lord of the Rings trilogy. The idea that a language could be crafted and cultivated like a piece of art was both illuminating and inspiring to me. I had heard of Esperanto previously, but I believe Tolkien wasn’t trying to change the world with his creation. His goal was simply to create a language for the pleasure of it, and to enrich his storytelling and worldbuilding.
The revelation that language could be more than just a tool for communication triggered a love for linguistics that persists to this day. I voraciously tore through reference grammars and college textbooks alike, including An Introduction to Historical Linguistics by Lyle Campbell.
I even tried to emulate Tolkien and create a language of my own. Whether at school taking classes in Spanish, French, Italian, Latin, and Ancient Greek, or at home studying the phonology of Brazilian Portuguese on my own, languages excited and motivated me to learn more. I was awarded the Arthur Beatty award for outstanding linguist in the year as a result of my dedication to the language program at school.
Watching Game of Thrones reintroduced me to conlanging in the form of Dothraki and rekindled my interest, prompting me to write my IB extended essay on the historical etymology of Spanish. It was a challenging project, but I loved every minute of my research. While my friends were lamenting their boredom at poring over endless journals on topics they didn’t enjoy, I was studying a subject for which I am truly passionate. I hope to continue my study of language in university, and one of my goals in life is to be trilingual. I have no doubt that languages will continue to inspire me throughout life, and I hope to be able to share some of this passion with others along the way.
College Essay Example #8: Linguistics Society
Here's another UCLA essay that worked.
UC PIQ #7: What have you done to make your school or your community a better place? (350 words max)
Throughout my time at school, I have tried to share my passions and interests with others in various ways.
With the help of a friend, I reinvigorated and reinvented the school linguistics society, transforming it from a dull discussion of past exam questions to a seminar-style session where I have presented and analysed various interesting aspects of language. We have covered topics ranging from phonetics to historical sound change, and it has attracted a loyal troop of linguists who relish the weekly meetings almost as much as I do.
I have also channelled my passion for teaching into volunteering as a Spanish teacher at another local elementary school. Leading a class of thirty students can be a challenge, mainly as that many students are often hard to control. Nevertheless, I have planned and carried out lessons there each week for the last three years and have learnt a lot from it. I have found that as my confidence has grown, so the students have started to listen to and respect me more. They gain more from the lessons, as is evident from their progress at the end of each semester, and my enjoyment and fulfilment has risen. I am glad to have had a positive impact on their learning, and that I have been able to teach a subject that genuinely interests me.
Finally, I was appointed as a school prefect for senior year. In this role, I have been involved with a number of charity initiatives, such as organising bake sales and sponsored sporting events to raise money for the Make a Wish foundation, as well as various pastoral activities such as mentoring incoming freshman and guiding prospective parents around the campus. I love being a prefect as it allows me to give something back to the school that has been a huge part of my life for the last several years. I hope my legacy is that students feel more comfortable and confident in the school environment, and that they are inspired to become leaders as I have been to give back to the community in turn.
College Essay Example #9: New Perspectives
This essay was accepted into UC Berkeley .
Seconds after our teacher announced our project groups I heard the familiar, pitchy voice of the most irritating person in the class yell my name. Just like my worst nightmare, I had been put in a group to work with Eva; the annoying girl who had a weird obsession with horses. At that moment, I knew that it was going to be the longest project of my life.
Eva was extremely difficult to work with; she would always interrupt me, stubbornly stuck to what she wanted, and did not listen to a thing I said. Two weeks of tension and no progress flew by until one day during class, Eva went on another ramble about her horses.
Although I wasn't ready to hear her talk about horses again, I let her continue. What was another rant about horses turned into a conversation about the mental disorders Eva faced and how she relied on horse riding as therapy. After that conversation, our progress took a complete 180. I was eager to learn more, and we finished the project with more purpose and meaning. My perspective changed entirely.
I was moved by Eva’s passion for horse riding and encouraged her to start a club on campus where she could share her passion with others. Beyond this project, I helped Eva defend her riding center during city council meetings because it was on the verge of being shut down. In exchange, working with Eva taught me how to be more open-minded, more patient, more understanding; values of which I personally lacked my entire life. I began to cooperate with people with a more accepting and considerate mentality, understanding that people work in different ways.
I’m glad I chose to work through the project with Eva because I grew as a leader in a way that I would have never expected. I know I could have easily done the project by myself, but instead, I worked through our disagreements and bickering. Sharing this experience with Eva unearthed my ability to lead using patience and understanding, which are now essential assets to my leadership capabilities.
Part 3: Supplemental Essay Examples
Many top colleges require students to supplemental essays.
Each school may ask different prompts or none at all. And often your answers will be more specific and directly about the school.
In this section, you'll find supplemental essay examples from top universities. I've included a variety of prompts to cover common supplemental prompts, from "Why this college?" to major and area of study questions
Let's jump into the essays.
In addition to the your personal statement or statement of purpose (SOP), many colleges also require supplements.
These supplemental essays are often specific to the school and ask you to answer a specific question, such as "Why this college?" or "Why this major?"
In this section, you'll find supplemental essay examples from top universities. I've included a variety of prompts to cover common supplemental prompts that you may encounter.
College Essay Example #10: Fermat's Last Theorem
This supplemental essay was accepted into Cornell University .
Prompt: Cornell Engineering celebrates innovative problem solving that helps people, communities…the world. Consider your ideas and aspirations and describe how a Cornell Engineering education would allow you to leverage technological problem-solving to improve the world we live in. (250-650 words)
For "Why Us?" college essays, one of the most important parts is to show ways you imagine being involved on campus. This student does a great job of showing that they've done their research about Cornell, by connecting their passion for studying heart disease to specific initiatives already taking place on campus. Try researching what events, research, or programs are being conducted. By referencing those specifics, you can create convincing reasons of why this school is fit for you.
When discussing your intended area of study, one effective strategy is to identify a problem that you see. This problem can be in the field itself, your community, or the world. Then, you can connect this problem to yourself by showing how you'd want to help solve it. Don't try to tackle it entirely yourself, but show how you'd "take bites" out of this larger problem. It is also important that you identify potential solutions to the problem. You definitely don't (and shouldn't) have all the answers, but what do you see as potential steps for combatting the issue?
Using technical language, such as referencing "semi-elliptical curves" and "modular form" in this essay, will help show your in-depth knowledge and passion. Don't be afraid to use technical jargon like this, and don't worry if admissions officers may not know all the terms. As long as they have context and knowing the terminology isn't critical to understanding your point, including "nerdy" language will make your essay more engaging and demonstrate your intelligence.
If you have personal connections to the school you're applying to (such as legacy, family members who work there, students or faculty you're close with), it can be a good idea to reference those connections. Showing personal connections to the school makes admissions think, "They're already practically one of us!" Just make sure that these connections aren't contrived: only write about them if you have a clear purpose within your essay for introducing them. In this essay, the student references their brother who attended Cornell, but does so in a way that naturally ties into the rest of their reasons for "why Cornell."
College Essay Example #11: Bug Fixing
Here's another Cornell essay that worked .
Prompt: Describe two or three of your current intellectual interests and why they are exciting to you. Why will Cornell's College of Arts and Sciences be the right environment in which to pursue your interests? (650 words max)
College Essay Example #12: Why UPenn
If you enjoyed the UPenn Common App essay , here's a supplement that was also accepted into the University of Pennsylvania .
Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying. (650 words max)
This essay does a great job of conveying a thoughtful and candid applicant. Their phrasing, although verbose in some places, comes across genuine because the author walks you through how they learned about the school, what they're looking for in a school, and why the school would offer those specific things. Phrases like "I didn't know if I could honestly see myself studying that" are conversational and natural-sounding, which help create a sincere tone.
By referencing specific programs, like "Penn in Washington" as well as various minors and concentrations, it is clear this student has done their research about the school. One of the most important aspects for a "Why Us" essay is to find specific and unique opportunities and name them in your essay. These could be things like specific professors and their work, campus and its location, interesting classes, unique internship/study-abroad/job programs, special events, and many more. The key is referencing things that are entirely unique to the school and not many other schools too. Avoid broad terms like "renowned faculty" or "interdisciplinary studies" because virtually all colleges offer things like this, and these are some of the most over-used and artificial reasons used in "Why Us" essays.
This essay has many moments of repetition that are unnecessary. In general, avoid repeating your ideas and when editing, ask yourself of each sentence: does this add something distinctly new and important to my essay? There are two common mistakes that often create repetition: prefacing your ideas and summarizing your ideas. Unlike academic writing, you don't need to "prepare" the reader for what you're going to say, and you don't need to conclude it with a summary. By doing so, you only create unnecessary repetition and take up words which could otherwise be used to include new specific details or ideas.
This essay spends nearly half of its words explaining the "interdisciplinary" opportunities at UPenn. However, this reason is quite superficial and not at all unique to Penn, as almost all colleges offer some sort of interdisciplinary study (i.e. combining your interests or studying multiple fields). Talking about "interdisciplinary study" is one of the most common reasons students use in their "Why Us" essay, and it often comes across as generic and unoriginal. Instead, look for offerings that no other (or very few other) schools provide. Narrow down your reasons "why" to make them more specific to the school, even if they are smaller scale. You can mention things like "interdisciplinary studies" or "diverse student body" briefly as a reason why, but don't make them one of your primary reasons why, unless you have something particularly unique about it.
College Essay Example #13: Story of My Name
This interesting essay is a Dartmouth essay that was admitted. Enjoy!
Prompt: The Hawaiian word mo’olelo is often translated as “story” but it can also refer to history, legend, genealogy, and tradition. Use one of these translations to introduce yourself. (250-300 words)
My name is Eoin Hourihane and my entire life, no one has ever pronounced my name correctly. My genealogy is Irish and my name is spelled this way because every male in the Hourihane family, for the past seven generations, has been named John. Since my older brother's name is John, my dad decided to honor his heritage, which gives me my dual citizenship, and name me the old Gaelic for John: Eoin.
I am the youngest of six which brings with it the never-ending comparisons, teasing, and constant bickering; add to that being small for my age until the age of twelve, and you can imagine my household. We have all been raised to be independent, to love nature (except Princess Ali), and to work our hardest at everything we do.
I have always loved math, playing hockey (ice or floor), matzah ball soup, the Beatles and Queen. As a kid, I was into Percy Jackson and a series of books with titles that all ended in “-ology,” the churros at the hockey rink in Jamestown, Bang party snaps, t-shirts by Tobuscus, and my two stuffed cats - one with a mortarboard, and the other with a Star of David on its front left paw. I have dreamt of being a biomedical engineer and creating a glass eye that can see, knowing the intricacies of the human body and its responses to environmental and internal stimuli, and performing surgery on the brain.
I have celebrated Chanukah and Christmas, honoring my Jewish mother and my Catholic father, but not truly affiliating with either. I am a liberal thinker who follows current events closely, and I am eager to explore the world outside of Buffalo, NY, participate in an academic environment that will challenge me, and live among a community of learners.
College Essay Example #14: Ideal College Community
This supplement was accepted into Columbia University .
Prompt: List a few words or phrases that describe your ideal college community. (150 words max)
Filled with activity around the clock. A place to come home to.
Trying to get past locked doors (literal and metaphorical).
Offering intellectual freedom and curiosity, without forcing specialization. Accommodating students who are unwilling to wait to make a difference. Willing to look critically at itself.
Socially conscious and politically active.
Never taking its eye off the national or global stage.
Buzzing with so much life it flows beyond the campus into the outside world.
So much life that sometimes it intimidates, that it yearns for more hours in the day. With too many options to choose from, Too much to do in four years.
Filled with clever eyes that see new ideas in the lessons of history.
Diverse of origin, of culture, of opinion, of religion, of personality, Diverse like an international center of thought and ideas and passions. An urban wonderland.
Supporting of extraordinary ambitions.
College Essay Example #15: Why Computer Science
This essay was accepted into Columbia University . To read more exceptional Columbia essays, be sure to check out our list for more Columbia essay examples .
Prompt: For applicants to Columbia College, please tell us what from your current and past experiences (either academic or personal) attracts you specifically to the field or fields of study that you noted in the Member Questions section. If you are currently undecided, please write about any field or fields in which you may have an interest at this time. (300 words max)
Studying computer science gives me the opportunity to be in a field that evolves so quickly I can always be on the forefront and do cutting-edge work. This summer at an ad-tech company, I moved the data science team’s analysis programs to a novel cluster-computing engine (Kubernetes), which can manage and distribute tasks across thousands of computers at once. Kubernetes is so new that barely any information has circulated about it. Because of this novelty, I was able to publish the first existing documentation of a data science pipeline in Kubernetes.
Computer science can also automate the manual drudgery of life. For example: to manage my clubs, I’ve written a program that checks for emails from members with excuses for missing meetings and automatically logs their absences.
Since computers have become the platform for every science, coding allows me to contribute to numerous fields. When I started at Einstein College of Medicine last year, I knew nothing about computational biology. Our project showed me that basic programming was all I needed to find fascinating results in the mostly unstudied mountains of genomic data.
As a person, I’m drawn to seemingly impossible challenges, in particular, the quest to teach machines and create mechanical consciousness. When I started taking online courses in AI, I became fascinated by the gradient descent method in machine learning. The method casts complex input data (e.g. photos) as thousand-dimensional surfaces and attempts to descend to the lowest points (minima) of those surfaces. It works best on data with underlying patterns, like pictures of human faces. This indicates that, in some way, the very nature of what a ‘face’ is, what unique structure is shared by nearly all faces, is found in the minima that AI models descend towards. My dream is to do foundational artificial intelligence research.
College Essay Example #16: Volunteering at Hospital
This essay was accepted into the University of North Carolina at Chapel Hill . Want to read more UNC essay examples? Check out our list of the best UNC essays for this year.
Prompt: We hope you’ll share with us the activities that you’ve found especially worthwhile. We also hope you won’t feel compelled to tell us everything you’ve ever done or, worse yet, to do things that mean little to you just because you think we expect them.
Low-profile pursuits can be just as meaningful as ones that draw more attention, and fewer activities can be just as good, and sometimes even better, than more activities. For example, although starting a new club can be a great experience and helpful to others, so can caring for siblings, parents, or grandparents, working outside the home to put food on the table, or being a good and caring friend.
For these reasons, although we’re glad to receive complete résumés, we don’t require or encourage them. Instead, if you choose to submit something that goes beyond what you’re providing through your Common Application, keep it brief; focus less on including everything and more on choosing and explaining the things that have meant the most to you; and upload it here. (650 words max)
Everywhere I looked, I saw a sea of white coats and scrubs; there was constant beeping of the heart monitors, and the smell of disinfectant was strong.
There I stood - a diminutive, awkward high school kid - lacking in experience and confidence, ready to begin volunteering at Vidant Medical Center. Perhaps the very same qualities that made me nervous were what put patients at ease. Many patients, especially younger ones who were uncomfortable speaking with medical professionals, seemed much more comfortable in my presence. I have learned this quality is how I have been able to make a difference - by connecting with many of the younger patients who were nervous just like me. I’ll always remember the two eight-year-old brothers who were waiting as their father got an MRI.
In some ways, they were also like me - they loved sports, and had an interest in math and science. As they were waiting, we talked about everything, from who they thought would win the NBA championship title to me giving them tips on how to remember their multiplication tables. This interaction put them at ease and kept them from becoming restless.
Every time I step into the hospital, I strive to connect with people. I find that I am able to make a difference not strictly due to my tasks of escorting and discharging patients but because of connection and rapport that I establish with them.
My initial nervousness about whether or not I would be able to assist sick and injured patients soon gave way to relief and gratification as I learned that I was indeed able to help them, by bringing a smile to those I escort, discharge, or deliver meals . I’ve met people I might never have met otherwise, and we’ve shared our thoughts and talked about our experiences. I have come to look forward to their company, who, despite their conditions, are still able to smile every day and enjoy engaging in conversation with me - and vice versa.
Even when volunteering in areas of the hospital where I’m not in contact with patients as often, such as doing food preparation, I always make sure to visit the patients I escort after my shift, to talk to them and uplift their spirits. Volunteering at a hospital reminds me every day how fortunate I am to be in good health and of the rewards of helping those who aren’t. While my job as a volunteer at the hospital may not result in the discovery of a cure for cancer, I am happy to have had an opportunity to contribute to improving the experiences of the children and young adults coping with their hospital stays.
College Essay Example #17: Why Carnegie Mellon
This essay was accepted into Carnegie Mellon University . Want to read more essays that worked for CMU? Check out our list of Carnegie Mellon essays that worked .
Prompt: Why Carnegie Mellon? (650 words max)
With a strong background in computer science and communications, I hope to incorporate both into a future career of building data systems, conducting research, and consulting for organizations that serve underrepresented citizens.
Specific details and anecdotes will almost always be more compelling than less specific ones. In this essay, the student does a great job of including specific, "nerdy" details, such as "an association test between melanoma associated variants and survival outcome." These details demonstrate your in-depth knowledge of an area and make your essay more engaging.
This essay does a fantastic job of addressing real-world problems and emphasizing the "bigger picture" impact of their studies. Rather than just explaining what they want to study, this student explains how their education will help them have an impact on the world. Make an argument for what problems you see in the world and how you could potentially help solve them.
For "Why Us?" college essays, one of the most important parts is to reference unique aspects to the school. Almost all colleges have strong academics, great faculty, etc. So instead of referencing those points, reference what makes the school unique and different. In this essay, the student talks about "CMU's Technology Consulting in the Global Community" program, which is both highly specific to CMU and relevant to their own interests.
In general, you should avoid simply listing your achievements. This student has many remarkable activities and experiences, but it comes across less interesting because the first half of the essay is simply describing these accomplishments.
For "Why Us?" essays, it is also a good idea to reference the values the school represents. Each school has a different "culture" and type of student body, and admissions wants to know how you will fit in.
College Essay Example #18: Why NYU?
This essay was accepted into New York University . Writing your NYU essays doesn't have to be stressful if you get inspired by these examples.
Prompt: Why NYU?
We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand - Why NYU? (400 words max)
Living in a suburb my whole life, I've always felt as if I lived in a two-dimensional plane. I can go left, right, forward, and backward.
In a suburb, however, it is nearly impossible to get any meaningful altitude. Upon visiting New York City during the summer before my senior year, however, I found myself gazing up at the skyscrapers soaring high above me. I've always loved the views mountains and buildings; both from above and below. I also have spent time studying Mandarin, and Shanghai would offer a unique opportunity to further my linguistic studies while engaging in cultural immersion.
Beyond settings, NYU has the capacity and the resources available for me to engage in research in quantum computation. Playing video games got me into math and science beyond just playing with my calculator as a baby. There were practical applications of the numbers, and I wanted to understand how it all worked in order to get the best equipment and maximize ammo efficiency. I would watch "Mythbusters" and try to come up with my own hypothesis and see if it matched their conclusion.
In 8th grade, I figured out that I loved science along with math, but I didn't exactly know what science I loved. At the time I was in "physical science" and I did enjoy the class a lot, but I always thought of physics as "speed distance time" triangles which were no fun at all. I was convinced to take AP Physics in my junior year with my friends, and I loved it. It was almost every week we would learn something that completely altered my perception of the universe.
Once I learned about quantum physics and how it basically destroys our understanding of everything, I knew I wanted to pursue it further, and be at the forefront of quantum research.
At NYU, not only can I take courses to learn about the subject, but I can also participate in research through the "Center for Quantum Phenomena". Taking advanced courses and conducting research in a new setting, such as New York or Shanghai, can offer me a new perspective and a breath of fresh air. Conversely, I can help over NYU a new perspective on critical thinking and problem-solving. I chose to apply to NYU because NYU is fit for me, and I am fit for NYU.
College Essay Example #19: Moving Places
This essay was accepted into Pomona College . Check out this Pomona supplement that worked.
Prompt: For Pomona students, the College’s location in Southern California is integral in shaping their experience. Tell us about a location, real or fictional, that has shaped you in a meaningful way. (650 words max)
In supplements where they aren't specifically asking you to write about the school, it can still be a good idea to connect to the school subtly. In this prompt, Pomona isn't asking for "Why Pomona," but the author still manages to imply their interest in the school by referencing Pomona's location near the "San Gabriel Mountains" and "East L.A." This is a subtle way of making the essay feel targeted for Pomona specifically, rather than this essay being reused for other schools, without answering the prompt in a way they aren't looking for.
This essay starts off with a strong metaphor, comparing a "Swiss Army knife" to blankets, which implies the many uses of blankets. This is a captivating hook because it is creative and makes sense when thought about, but isn't something immediately obvious. Throughout the essay, "blankets" become a symbol of being able to adapt to new locations and environments. By using "blankets" as a common thread through the essay, it makes their writing about various locations still feel connected. Even though the prompt is asking for "a location," this manages to work because "blankets" becomes the unifying symbol that ties together multiple locations.
By describing the luxurious-sounding places they've traveled, this essay could come across as privileged. Although coming from privilege isn't necessarily a bad thing for applying to colleges, emphasizing that privilege (especially nonchalantly) could come across as "entitled." This essay doesn't necessarily come across that way, but over-emphasizing your privilege could come across as not recognizing that privilege or "out of touch" with others who may come from less privilege. Instead, it may be better to acknowledge your privilege and show gratitude—emphasizing how those opportunities have allowed you to make a positive impact on others.
College Essay Example #20: Double Major
Here's another liberal arts essay that worked, again for Pomona College .
Prompt: Most Pomona students enter the College undecided about a major, or they change their minds about their prospective major by the time they graduate. Certainly we aren’t going to hold you to any of the choices you’ve made above. But, in no more than 250 words, please tell us why you’ve chosen the academic programs (or undecided!) that you have listed. (250 words max)
I’m sitting backstage at my first international piano competition, anxiously awaiting my turn to perform. Unconsciously, I massage my right wrist, still recovering from a recent injury. The young man beside me feels my nervousness and starts a conversation.
As we whisper, I notice him rub his hands together uncomfortably. “What’s wrong?” I ask, quickly leaving my own wrist alone. He suppresses a nervous laugh, then quietly details the long and unsuccessful surgery that shattered his dream of becoming a professional musician. His hands were permanently damaged.
“Alessandra Fang,” the judges call. I stand up, walk to the main stage and look back to see him encourage me with a stiff, crooked thumbs-up. As my fingers dance on the keys, I observe the fragile muscles and ligaments under my skin.
I realize in that moment that it is not in a massive concert hall where I wanted to change people’s lives, but on a smaller stage: an operating room. As an artist who has had her share of painful, music-related injuries, my goal is to become a musician’s physician, and blend my greatest two passions so that I might bring relief to those around me, while understanding their musical and anatomical plight.
I wish to pursue both Biology and Music programs at Pomona College. I want to become a hand surgeon while still developing my artistry on the piano. After all, surgery also has its own cadence, complexity and composition.
Want to read more EssaysThatWorked?
Want to read hundreds more college essay examples?
Check out our other lists of accepted college essays for top schools. We've gathered the best essays that worked for colleges like:
UC Berkeley
University of Michigan, Ann Arbor
Stanford University
Columbia University
Brown University
Johns Hopkins University
Duke University
Northwestern University
Princeton University
University of North Carolina at Chapel Hill
University of Southern California
And dozens more! In total, we've gathered hundreds of admitted essays from top schools.
Want to check them out all in one place?
Try out our new Essay Library ! It's a searchable database of hundreds of essays admitted to top schools.
What You Can Learn From These Essays
With the number of applicants to top schools skyrocketing, it’s becoming more and more difficult for students to get accepted. To stand out from the crowd, you'll need to write interesting essays.
In this article and on our site, we've compiled hundreds of successful college essay examples so that you can see how other students got accepted and learn exactly what to do in order to help make your application a success too.
In this post you can learn from successful essays from Ivy League universities and other top schools like:
University of Pennsylvania
Dartmouth College
Cornell University
University of Virginia
Let me know, which essay example was your favorite?
Ryan Chiang , Founder of EssaysThatWorked.com
Want to read more amazing essays that worked for top schools?
Hey! 👋 I'm Ryan Chiang, the founder of Essays That Worked.
Get our 5-minute free newsletter packed with essay tips and college admissions resources, backed by real-life examples from admitted students at top-20 schools.
Meet the Author
Ryan Chiang
I'm Ryan Chiang and I created EssaysThatWorked.com - a website dedicated to helping students and their families apply to college with confident. We publish the best college admissions essays from successful applicants every year to inspire and teach future students.
You might also like:
25 Elite Common App Essay Examples (And Why They Worked)
20 Brilliant Personal Statement Examples + Why They Work
UCLA Acceptance Rate By Major & Program 2024
37 Unique "Why This College" Essay Examples for Top-20 Colleges
What do outstanding essays have in common? Here are our 23 most effective strategies based on lessons from admitted students.
No spam. Unsubscribe anytime.
By signing up you agree to Terms and Privacy Policy
Now available for June 2024 ...
The College Essay Workshop
Join my on-demand step-by-step course for crafting outstanding college admissions essays, plus 1-on-1 help.
Here's everything needed to write essays worthy of Top-20 colleges.
Google Rating
Join our students who have earned acceptances to schools like...
See exactly how students wrote admitted essays for top schools.
Our 231 essay examples show you how ordinary students wrote outstanding essays that helped their applications - all in their own words.
These aren’t just essay examples - but real acceptance stories, from real students who share their most intimate details with you - down to their real essays and exact profiel stats.
How do I find a unique topic? How do I write a great essay? And how do I stand out?
Our 231 essay examples break down these exact questions. Every type of essay prompt, student, and school.
You’ll realize these students are just like you - and that, deep down, you can do it too.
Princeton Admitted Essay
People love to ask why. Why do you wear a turban? Why do you have long hair? Why are you playing a guitar with only 3 strings and watching TV at 3 A.M.—where did you get that cat? Why won’t you go back to your country, you terrorist? My answer is... uncomfortable. Many truths of the world are uncomfortable...
MIT Admitted Essay
Her baking is not confined to an amalgamation of sugar, butter, and flour. It's an outstretched hand, an open invitation, a makeshift bridge thrown across the divides of age and culture. Thanks to Buni, the reason I bake has evolved. What started as stress relief is now a lifeline to my heritage, a language that allows me to communicate with my family in ways my tongue cannot. By rolling dough for saratele and crushing walnuts for cornulete, my baking speaks more fluently to my Romanian heritage than my broken Romanian ever could....
UPenn Admitted Essay
A cow gave birth and I watched. Staring from the window of our stopped car, I experienced two beginnings that day: the small bovine life and my future. Both emerged when I was only 10 years old and cruising along the twisting roads of rural Maryland...
Over 200 more admitted essays like these...
Learn the secrets behind outstanding application essays.
College essays are confusing. And it's not your fault. You're not taught how to write them in school.
How should I structure my essay? Can I use humor? What makes a truly great essay?
There's so much conflicting advice out there.
And with people selling "magic formulas" and "structures" to follow... it's easy to be led astray.
You’ll get access to courses, live events, a dedicated essay coach, and countless resources to help you write your best essays.
You finally have a place where you can ask these questions, get advice, and see exactly how admitted students before you did it.
You’re no longer figuring out everything on your own. You're no longer stuck wondering.
Everything you get
231 essays analyzed
Explore our database of 200+ admitted essays from top-20 colleges. Filter by prompt, school, topic, word count, and more. Get expert insights into why they worked and what you can learn from them.
Exclusive access to essay editing
You'll get access to our essay editing services, which is only offered for members. You can get your essays reviewed personally by me (Ryan). I'll give you detailed feedback on how to improve your essays and make them stand out.
Dedicated essay coach & support
You'll get access to our private community, where you can ask questions and get help from me directly. I'll be there to answer your questions and provide unlimited personalized advice.
44 in-depth video lessons
Learn the secrets behind outstanding essays. We break down the entire process, from brainstorming to writing and editing. You'll learn how to write amazing college essays for any prompt, with step-by-step guides and actionable tips.
26 downloadable guides
Get our best tips and tricks in easy-to-read guides. Learn what makes great essays, how to brainstorm your best topics, and how to write specific parts like a powerful hook and memorable ending.
Tons of bonuses
Get the Ultimate College Application Planner, my 154-Point Essay Checklist, and more. You'll also get a free copy of my eBooks, including 23 College Essay Tips to Stand Out and more.
Don't take our word for it
Some names have been changed to protect the privacy of our students and parents.
" Ryan, I want to express our great appreciation to you for your help on George's application essays. You have provided invaluable resources! P.S. I will certainly recommend you to our friends. "
" Ryan—David got into The University of Michigan!!! Only 4 kids got in out of 200 that applied at his school!!! Thank you so so much for everything "
" Thank you for the incredible help Ryan - both Hannah and I have said repeatedly that we could not have done it without you! "
" Thank you for your help with my essays back in November, including my Yale supplements. Just wanted to let you know I ended up getting into and committing to Yale! "
" I feel so much more reassured to press the submit button now. I wish I knew about your site sooner! "
" ... Invaluable to me during the college admissions process! It gave me a different perspective to look at my essays. "
" Initially I was skeptical about my essay's idea and whether it was properly reflected in my writing. This gave me a clear direction! "
Don't miss out on writing your best college essays.
Registration on or use of this site constitutes acceptance of our Terms and Conditions , Privacy Policy , and Cookie Policy .
We have no affiliation with any university or colleges on this site. All product names, logos, and brands are the property of their respective owners.
Writing Personal Statements Online
FRONT MATTER
TABLE OF CONTENTS
Short Essay Samples
Below is a pdf link to personal statements and application essays representing strong efforts by students applying for both undergraduate and graduate opportunities. These ten essays have one thing in common: They were all written by students under the constraint of the essay being 1-2 pages due to the target program’s explicit instructions. In such circumstances, writers must attend carefully to the essay prompt (sometimes as simple as “Write a one-page summary of your reasons for wanting to pursue graduate study”) and recognize that evaluators tend to judge these essays on the same fundamental principles, as follows:
First, you are typically expected to provide a window into your personal motivations, offer a summary of your field, your research, or your background, set some long-term goals, and note specific interest in the program to which you are applying.
Second, you are expected to provide some personal detail and to communicate effectively and efficiently. Failure to do so can greatly limit your chances of acceptance.
Good writers accomplish these tasks by immediately establishing each paragraph’s topic and maintaining paragraph unity, by using concrete, personal examples to demonstrate their points, and by not prolonging the ending of the essay needlessly. Also, good writers study the target opportunity as carefully as they can, seeking to become an “insider,” perhaps even communicating with a professor they would like to work with at the target program, and tailoring the material accordingly so that evaluators can gauge the sincerity of their interest
Overview of Short Essay Samples
Geological sciences samples.
In the pdf link below, the first two one-page statements written by students in the geological sciences are interesting to compare to each other. Despite their different areas of research specialization within the same field, both writers demonstrate a good deal of scientific fluency and kinship with their target programs.
Geography Student Sample
The short essay by a geography student applying to an internship program opens with the writer admitting that she previously had a limited view of geography, then describing how a course changed her way of thinking so that she came to understand geography as a “balance of physical, social, and cultural studies.” Despite her limited experience, she shows that she has aspirations of joining the Peace Corps or obtaining a law degree, and her final paragraph links her interests directly to the internship program to which she is applying.
Materials Sciences Student Sample
For the sample from materials sciences, directed at an internal fellowship, the one-page essay has an especially difficult task: The writer must persuade those who already know him (and thus know both his strengths and limitations) that he is worthy of internal funds to help him continue his graduate education. He attempts this by first citing the specific goal of his research group, followed by a brief summary of the literature related to this topic, then ending with a summary of his own research and lab experience.
Teach for America Student Sample
The student applying for the Teach for America program, which recruits recent college graduates to teach for two years in underprivileged urban and rural public schools, knows that she must convince readers of her suitability to such a demanding commitment, and she has just two short essays with which to do so. She successfully achieves this through examples related to service mission work that she completed in Ecuador before entering college.
Neuroscience Student Sample
The sample essay by a neuroscience student opens with narrative technique, telling an affecting story about working in a lab at the University of Pittsburgh. Thus we are introduced to one of the motivating forces behind her interest in neuroscience. Later paragraphs cite three undergraduate research experiences and her interest in the linked sciences of disease: immunology, biochemistry, genetics, and pathology.
Medieval Literature Student Sample
This sample essay immerses us in detail about medieval literature throughout, eventually citing several Irish medieval manuscripts. With these examples and others, we are convinced that this student truly does see medieval literature as a “passion,” as she claims in her first sentence. Later, the writer repeatedly cites two professors and “mentors” whom she has already met, noting how they have shaped her highly specific academic goals, and tying her almost headlong approach directly to the National University of Ireland at Maynooth, where she will have flexibility in designing her own program.
Beinecke Scholarship Student Sample
The Beinecke Scholarship essay is written by a junior faced with stiff competition from a program that awards $34,000 towards senior year and graduate school. This student takes an interesting theme-based approach and projects forward toward graduate school with confidence. This writer’s sense of self-definition is particularly strong, and her personal story compelling. Having witnessed repeated instances of injustice in her own life, the writer describes in her final paragraphs how these experiences have led to her proposed senior thesis research and her goal of becoming a policy analyst for the government’s Department of Education.
Online Education Student Sample
Written during a height of US involvement in Iraq, this essay manages the intriguing challenge of how a member of the military can make an effective case for on-line graduate study. The obvious need here, especially for an Air Force pilot of seven years, is to keep the focus on academic interests rather than, say, battle successes and the number of missions flown. An additional challenge is to use military experience and vocabulary in a way that is not obscure nor off-putting to academic selection committee members. To address these challenges, this writer intertwines his literacy in matters both military and academic, keeping focus on applications of Geographic Information Systems (GIS), his chosen field of graduate study.
Engineer Applying to a Master’s Program Sample
This example shows that even for an engineer with years of experience in the field, the fundamentals of personal essay writing remain the same. This statement opens with the engineer describing a formative experience—visiting a meat packaging plant as a teenager—that influenced the writer to work in the health and safety field. Now, as the writer prepares to advance his education while remaining a full-time safety engineer, he proves that he is capable by detailing examples that show his record of personal and professional success. Especially noteworthy is his partnering with a government agency to help protect workers from dust exposures, and he ties his extensive work experience directly to his goal of becoming a Certified Industrial Hygienist.
Home — Essay Samples — Life — Challenges — My Greatest Accomplishment
My Greatest Accomplishment
Categories: Challenges Impact
About this sample
Words: 1117 |
Published: Mar 25, 2024
Words: 1117 | Pages: 2 | 6 min read
Cite this Essay
Let us write you an essay from scratch
450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours
Get high-quality help
Dr. Karlyna PhD
Verified writer
Expert in: Life
+ 120 experts online
By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email
No need to pay just yet!
Related Essays
2 pages / 749 words
2 pages / 1102 words
2 pages / 1055 words
1 pages / 649 words
Remember! This is just a sample.
You can get your custom paper by one of our expert writers.
121 writers online
Still can’t find what you need?
Browse our vast selection of original essay samples, each expertly formatted and styled
Related Essays on Challenges
Enduring issues are those that transcend time and remain relevant across different eras, societies, and cultures. These issues encapsulate challenges that persistently impact human lives, shaping our interactions, decisions, and [...]
Moving to a new country is a profound life change that encompasses a wide array of experiences, emotions, and challenges. It is a journey that involves leaving behind the familiar comforts of home and embarking on an adventure [...]
Diagnostic radiology is a critical field within medical science that involves the use of imaging techniques, such as X-rays, CT scans, MRIs, and ultrasounds, to diagnose and guide the treatment of various medical conditions. [...]
Immigration is a complex journey that encompasses a multitude of experiences and emotions. Through my own narrative, I have sought to highlight the diverse challenges faced by immigrants and the transformative power of such [...]
Challenges are a part of everyday life for everyone, shaping our achievements and identity. Challenges build upon us making us stronger and more knowledgeable. Although, many tend to believe that a challenge comes as an obstacle [...]
Stereotype is the prejudice that is held by people for a person or to a group of people which can be considered as a belief. It can be a widespread thought for a particular group of people. Since our world consist are a variety [...]
Related Topics
By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.
Where do you want us to send this sample?
By clicking “Continue”, you agree to our terms of service and privacy policy.
Be careful. This essay is not unique
This essay was donated by a student and is likely to have been used and submitted before
Download this Sample
Free samples may contain mistakes and not unique parts
Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.
Please check your inbox.
We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!
Get Your Personalized Essay in 3 Hours or Less!
We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .
Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free
Have a language expert improve your writing
Check your paper for plagiarism in 10 minutes, generate your apa citations for free.
Knowledge Base
College essay
How to Write a College Essay | A Complete Guide & Examples
The college essay can make or break your application. It’s your chance to provide personal context, communicate your values and qualities, and set yourself apart from other students.
A standout essay has a few key ingredients:
A unique, personal topic
A compelling, well-structured narrative
A clear, creative writing style
Evidence of self-reflection and insight
To achieve this, it’s crucial to give yourself enough time for brainstorming, writing, revision, and feedback.
In this comprehensive guide, we walk you through every step in the process of writing a college admissions essay.
Table of contents
Why do you need a standout essay, start organizing early, choose a unique topic, outline your essay, start with a memorable introduction, write like an artist, craft a strong conclusion, revise and receive feedback, frequently asked questions.
While most of your application lists your academic achievements, your college admissions essay is your opportunity to share who you are and why you’d be a good addition to the university.
Your college admissions essay accounts for about 25% of your application’s total weight一and may account for even more with some colleges making the SAT and ACT tests optional. The college admissions essay may be the deciding factor in your application, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurriculars.
What do colleges look for in an essay?
Admissions officers want to understand your background, personality, and values to get a fuller picture of you beyond your test scores and grades. Here’s what colleges look for in an essay :
Demonstrated values and qualities
Vulnerability and authenticity
Self-reflection and insight
Creative, clear, and concise writing skills
Prevent plagiarism. Run a free check.
It’s a good idea to start organizing your college application timeline in the summer of your junior year to make your application process easier. This will give you ample time for essay brainstorming, writing, revision, and feedback.
While timelines will vary for each student, aim to spend at least 1–3 weeks brainstorming and writing your first draft and at least 2–4 weeks revising across multiple drafts. Remember to leave enough time for breaks in between each writing and editing stage.
Create an essay tracker sheet
If you’re applying to multiple schools, you will have to juggle writing several essays for each one. We recommend using an essay tracker spreadsheet to help you visualize and organize the following:
Deadlines and number of essays needed
Prompt overlap, allowing you to write one essay for similar prompts
You can build your own essay tracker using our free Google Sheets template.
College essay tracker template
Ideally, you should start brainstorming college essay topics the summer before your senior year. Keep in mind that it’s easier to write a standout essay with a unique topic.
If you want to write about a common essay topic, such as a sports injury or volunteer work overseas, think carefully about how you can make it unique and personal. You’ll need to demonstrate deep insight and write your story in an original way to differentiate it from similar essays.
What makes a good topic?
Meaningful and personal to you
Uncommon or has an unusual angle
Reveals something different from the rest of your application
Brainstorming questions
You should do a comprehensive brainstorm before choosing your topic. Here are a few questions to get started:
What are your top five values? What lived experiences demonstrate these values?
What adjectives would your friends and family use to describe you?
What challenges or failures have you faced and overcome? What lessons did you learn from them?
What makes you different from your classmates?
What are some objects that represent your identity, your community, your relationships, your passions, or your goals?
Whom do you admire most? Why?
What three people have significantly impacted your life? How did they influence you?
How to identify your topic
Here are two strategies for identifying a topic that demonstrates your values:
Start with your qualities : First, identify positive qualities about yourself; then, brainstorm stories that demonstrate these qualities.
Start with a story : Brainstorm a list of memorable life moments; then, identify a value shown in each story.
After choosing your topic, organize your ideas in an essay outline , which will help keep you focused while writing. Unlike a five-paragraph academic essay, there’s no set structure for a college admissions essay. You can take a more creative approach, using storytelling techniques to shape your essay.
Two common approaches are to structure your essay as a series of vignettes or as a single narrative.
Vignettes structure
The vignette, or montage, structure weaves together several stories united by a common theme. Each story should demonstrate one of your values or qualities and conclude with an insight or future outlook.
This structure gives the admissions officer glimpses into your personality, background, and identity, and shows how your qualities appear in different areas of your life.
Topic: Museum with a “five senses” exhibit of my experiences
Introduction: Tour guide introduces my museum and my “Making Sense of My Heritage” exhibit
Story: Racial discrimination with my eyes
Lesson: Using my writing to document truth
Story: Broadway musical interests
Lesson: Finding my voice
Story: Smells from family dinner table
Lesson: Appreciating home and family
Story: Washing dishes
Lesson: Finding moments of peace in busy schedule
Story: Biking with Ava
Lesson: Finding pleasure in job well done
Conclusion: Tour guide concludes tour, invites guest to come back for “fall College Collection,” featuring my search for identity and learning.
Single story structure
The single story, or narrative, structure uses a chronological narrative to show a student’s character development over time. Some narrative essays detail moments in a relatively brief event, while others narrate a longer journey spanning months or years.
Single story essays are effective if you have overcome a significant challenge or want to demonstrate personal development.
Topic: Sports injury helps me learn to be a better student and person
Situation: Football injury
Challenge: Friends distant, teachers don’t know how to help, football is gone for me
Turning point: Starting to like learning in Ms. Brady’s history class; meeting Christina and her friends
My reactions: Reading poetry; finding shared interest in poetry with Christina; spending more time studying and with people different from me
Insight: They taught me compassion and opened my eyes to a different lifestyle; even though I still can’t play football, I’m starting a new game
Brainstorm creative insights or story arcs
Regardless of your essay’s structure, try to craft a surprising story arc or original insights, especially if you’re writing about a common topic.
Never exaggerate or fabricate facts about yourself to seem interesting. However, try finding connections in your life that deviate from cliché storylines and lessons.
Common insight
Unique insight
Making an all-state team → outstanding achievement
Making an all-state team → counting the cost of saying “no” to other interests
Making a friend out of an enemy → finding common ground, forgiveness
Making a friend out of an enemy → confront toxic thinking and behavior in yourself
Choir tour → a chance to see a new part of the world
Choir tour → a chance to serve in leading younger students
Volunteering → learning to help my community and care about others
Volunteering → learning to be critical of insincere resume-building
Turning a friend in for using drugs → choosing the moral high ground
Turning a friend in for using drugs → realizing the hypocrisy of hiding your secrets
Admissions officers read thousands of essays each year, and they typically spend only a few minutes reading each one. To get your message across, your introduction , or hook, needs to grab the reader’s attention and compel them to read more..
Avoid starting your introduction with a famous quote, cliché, or reference to the essay itself (“While I sat down to write this essay…”).
While you can sometimes use dialogue or a meaningful quotation from a close family member or friend, make sure it encapsulates your essay’s overall theme.
Find an original, creative way of starting your essay using the following two methods.
Option 1: Start with an intriguing hook
Begin your essay with an unexpected statement to pique the reader’s curiosity and compel them to carefully read your essay. A mysterious introduction disarms the reader’s expectations and introduces questions that can only be answered by reading more.
Option 2: Start with vivid imagery
Illustrate a clear, detailed image to immediately transport your reader into your memory. You can start in the middle of an important scene or describe an object that conveys your essay’s theme.
A college application essay allows you to be creative in your style and tone. As you draft your essay, try to use interesting language to enliven your story and stand out .
Show, don’t tell
“Tell” in writing means to simply state a fact: “I am a basketball player.” “ Show ” in writing means to use details, examples, and vivid imagery to help the reader easily visualize your memory: “My heart races as I set up to shoot一two seconds, one second一and score a three-pointer!”
First, reflect on every detail of a specific image or scene to recall the most memorable aspects.
What are the most prominent images?
Are there any particular sounds, smells, or tastes associated with this memory?
What emotion or physical feeling did you have at that time?
Be vulnerable to create an emotional response
You don’t have to share a huge secret or traumatic story, but you should dig deep to express your honest feelings, thoughts, and experiences to evoke an emotional response. Showing vulnerability demonstrates humility and maturity. However, don’t exaggerate to gain sympathy.
Use appropriate style and tone
Make sure your essay has the right style and tone by following these guidelines:
Use a conversational yet respectful tone: less formal than academic writing, but more formal than texting your friends.
Prioritize using “I” statements to highlight your perspective.
Write within your vocabulary range to maintain an authentic voice.
Write concisely, and use the active voice to keep a fast pace.
Follow grammar rules (unless you have valid stylistic reasons for breaking them).
You should end your college essay with a deep insight or creative ending to leave the reader with a strong final impression. Your college admissions essay should avoid the following:
Summarizing what you already wrote
Stating your hope of being accepted to the school
Mentioning character traits that should have been illustrated in the essay, such as “I’m a hard worker”
Here are two strategies to craft a strong conclusion.
Option 1: Full circle, sandwich structure
The full circle, or sandwich, structure concludes the essay with an image, idea, or story mentioned in the introduction. This strategy gives the reader a strong sense of closure.
In the example below, the essay concludes by returning to the “museum” metaphor that the writer opened with.
Option 2: Revealing your insight
You can use the conclusion to show the insight you gained as a result of the experiences you’ve described. Revealing your main message at the end creates suspense and keeps the takeaway at the forefront of your reader’s mind.
Revise your essay before submitting it to check its content, style, and grammar. Get feedback from no more than two or three people.
It’s normal to go through several rounds of revision, but take breaks between each editing stage.
Also check out our college essay examples to see what does and doesn’t work in an essay and the kinds of changes you can make to improve yours.
Respect the word count
Most schools specify a word count for each essay , and you should stay within 10% of the upper limit.
Remain under the specified word count limit to show you can write concisely and follow directions. However, don’t write too little, which may imply that you are unwilling or unable to write a thoughtful and developed essay.
Check your content, style, and grammar
First, check big-picture issues of message, flow, and clarity.
Then, check for style and tone issues.
Finally, focus on eliminating grammar and punctuation errors.
Get feedback
Get feedback from 2–3 people who know you well, have good writing skills, and are familiar with college essays.
Teachers and guidance counselors can help you check your content, language, and tone.
Friends and family can check for authenticity.
An essay coach or editor has specialized knowledge of college admissions essays and can give objective expert feedback.
The checklist below helps you make sure your essay ticks all the boxes.
College admissions essay checklist
I’ve organized my essay prompts and created an essay writing schedule.
I’ve done a comprehensive brainstorm for essay topics.
I’ve selected a topic that’s meaningful to me and reveals something different from the rest of my application.
I’ve created an outline to guide my structure.
I’ve crafted an introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.
I’ve written my essay in a way that shows instead of telling.
I’ve shown positive traits and values in my essay.
I’ve demonstrated self-reflection and insight in my essay.
I’ve used appropriate style and tone .
I’ve concluded with an insight or a creative ending.
I’ve revised my essay , checking my overall message, flow, clarity, and grammar.
I’ve respected the word count , remaining within 10% of the upper word limit.
Congratulations!
It looks like your essay ticks all the boxes. A second pair of eyes can help you take it to the next level – Scribbr's essay coaches can help.
Colleges want to be able to differentiate students who seem similar on paper. In the college application essay , they’re looking for a way to understand each applicant’s unique personality and experiences.
Your college essay accounts for about 25% of your application’s weight. It may be the deciding factor in whether you’re accepted, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurricular track records.
A standout college essay has several key ingredients:
A unique, personally meaningful topic
A memorable introduction with vivid imagery or an intriguing hook
Specific stories and language that show instead of telling
Vulnerability that’s authentic but not aimed at soliciting sympathy
Clear writing in an appropriate style and tone
A conclusion that offers deep insight or a creative ending
While timelines will differ depending on the student, plan on spending at least 1–3 weeks brainstorming and writing the first draft of your college admissions essay , and at least 2–4 weeks revising across multiple drafts. Don’t forget to save enough time for breaks between each writing and editing stage.
You should already begin thinking about your essay the summer before your senior year so that you have plenty of time to try out different topics and get feedback on what works.
Most college application portals specify a word count range for your essay, and you should stay within 10% of the upper limit to write a developed and thoughtful essay.
You should aim to stay under the specified word count limit to show you can follow directions and write concisely. However, don’t write too little, as it may seem like you are unwilling or unable to write a detailed and insightful narrative about yourself.
If no word count is specified, we advise keeping your essay between 400 and 600 words.
Is this article helpful?
Other students also liked.
What Do Colleges Look For in an Essay? | Examples & Tips
College Essay Format & Structure | Example Outlines
How to Revise Your College Admissions Essay | Examples
More interesting articles
Choosing Your College Essay Topic | Ideas & Examples
College Essay Examples | What Works and What Doesn't
Common App Essays | 7 Strong Examples with Commentary
How Long Should a College Essay Be? | Word Count Tips
How to Apply for College | Timeline, Templates & Checklist
How to End a College Admissions Essay | 4 Winning Strategies
How to Make Your College Essay Stand Out | Tips & Examples
How to Research and Write a "Why This College?" Essay
How to Write a College Essay Fast | Tips & Examples
How to Write a Diversity Essay | Tips & Examples
How to Write a Great College Essay Introduction | Examples
How to Write a Scholarship Essay | Template & Example
How to Write About Yourself in a College Essay | Examples
Style and Tone Tips for Your College Essay | Examples
US College Essay Tips for International Students
"I thought AI Proofreading was useless but.."
I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”
How to Write an Essay: Step by Step Guide With Examples
An essay is a brief piece of writing that explains, analyzes, and interprets a topic; it’s also a summary of a particular subject in which the author expresses an opinion.
Does the essay need a title? How many paragraphs does an essay have? Does it have headings and a conclusion? Does the essay have a full stop? Are the introduction, body and conclusion on separate pages? How do you make the cover of an essay?
Here, we will address these frequent questions that come up when you need to write an essay.
What is an essay
The difference between an essay and informational text, like what you might find in an encyclopedia, is that an essay is freer, and its parts are not separated by headings.
The format of an essay and most common doubts
The essay does have each of these parts but they are not identified as in a monographic work, but rather they are written one after another. An example of an essay can be seen at the end of this article.
Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified, Not Justified,
The parts or structure of an essay
Introduction , body of the essay, form and organization the body, conclusion .
Here goes the author’s personal opinion, (You, the person doing the essay, your opinion) an essay has, of course, personal opinions in its body, however, in the conclusion these must be emphatic.
How to write a reference in APA format
Author(s) Last Name, First Initial. Middle Initial. (Year of Publication). Title of Book. Publisher. (Optional: Edition)
Author(s) Last Name, First Initial. Middle Initial. (Year of Publication, Month Day). Title of Webpage. Retrieved from Website URL
Example of an essay
University (Name of the university, or college, school, as the case may be)
Administration and Accounting Area (The subject can go here)
The administrative process
A process can be defined as a set of successive steps, phases or actions of a natural or artificial phenomenon. In the context of the study and practice of management, there are different approaches that have contributed to this discipline with a large number of theories, ideas or concepts from different points of view.
Administration has been studied through experience, decision-making, human relations, it has been studied as a social system, also with a quantitative approach and through the tasks performed by the professionals in the field.
Today, the concept of the administrative process is a fundamental part of management theory. Each one of the functions must be understood and carried out correctly by the management professional, and they have factors, principles, or aspects that, if not taken into account, the administrative process could not fulfill its objectives.
Having said that, the process begins with its first phase, which is planning. Organizations seek to achieve a goal in the future, and there are questions such as: What actions should be taken? How to reach that goal? When? Where? Why? Planning is thinking before acting, it is a decision-making process that takes into account internal and external factors that can influence the achievement of the objective. External factors are not directly controlled and come from the environment, for example, the economy, government regulations and competition. On the other hand, internal factors are controllable, such as the human and technological factor.
The body of the essay continues… When all the topics have been explained, you write the conclusion.
To conclude, it highlights that the administrative process is related to each activity of the company and that the planning, organization, direction, and control are all part of the functions carried out there, such as marketing, finance, production, and personnel management and I can think it’s evident that none of its principles or factors can’t be ignored if the organization wants to be successful.
The stages are not isolated actions, but they make up a whole, i consider that the process is very easy to understand and also, it is easy to adapt and apply in all areas of life, because beings Humans have objectives both inside and outside the organization, they use resources and need to give effectiveness and efficiency to their actions to accelerate their achievement and satisfy their needs, so it is important both as business professionals and as individuals to know the functions of management that constitute the basic and important process explained in this essay.
More examples
Learn the standard essay format: mla, apa, chicago styles.
With modern technologies, students have a lot of tools that can assist them in meeting academic writing requirements. A student may entrust their assignment to an essay writing service and get a professional writer who will complete a customized paper for them or use free online tools like citation generators or an AI checker essay . These can help the student meet certain needs, like creating citations, a reference list for a college paper, and checking a paper for plagiarism and AI-generated content.
In this article, we will cover one of the trickiest issues every student faces in college: What is an essay format? How to use formatting styles, and what are their requirements?
Essay formats and their particularities: APA, MLA, Chicago
There are three frequently used formatting styles that you may need to follow when working on your academic paper. These are APA, MLA, and Chicago. Let’s take a look at each format essay and figure out how to apply every alternative in your papers.
APA essay format
APA style is a standard essay format for social sciences such as psychology, education, and sociology. It provides clarity, precision, and the importance of data and research. If you need a detailed guide on how to write an essay in APA format , the “Publication Manual of the American Psychological Association” is what you need. It provides comprehensive rules for formatting college papers, citing sources, and structuring your content.
Here are the key requirements for the APA essay format that you have to follow in your writing:
Font : 12-point Times New Roman
Spacing : Double-spaced
Margins : 1 inch on all sides
Header : Title with a page number on the right
Title page : Topic of the paper, author’s name, institution affiliation, course number and name, instructor’s name, due date
Abstract : A brief summary (about 150-250 words)
Main body : Introduction, Method, Results, Discussion
In-text citations : Author’s last name, year, p. page number . Example : Johnson, 2018, p. 111
References page : The “References” title centered at the top of the page, with entries in alphabetical order by author’s last name, double-spaced, with a hanging indent
MLA (Modern Language Association) essay format
MLA essay formatting is usually used in the humanities. Students are mostly assigned to use this formatting style when working on papers in language disciplines or literature. The MLA style provides the authorship of sources, facilitating clarity and consistency in citation and documentation. The MLA style is perfectly detailed in the MLA Handbook. There, you can find guidelines on how to format papers, cite sources properly, and omit any sign of plagiarism.
If you are searching for guidelines on how to write a diagnostic essay or any other college paper in the MLA formatting style, here are the instructions to follow:
Header : Last name and page number in the top right corner
Title : Centered, standard capitalization, NOT bolded or underlined
Title Page : Not typically required
The first page : Student’s name, instructor’s name, course, date
In-Text Citations : (Author’s Last Name Page Number) Example : (Smith 123)
References page : The “Works Cited” title centered at the top of the page, with entries in alphabetical order by author’s last name, double-spaced, with a hanging indent
Chicago essay format
Chicago formatting is widely used for college papers in various disciplines, like history, the arts, sciences, etc. Consult The Chicago Manual of Style if you need detailed instructions on how to use this formatting style in writing. The Chicago formatting style offers two central documentation systems. The first one is Notes and Bibliography, which is commonly used in the humanities. The second one is Author-Date, which is preferred in the sciences and social sciences. The Notes and Bibliography system is well-known for its detailed footnotes or endnotes and comprehensive bibliography.
If you have no idea how to write an argumentative essay using the Chicago formatting style, here are the guidelines to follow:
Header : Page number in the top right corner
Title page : Topic of the paper, author’s name, course information, date
Main body : Typically divided into sections as needed
Footnotes/Endnotes : Superscript number in the text, with corresponding note at the bottom of the page or end of the paper. Example : Smith argues that this was not the case.¹ Corresponding footnote : ¹ John Smith, Title of Book (Publisher, Year), page number.
Bibliography page : The “Bibliography” title centered at the top of the page, with entries in alphabetical order by author’s last name, single-spaced within entries, double-spaced between entries, with a hanging indent.
The checklist to make sure you have met all essay format requirements
When your paper is complete, it is very important to make sure you have done everything properly. Grab this checklist and make sure you have formatted your essay correctly and haven’t missed anything important.
Margins and spacing
Does your paper have 1-inch margins on all sides?Is the entire paper double-spaced?
Font
Is the paper written in Times New Roman, a 12-point font for the entire text?
Headers and page numbers
: Are there your last name and page number in the top right corner of each page of your paper? : Are there the title of your paper and the page number on the right? : Is there a page number in the top right corner of each page of your paper?
Title page
: Are your name, instructor’s name, course, and date on the first page? Is the topic of your paper centered? : Does your title page include the title of the paper, your name, institution affiliation, course number and name, instructor’s name, and due date? : Does your title page include the title of the paper, your name, course information, and the date?
In-text citations
: Are there the author’s last name and page number in parentheses after quotations or paraphrased text (e.g., (Miller 111))? : Are there the author’s last name, year of publication, and page number in parentheses after quotations or paraphrased text (e.g., (Miller, 2000, p. 111))? : Are there superscript numbers in the text and corresponding footnotes or endnotes with citations?
References page
: Is your references page titled “Works Cited,” centered at the top of a new page, with entries in alphabetical order, double-spaced, and with a hanging indent? : Is your references page titled “References,” centered at the top of a new page, with entries in alphabetical order, double-spaced, and with a hanging indent? : Is your references page titled “Bibliography,” centered at the top of a new page, with entries in alphabetical order, single-spaced within entries, double-spaced between entries, and with a hanging indent?
Quotations and paraphrasing
Have you correctly formatted quotations, using quotation marks for direct quotes and proper in-text citations for both direct quotes and paraphrased information?
Accuracy
Do all citations in the text correspond to entries in your Works Cited/References/Bibliography page? Are all the entries appropriately formatted?
Section headings (if applicable)
: Have you used proper headings and subheadings to organize your paper according to APA guidelines (centered, bolded headings for main sections)? : If using subheadings, are they consistent and properly formatted?
The last step is, of course, to proofread your essay and ensure that it meets all your instructor’s requirements. If you have checked it thoroughly, then you are ready to hand it in.
Format essay: Other formatting styles you may have to follow in academic writing
Of course, there are other formatting styles than APA, MLA, and Chicago. Let’s take a quick look at other essay formats you can face when working on a college paper.
Harvard . This is a basic essay format for social sciences. It uses an author-date citation system similar to APA but has some formatting differences.
Turabian . This is a simplified version of the Chicago style. It is well-known for being required for writing academic papers, theses, and dissertations.
IEEE (Institute of Electrical and Electronics Engineers). This particular formatting style is used predominantly in technical fields like engineering and computer science. This formatting style uses a numerical citation system.
AMA (American Medical Association). This formatting style is often used in medical and health-related fields. It uses a numerical citation system with superscript numbers.
Vancouver . This formatting style is usually used in biomedical and physical sciences. It includes a numerical citation system with citations in parentheses.
CSE (Council of Science Editors). This formatting style can often be met in natural sciences. It offers three systems: Citation-Sequence, Name-Year, and Citation-Name.
ASA (American Sociological Association). ASA formatting style is primarily used in sociology. It has a lot of similarities with the APA formatting style but has specific differences for sociological research.
APSA (American Political Science Association). As can be comprehended from the name of the formatting style, it is often used in political science papers. This formatting style is based on the Chicago style but has some specific guidelines for political science.
Students face many issues on their way to getting a degree, and writing college papers takes a great deal of effort and time. Some learners have no idea how to write a narrative essay , spending hours searching for reliable information to help them handle the task. Others do not have enough experience in different formatting styles and seek assistance from various sources. And, of course, every college learner wants to research the topic to the fullest in order to get a good mark.
We hope this article will come in handy when you need to write a college essay using a specific formatting style, and you will succeed.
Being a student, you have to handle a lot of writing assignments, follow various academic writing standards, and hand in your papers on time. Of course, writing assignments takes a lot of time and effort. On the one hand, students have to research topics profoundly and compose their papers on a research basis. On the other hand, students have to pay close attention to instructors’ requirements and academic standards.
TFor some students, it is no problem to research different issues because they usually choose the ones that interest them, but it could be a real trouble to meet all the formatting requirements. They often question how to write a book title in an essay , cite sources correctly, and write an essay in a particular formatting style.
30 thoughts on “ Learn the Standard Essay Format: MLA, APA, Chicago Styles ”
Improved my formatting skills with your post
Been experiencing certain issues with the proper essay format for my Harvard style essay. How fast can your writers format my essay???
Hello. Everything depends on the amount of words – from several hours to several days.
Was going to ask you do my linguistics essay. And the format is what matters a lot, unfortunately((((
We can help you to complete the paper.
Should the running head in an apa essay be provided on each single page of an essay????
Yes, the running head should go on every page of your essay.
I was having big difficulty tending to my Chicago essay format and the guys from Essayshark performed this task successfully))))
Can’t develop the proper essay format(((((Will do my custom essay in astronomy by the end of the week??
Yes, we can do this. Fill in the order form here – https://essayshark.com/
My supervisor requested that I rework my essay format. Can I hope for some help form you????
Sure. Just place and order and specify your requirements.
The essay format thing was really getting under my skin until these writing prodigies offered me their professional hand)))) Thumbs up, sharks!
The experts of Essayshark consulted me on the right way to format a quote by an unknown author in a Chicago essay format. Thanks!!!!!!
Now I wonder how to cite books in the reference list of the APA format. Can I get a consultation from you?
Here’s the example of how to cite books in an APA-formatted article: Plath, S. (2000). The unabridged journals. K. V. Kukil (Ed.). New York, NY: Anchor.
I already applied for some assistance with the essay format to the “sharks.” The quality of previous order, a research paper, was toppest!!!!!
The service is terrific!!!!!! It’s been over a year that i’m a customer of this bright company, they guys helped me out with my essay format.
Had been struggling with formatting issues. Placed an order here, and I’ m all rescued!
For me, the Apa essay format was a tough thing to get the hang of. Owing to Sharks, I got an A!!!!
Was looking for how to format an essay in Chicago style. This guide was was of great help:)
I have a question related to APA essay format. Does referencing to the source in parentheses require a comma after the last name?
Yes, it does. Just like in the example we provided in this guide: “In our postfactual era, many members of the public fear that the findings of science are not real (Schmidt & Oh, 2016).”
Had a few troubles with my essay format. Thanks God Sharks helped me out!!!!
Now I understand how to write an essay in apa format with the right citing
Been experiencing some pains with developing a MLA essay format, but now figured everything out!
Is Chicago essay format applicable to a book review??
Hello. Everything depends on your tutor’s requirements.
I’m having a real essay formatting nightmare, can’t bring to frutition my format(( Will your service aid me in this?
We will help you with pleasure. Just specify your requirements to our writers.
Leave a Reply Cancel reply
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
What our customers say
Our website uses secure cookies. More details
Get professional help from best writers right from your phone
Grab our 3 e-books bundle for $27 FREE
Learn how to write effective essays for professional school applications with examples from students who got accepted. Download a pdf of four sample essays and explore online resources for more tips and advice.
Example of a Great Essay | Explanations, Tips & Tricks. Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes. This example guides you through the structure of an essay. It shows how to build an effective introduction, focused paragraphs, clear transitions between ideas, and a strong conclusion.
This college essay tip is by Abigail McFee, Admissions Counselor for Tufts University and Tufts '17 graduate. 2. Write like a journalist. "Don't bury the lede!" The first few sentences must capture the reader's attention, provide a gist of the story, and give a sense of where the essay is heading.
Common App Essay Examples. Here are the current Common App prompts. Click the links to jump to the examples for a specific prompt, or keep reading to review the examples for all the prompts. Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without ...
Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other). My first dream job was to be a pickle truck driver.
Personal Statement Examples. Essay 1: Summer Program. Essay 2: Being Bangladeshi-American. Essay 3: Why Medicine. Essay 4: Love of Writing. Essay 5: Starting a Fire. Essay 6: Dedicating a Track. Essay 7: Body Image and Eating Disorders. Essay 8: Becoming a Coach.
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
Essay writing process. The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay.. For example, if you've been assigned a five-paragraph expository essay for a high school class, you'll probably spend the most time on the writing stage; for a college-level argumentative essay, on the ...
First things first, this Common App essay is well-written. This student is definitely showing the admissions officers her ability to articulate her points beautifully and creatively. It starts with vivid images like that of the "rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge ...
Example #3 - 12. Example #4 - Flying. Example #5 - Arab Spring in Bahrain. Example #6 - Poop, Animals and the Environment. Example #7 - Entoptic Phenomena. Example #8 - The Builder & Problem Solver. Example #10 - The Little Porch and a Dog (With Spanish Translation) Example #10 - Life As an Undocumented Student.
College essay example #1. This is a college essay that worked for Harvard University. (Suggested reading: How to Get Into Harvard Undergrad) This past summer, I had the privilege of participating in the University of Notre Dame's Research Experience for Undergraduates (REU) program .
Personal Statement Example #20: Recipe for Success. Common App Prompt #7: Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design. (250-650 words) Personal Statement.
College Essay Example #1: The Itch. This Common App personal statement was accepted into Stanford University. Common App Prompt #7: Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design. (250-650 words) Personal Statement.
Scholarship Essay Example #5. Questbridge Finalist essay earning $3,000 in application waivers plus $3000 in local scholarships by Jordan Sanchez. Prompt: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it.
Table of contents. Essay 1: Sharing an identity or background through a montage. Essay 2: Overcoming a challenge, a sports injury narrative. Essay 3: Showing the influence of an important person or thing. Other interesting articles. Frequently asked questions about college application essays.
Here are 12 personal statement examples for school or career to help you create your own: 1. Personal statement example for graduate school. A personal statement for graduate school differs greatly from one to further your professional career. It's usually an essay, rather than a brief paragraph.
Sample Personal Statement for Graduate School 3. PDF of Sample Graduate School Personal Statement 3 - Public Health. This is my successful personal statement for Columbia's Master's program in Public Health. We'll do a deep dive on this statement paragraph-by-paragraph in the next section, but I'll highlight a couple of things that ...
Short Essay Samples. Below is a pdf link to personal statements and application essays representing strong efforts by students applying for both undergraduate and graduate opportunities. These ten essays have one thing in common: They were all written by students under the constraint of the essay being 1-2 pages due to the target program's ...
My greatest accomplishment, without a doubt, was earning my college degree. This essay will explore the challenges I faced, the sacrifices I made, and the lessons I learned throughout this journey, as well as the impact that this accomplishment has had on my life. The pursuit of a college education is a universally recognized goal, but for me ...
Making an all-state team → outstanding achievement. Making an all-state team → counting the cost of saying "no" to other interests. Making a friend out of an enemy → finding common ground, forgiveness. Making a friend out of an enemy → confront toxic thinking and behavior in yourself.
The introduction, as its name implies, introduces the reader to the essay with following steps: Expression of a general idea. This initial stage introduces a broad idea of the topic by providing a definition or explanation. For example, an essay on a type of personal pronoun might begin with a definition of pronouns in general.
Again, we'd recommend sticking with standard fonts and sizes—Times New Roman, 12-point is a standard workhorse. You can probably go with 1.5 or double spacing. Standard margins. Basically, show them you're ready to write in college by using the formatting you'll normally use in college.
Decent Essays. 1336 Words. 6 Pages. Open Document. Professional. As people go through life, they most likely come upon a person who affects their life for the better, and sends them in the right direction. For some, however, they may never have a person who gives them this push, or perhaps someone had the opportunity to be that person who does ...
With modern technologies, students have a lot of tools that can assist them in meeting academic writing requirements. A student may entrust their assignment to an essay writing service and get a professional writer who will complete a customized paper for them or use free online tools like citation generators or an AI checker essay.These can help the student meet certain needs, like creating ...
It's true that the trajectory of aging varies from person to person. Biden is 81, and former President Donald Trump is 78. Both have already lived longer than the average American male lifespan ...
Great choice! Your favorites are temporarily saved for this session. Sign in to save them permanently, access them on any device, and receive relevant alerts.
Sailboat Guide
Nicholson 35-2
Nicholson 35-2 is a 35 ′ 2 ″ / 10.7 m monohull sailboat designed by Camper & Nicholson and built by Camper & Nicholson starting in 1974.
Rig and Sails
Auxilary power, accomodations, calculations.
The theoretical maximum speed that a displacement hull can move efficiently through the water is determined by it's waterline length and displacement. It may be unable to reach this speed if the boat is underpowered or heavily loaded, though it may exceed this speed given enough power. Read more.
Classic hull speed formula:
Hull Speed = 1.34 x √LWL
Max Speed/Length ratio = 8.26 ÷ Displacement/Length ratio .311 Hull Speed = Max Speed/Length ratio x √LWL
Sail Area / Displacement Ratio
A measure of the power of the sails relative to the weight of the boat. The higher the number, the higher the performance, but the harder the boat will be to handle. This ratio is a "non-dimensional" value that facilitates comparisons between boats of different types and sizes. Read more.
SA/D = SA ÷ (D ÷ 64) 2/3
SA : Sail area in square feet, derived by adding the mainsail area to 100% of the foretriangle area (the lateral area above the deck between the mast and the forestay).
D : Displacement in pounds.
Ballast / Displacement Ratio
A measure of the stability of a boat's hull that suggests how well a monohull will stand up to its sails. The ballast displacement ratio indicates how much of the weight of a boat is placed for maximum stability against capsizing and is an indicator of stiffness and resistance to capsize.
Ballast / Displacement * 100
Displacement / Length Ratio
A measure of the weight of the boat relative to it's length at the waterline. The higher a boat’s D/L ratio, the more easily it will carry a load and the more comfortable its motion will be. The lower a boat's ratio is, the less power it takes to drive the boat to its nominal hull speed or beyond. Read more.
D/L = (D ÷ 2240) ÷ (0.01 x LWL)³
D: Displacement of the boat in pounds.
LWL: Waterline length in feet
Comfort Ratio
This ratio assess how quickly and abruptly a boat’s hull reacts to waves in a significant seaway, these being the elements of a boat’s motion most likely to cause seasickness. Read more.
Comfort ratio = D ÷ (.65 x (.7 LWL + .3 LOA) x Beam 1.33 )
D: Displacement of the boat in pounds
LOA: Length overall in feet
Beam: Width of boat at the widest point in feet
Capsize Screening Formula
This formula attempts to indicate whether a given boat might be too wide and light to readily right itself after being overturned in extreme conditions. Read more.
CSV = Beam ÷ ³√(D / 64)
Embed this page on your own website by copying and pasting this code.
LENGTH: Traditionally, LOA (length over all) equaled hull length. Today, many builders use LOA to include rail overhangs, bowsprits, etc. and LOD (length on deck) for hull length. That said, LOA may still mean LOD if the builder is being honest and using accepted industry standards developed by groups like the ABYC (American Boat and Yacht Council).
Nicholson 35
Nicholson 35 Cabin Layout. Nicholsons was an early user of isophthalic polyester resin, although it was only used for gelcoat. This made Nicholson 35s more blister-resistant when new, but it probably doesn't substantially reduce a boat's tendency to blister if it is left in the water constantly for years. Structural work in these boats is ...
USED BOAT: Nicholson 35
Designed in the late 1960s by Peter Nicholson, the Nicholson 35 quickly earned a reputation as a steadfast ocean cruising yacht. Duncan Kent reports. Product: USED BOAT: Nicholson 35. Manufacturer: Nicholson. TAGS: Nicholson 35 Yacht Review Yacht review. This product is featured in: Nicholson 32: an ocean-going pedigree that lasts .
Nicholson 35 archive details
The Nicholson 35 was designed in-house by Camper & Nicholsons in 1970/71, and remained in production from 1971 to 1990, with various minor model changes from Mk I to Mk VII. Whilst the hull mouldings of some boats were contracted out, always to quality moulders, all Nicholsons 35s were finished by Camper & Nicholson themselves, to a very high ...
Camper Nicholson 35 prop size
I have acquired a 35 Camper Nicholson, it has the original Perkins 4107 with hydraulic drive, problem is there is no prop on it. Does anyone have information on the prop size, pitch and rotation. I appreciate any information someone may have. Rotation I certainly can figure out.
Nicholson 35-1
The Nicholson 35-1 is a 35.24ft masthead sloop designed by Ray Wall/Camper & Nicholson and built in fiberglass by Camper & Nicholson between 1971 and 1985. ... The data on this page has been derived from different sources but a significant part is attributed to sailboatdata.com. We thank them for their encouragements and friendly collaboration.
Nicholson 35
Nicholson 35. Price Range $46,000 (1976) to $77000 (1973) More Info: Advertisement. More: camper & nicholson keelboat monohull Sailboats sailboats classic plastic. It seems I've gone full circle here, but family is family. In my years at C&N, I saw a few Nicholson 35s being built, and I even got to sail on one or.
Nicholson 35 Used Boat Review
A product of Camper Nicholson's in-house design team, the 35 was first introduced in 1971, and slightly over 200 vessels were built between 1971 and 1985. The vessel's principal dimensions are 35' 3" LOA, 26' 9" LWL, and 10' 5" Beam. The displacement is listed between 15,600 and 17,700 pounds, depending upon the source. This is a ...
Nicholson 35-1
Nicholson 35-1 is a 35′ 2″ / 10.7 m monohull sailboat designed by Raymond Wall and built by Camper & Nicholson between 1971 and 1985. Great choice! Your favorites are temporarily saved for this session. ... Source: sailboatdata.com / CC BY. Embed Embed. View Demo. Embed this page on your own website by copying and pasting this code.
Nicholson 35 2
The Nicholson 35 2 is a 35.25ft masthead sloop designed by Camper & Nicholson and built in fiberglass by Camper & Nicholson since 1974. The Nicholson 35 2 is a heavy sailboat which is slightly under powered. ... The data on this page has been derived from different sources but a significant part is attributed to sailboatdata.com. We thank them ...
Nicholson 35
Nicholson 35, stable and seaworthy sailing yacht, classic hull shape with flowing lines, lovely practical interior. For more info: https://sealionyachts.nl/b...
All Nicholson 35 boats for sale in the UK
"Androcles" is a good example of the seaworthy cruiser Nicholson 35. Built by Camper & Nicholson in 1976 to Ray Wall design. Hull was epoxy coated underwater late 1990's. Completely re-upholstered late 90's with extra lumbar cushions installed. 2002 topsides and deck were professionally painted with Awlgrip.
Nicholson 35 Sail Data
SKU: X-SD-6442. Quantity. Add to Cart. Complete Sail Plan Data for the Nicholson 35 Sail Data. Sailrite offers free rig and sail dimensions with featured products and canvas kits that fit the boat.
Sailing boats
Nicholson 35; See also: boats for sale. CATALINA 350 MARK II CATALINA 350 MARK II Wever B. V., Anne, Jachtwerf Trintella III Beneteau First 35 Camper & Nicholson CAMPER & NICHOLSON Boat Files General Data. Overall length: 10.74 m; Waterline length: 8.15 m; Maximum beam: 3.18 m; Draught: 1.68 m; Displacement: 7000 kg; Ballast:
Sail Nicholson boats for sale
Find Sail Nicholson boats for sale in your area & across the world on YachtWorld. Offering the best selection of Nicholson boats to choose from. ... 1977 Nicholson 35. US$53,264. Rhu Office | Craobh Haven, Argyll and Bute. Request Info; Price Drop; 1998 Nicholson Nicholson 58. US$240,726. ↓ Price Drop. BJ Marine | Greystones, Ireland. 1974 ...
NICHOLSON 35-2
LENGTH: Traditionally, LOA (length over all) equaled hull length. Today, many builders use LOA to include rail overhangs, bowsprits, etc. and LOD (length on deck) for hull length. That said, LOA may still mean LOD if the builder is being honest and using accepted industry standards developed by groups like the ABYC (American Boat and Yacht Council).
Nicholson boats for sale
Nicholson boats for sale on YachtWorld are available for a range of prices from $59,479 on the relatively lower-priced models, with costs up to $211,474 for the highly-specialized, bespoke models. What Nicholson model is the best? Some of the most widely-known Nicholson models presently listed include: 43, 48 Ketch and Bluewater 476.
sailboatdata oday 35
Forum Listing; Marketplace; Advanced Search; About The Boat; Boat Review Forum; Boat Reviews; SailNet is a forum community dedicated to Sailing enthusiasts. Come join the discussi
UUEJ
Heliport information about UUEJ - Volen [Volen Heliport], MOW, RU
elizabethan 30 sailboatdata
Elizabethan 30. The elizabethan 30 is a 29.5ft masthead sloop designed by david thomas and built in fiberglass by peter webster ltd. since 1968.. The Elizabethan 30 is a moderate
Camper & Nicholsons
Camper & Nicholsons has existed formally since 1855, though William Camper and Ben Nicholson had been associated since 1842. The yacht building yard which still bears their names was in fact founded as early as 1782 with William Camper's involvement dating back to 1809. By 1882 the Yachting Gazette considered the firm to be undoubtedly the first in the kingdom, a reputation in large part due ...
Nicholson 35-2
Nicholson 35-2 — Sailboat Guide. Discover. Sailboats. Nicholson 35-2. 1974. Nicholson 35-2 is a 35′ 2″/ 10.7 m monohull sailboat designed by Camper & Nicholson and built by Camper & Nicholson starting in 1974. Designer. Camper & Nicholson. Builder.
sailboatdata beneteau 393
New Sailboats; Sailboats 21-30ft; Sailboats 31-35ft; Sailboats 36-40ft; Sailboats Over 40ft; Sailboats Under 21feet; used_sailboats; Apps and Computer Programs; Communications; Fi
COMMENTS
LENGTH: Traditionally, LOA (length over all) equaled hull length. Today, many builders use LOA to include rail overhangs, bowsprits, etc. and LOD (length on deck) for hull length. That said, LOA may still mean LOD if the builder is being honest and using accepted industry standards developed by groups like the ABYC (American Boat and Yacht Council).
Nicholson 35 Cabin Layout. Nicholsons was an early user of isophthalic polyester resin, although it was only used for gelcoat. This made Nicholson 35s more blister-resistant when new, but it probably doesn't substantially reduce a boat's tendency to blister if it is left in the water constantly for years. Structural work in these boats is ...
Designed in the late 1960s by Peter Nicholson, the Nicholson 35 quickly earned a reputation as a steadfast ocean cruising yacht. Duncan Kent reports. Product: USED BOAT: Nicholson 35. Manufacturer: Nicholson. TAGS: Nicholson 35 Yacht Review Yacht review. This product is featured in: Nicholson 32: an ocean-going pedigree that lasts .
The Nicholson 35 was designed in-house by Camper & Nicholsons in 1970/71, and remained in production from 1971 to 1990, with various minor model changes from Mk I to Mk VII. Whilst the hull mouldings of some boats were contracted out, always to quality moulders, all Nicholsons 35s were finished by Camper & Nicholson themselves, to a very high ...
I have acquired a 35 Camper Nicholson, it has the original Perkins 4107 with hydraulic drive, problem is there is no prop on it. Does anyone have information on the prop size, pitch and rotation. I appreciate any information someone may have. Rotation I certainly can figure out.
The Nicholson 35-1 is a 35.24ft masthead sloop designed by Ray Wall/Camper & Nicholson and built in fiberglass by Camper & Nicholson between 1971 and 1985. ... The data on this page has been derived from different sources but a significant part is attributed to sailboatdata.com. We thank them for their encouragements and friendly collaboration.
Nicholson 35. Price Range $46,000 (1976) to $77000 (1973) More Info: Advertisement. More: camper & nicholson keelboat monohull Sailboats sailboats classic plastic. It seems I've gone full circle here, but family is family. In my years at C&N, I saw a few Nicholson 35s being built, and I even got to sail on one or.
A product of Camper Nicholson's in-house design team, the 35 was first introduced in 1971, and slightly over 200 vessels were built between 1971 and 1985. The vessel's principal dimensions are 35' 3" LOA, 26' 9" LWL, and 10' 5" Beam. The displacement is listed between 15,600 and 17,700 pounds, depending upon the source. This is a ...
Nicholson 35-1 is a 35′ 2″ / 10.7 m monohull sailboat designed by Raymond Wall and built by Camper & Nicholson between 1971 and 1985. Great choice! Your favorites are temporarily saved for this session. ... Source: sailboatdata.com / CC BY. Embed Embed. View Demo. Embed this page on your own website by copying and pasting this code.
The Nicholson 35 2 is a 35.25ft masthead sloop designed by Camper & Nicholson and built in fiberglass by Camper & Nicholson since 1974. The Nicholson 35 2 is a heavy sailboat which is slightly under powered. ... The data on this page has been derived from different sources but a significant part is attributed to sailboatdata.com. We thank them ...
Nicholson 35, stable and seaworthy sailing yacht, classic hull shape with flowing lines, lovely practical interior. For more info: https://sealionyachts.nl/b...
"Androcles" is a good example of the seaworthy cruiser Nicholson 35. Built by Camper & Nicholson in 1976 to Ray Wall design. Hull was epoxy coated underwater late 1990's. Completely re-upholstered late 90's with extra lumbar cushions installed. 2002 topsides and deck were professionally painted with Awlgrip.
SKU: X-SD-6442. Quantity. Add to Cart. Complete Sail Plan Data for the Nicholson 35 Sail Data. Sailrite offers free rig and sail dimensions with featured products and canvas kits that fit the boat.
Nicholson 35; See also: boats for sale. CATALINA 350 MARK II CATALINA 350 MARK II Wever B. V., Anne, Jachtwerf Trintella III Beneteau First 35 Camper & Nicholson CAMPER & NICHOLSON Boat Files General Data. Overall length: 10.74 m; Waterline length: 8.15 m; Maximum beam: 3.18 m; Draught: 1.68 m; Displacement: 7000 kg; Ballast:
Find Sail Nicholson boats for sale in your area & across the world on YachtWorld. Offering the best selection of Nicholson boats to choose from. ... 1977 Nicholson 35. US$53,264. Rhu Office | Craobh Haven, Argyll and Bute. Request Info; Price Drop; 1998 Nicholson Nicholson 58. US$240,726. ↓ Price Drop. BJ Marine | Greystones, Ireland. 1974 ...
LENGTH: Traditionally, LOA (length over all) equaled hull length. Today, many builders use LOA to include rail overhangs, bowsprits, etc. and LOD (length on deck) for hull length. That said, LOA may still mean LOD if the builder is being honest and using accepted industry standards developed by groups like the ABYC (American Boat and Yacht Council).
Nicholson boats for sale on YachtWorld are available for a range of prices from $59,479 on the relatively lower-priced models, with costs up to $211,474 for the highly-specialized, bespoke models. What Nicholson model is the best? Some of the most widely-known Nicholson models presently listed include: 43, 48 Ketch and Bluewater 476.
Forum Listing; Marketplace; Advanced Search; About The Boat; Boat Review Forum; Boat Reviews; SailNet is a forum community dedicated to Sailing enthusiasts. Come join the discussi
Heliport information about UUEJ - Volen [Volen Heliport], MOW, RU
Elizabethan 30. The elizabethan 30 is a 29.5ft masthead sloop designed by david thomas and built in fiberglass by peter webster ltd. since 1968.. The Elizabethan 30 is a moderate
Camper & Nicholsons has existed formally since 1855, though William Camper and Ben Nicholson had been associated since 1842. The yacht building yard which still bears their names was in fact founded as early as 1782 with William Camper's involvement dating back to 1809. By 1882 the Yachting Gazette considered the firm to be undoubtedly the first in the kingdom, a reputation in large part due ...
Nicholson 35-2 — Sailboat Guide. Discover. Sailboats. Nicholson 35-2. 1974. Nicholson 35-2 is a 35′ 2″/ 10.7 m monohull sailboat designed by Camper & Nicholson and built by Camper & Nicholson starting in 1974. Designer. Camper & Nicholson. Builder.
New Sailboats; Sailboats 21-30ft; Sailboats 31-35ft; Sailboats 36-40ft; Sailboats Over 40ft; Sailboats Under 21feet; used_sailboats; Apps and Computer Programs; Communications; Fi