Hence, each of these components is essential in an essay about yourself. After writing the first draft, students begin to write the final draft. But before they start, they should read and reread the first draft to ensure it is free of any grammatical mistakes and other writing errors, such as inconsistent arguments and illogical flow of ideas. For example, if writers identify such mistakes and errors, they should revise and edit an essay about yourself accordingly.
In turn, revisions help authors to eliminate inconsistencies in arguments and illogical flow of ideas, while editions help them to fix grammatical mistakes, such as a lack of punctuation or wrong use. When writing an essay about themselves, students should begin each body paragraph as they would in any other article — start with a topic sentence. On the other hand, a concluding sentence is final thoughts about what writers have said in a specific section.
Then, rules of academic writing dictate that the concluding sentence links the topic sentence with the thesis statement. Students need to ensure that, as they write an essay about themselves, they create a logical flow of ideas from the beginning paragraph to the end. For example, this aspect involves giving the first draft to a mentor who reads through it to make sure it is perfect.
However, they should also read through it at least twice and subject it to peer review before submitting it to a specific department. As indicated, writing an essay about yourself differs from a research paper because it does not rely on external research to back up claims and arguments.
Instead, writers utilize a personal story to shed light on their experiences and attributes. In this sense, such personal anecdotes are the specific information necessary for an essay about yourself. Moreover, this information is specific to a person provided through reflective writing.
Hence, a personal essay that a student writes, which is about yourself, should be exploratory, descriptive, and thoughtful. Like any other academic text, writing an essay about oneself is often prone to mistakes. For example, some of the common mistakes that writers or students make when writing an essay about yourself include writing about things that do not help readers to have a proper grasp of their personality and using exaggeration.
In turn, exaggeration involves using information that is likely to be untrue to impress readers. To avoid exaggeration, students should desist from trying to impress and seek to be authentic in their writing. I walked into the classroom, shaking in terror. The class was full of howler monkeys, but I was not with howler monkeys. I was with a bunch of five and six-year-old kids. I acted as if I was watching a horror movie until I met the super lovely Mr.
Keig was the best teacher in the universe. Keig was like a giant to us, and he still is. At first, I was scared of Mr. Keig, but I found out he was super friendly. He taught me how to read and write. Add and subtract. He even taught me how to make school fun. At the beginning of school, I was horrified by math and reading. I was soon shown that those subjects were not formidable opponents, but I had yet to meet my match.
I hated writing. I had met my match, my enemy, my formidable opponent. The reason I hated writing was that I wrote slowly. It took too long for me to write, and I was always the last one to finish my newest story. It was also ever boring for me. It was hard to find inspiration or the urge to take a step up. Math and reading, on the other hand, I sped through like Speed Racer.
I was still shy, and I only had a few friends in the first couple of weeks of kindergarten. I figured out making friends was not a piece of cake. I eventually made friends. Thank God that problem was over. Even though we got to play and create our own art, sometimes, school days were dull. Sometimes days felt like they were two million years long. There were other times when I was terrified about a test, and it seemed like the paper was laughing at me, and my pencil was dodging my paper.
I eventually pulled it together and got my test done. Relieved, relaxed, and incredibly calmed down. Tranquil and thrilled I was. In preschool, the other kids called me "Polka Dot" because of the birthmark on my cheek. I remember coming home crying. My dad told me all the usual sayings about "sticks and stones" and judging a book by its cover, but it was something else he said that really helped me.
He said that the people who understand others the best are the ones who haven't always been able to fit in. I still have a birthmark on my cheek, but I've long since become comfortable with it. I think I learned early to accept myself physically, and that's been hugely helpful as I've gone through the teenage years.
When everyone else was worrying about whether they had the right shoes or bag or brand of jeans, I've spent my energy on learning about people. My bedroom at home offers a great symbol of who I am and what is important to me. The walls are simply painted and decorated with photographs of my family. My bookcases are filled with psychology texts and sociology journals, and my desk is covered in research papers.
I know this isn't the bedroom of a typical teenage girl, but I'm so excited to learn more about psychology and how other people think. I plan to spend my life trying to understand people, and I hope someday to help them in a clinical practice of my own. Be genuine in your essay, and readers will respond to it.
This longer sample essay about yourself for college or high school isn't about inflated achievements. Instead, it represents what it's like to be a real student. Start with a strong introduction , such as an anecdote or specific example of your personality. Follow this with details that help the reader really understand who you are. In a longer essay, you have time to show your skills at descriptive writing. I remember right where I was sitting the first time I wrote a poem: on the floor of my messy bedroom surrounded by dolls I hadn't played with in months.
I couldn't understand why I simply didn't want to play with them anymore. I was getting older, and it scared me. I put my fears on paper, not even really intending to write a poem. I just let the words flow out of my pen, about how I couldn't even remember what my doll's voices sounded like anymore. I tentatively showed the poem to my teacher the next day at school, and I was surprised when she loved it. I hadn't really thought it was anything amazing.
My teacher's encouragement gave me the support I needed to keep writing. I began to read books of poetry, and I wrote every single day. I learned that in order to improve, I had to write whether I felt inspired or not. By the end of eighth grade, I had written poems.
They weren't all great. In fact, a lot of them were really bad. A few stood out, though, and my teacher helped me enter one in a local contest. When it won, I knew I just had to keep writing.
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