Reasoning, Realism and Experience, The Case of Posterior Judgements Essays

Reasoning, Realism and Experience, The Case of Posterior Judgements Essays Reasoning, Realism and Experience, The Case of Posterior Judgements Essay Reasoning, Realism and Experience, The Case of Posterior Judgements Essay Reasoning is a key area in cognitive research, involving the use of logical thinking to find results or conclusions. The topic consists of two main areas: deductive and inductive reasoning. Realism is another area of focus, this is the theory that every statement is true or false regardless of whether this can be verified. One final area is experience, an alternative focusing on knowledge acquired through the senses rather than abstract reasoning. The nature of this study is to investigate the relationship between these three areas and posterior judgements. Such judgements are formed through assessing the likelihood of an event by updating a prior probability in light of new evidence. Reasoning is one of the oldest research topics in cognitive psychology. For Eysenck and Keane (2000) [1], a key question regarding human nature and reasoning is Are human beings rational? . Many philosophers believe that the laws of logic are the laws of thought and therefore reply yes to such a question. The psychology of reasoning has progressively developed since early research. Researchers have often drawn distinctions between two models of reasoning, deductive and inductive reasoning. Both relate to types of decisions made about particular instances or premises. A premise is formed when a number of propositions are related together by a logical operator. Eysenck (1993) [3], states that inductive reasoning is a form of reasoning whereby a generalised conclusion is drawn from specific information, therefore the conclusion cannot be shown to be necessarily true. He defines deductive reasoning as a form of reasoning in which definite conclusions follow on the basis that certain statements or premises are assumed to be true. In order to develop a greater understanding of these distinctions they need top be researched further. According to Johnson-Laird and Byrne (1991) [1] deductive reasoning is a central intellectual ability. This ability is vital for various human functions such as: formulating plans; determining consequences; interpreting and formulating instructions; pursuing arguments and solving problems. For Eysenck and Keane (2000) [1], a world without deduction would be a world without science, technology, laws, social conventions and cultures. Deductive reasoning makes use of logical systems to characterise the abstract structure of reasoning problems. One particular logical system used is the propositional calculus, a logic where propositions are manipulated using a small set of logical operators, for example, if. then. Eysenck and Keane (2000) [1], change their earlier question slightly to investigate deductive research, it becomes Are humans logical? . In simple terms, do people conform to logical interpretations such as if. hen, and if so, will they make valid inferences and reject invalid inferences provided by the propositional calculus. In Problem-Solving research, Newell and Simon (1972) [1] devised the problem-space theory. This takes the notion of an idealised problem space to characterise abstract structures of problems independently of any psychological proposals (Eysenck and Keane, 2000 [1]). Some logics have been used in a similar way in reasoning research. Such logics are devised to characterise the abstract structure of reasoning problems and to determine categories of responses (i. . correct or incorrect responses). Logical systems are similar to mathematical systems in that symbols are used to represent things, for example, the length of a car is represented by L1 and the length of a bus is represented by L2. Mathematical operators can then be used to manipulate the two variables and produce a new statement. In the case of reasoning, logical symbols are used in place of sentences and logical operators such as: not, or and if. then, if and only if, are used to manipulate the situation. Although logical operators use common words, it is essential to remember that they all have very different meanings. Eysenck and Keane (2000) [1], demonstrate the use of logical operators in more detail. Using the propositional calculus, they choose the letter P to represent the sentence If it is raining, and Q to represent Alicia gets wet. A logical operator is then applied to relate the two together creating: If P then Q, therefore If it is raining, then Alicia gets wet. Truth tables are used to determine conclusions from such logical statements as provided by Eysenck and Keane (2000) [1]. In logical systems such as the one they provided, only one of two truth values are possible, these being true and false. P can only be true or false because in the statement it is raining, therefore it is either raining or it isnt. The truth tables lay out the possibilities for a proposition and consequently explain how logical act on that proposition. The tables make it possible to define valid and invalid inferences. If someone concludes that if P then Q and P as a valid inference, this is called a modus ponens. If they conclude if P then Q and not Q as a valid inference it is known as a modus tollens. Many people make a modus ponens, however not many people are willing to state a modus tollens. For Eysenck and Keane (2000) [1], the importance of the logical analysis presented here is that it allows us to characterise the abstract structure of reasoning problems and gives us a criterion for determining whether certain conclusions are valid or invalid, correct or in error. In 1993, Eysenck [3], stated that affirmation of the consequent and denial of the antecedent are important matters of focus. A demonstration of affirmation of the consequent is : Premises: If it is raining, then Alicia gets wet. Alicia gets wet. Conclusion: Therefore, it is raining. A demonstration of denial of the antecedent is: Premises: If it is raining, then Alicia gets wet. It is not raining Conclusion: Alicia does not get wet. Evans, 1989 [3], stated that most people regard these conclusions as being valid. They are in fact, invalid. In the first example, it does not need to be raining for Alicia to get wet she may have been swimming or taken a shower. This is also applicable for the second example. Therefore, it is evident that deductive reasoning is prone to error when it comes to affirmation on the consequent and denial of the antecedent. Evans (1989 [3]) found that few errors are made with modus ponens but that error rates for modus tollens often exceed thirty per cent. There is no clear definition as to why such errors are made with modus tollens. It is thought to be partly due to a lack of practice in thinking about what is not the case (Eysenck 1993 [3]). The key element in research on deductive reasoning is whether or not people think rationally and logically. Henle (1962) [3], stated that consistent errors may be a result of people misunderstanding the question, even if they apply logical thinking to it. She also claimed that some errors were due to the subjects failure to accept the logical task. Braine, Reiser and Rumain, 1984 [3], developed Henles theory further. According to their natural deduction theory, most errors found in deductive reasoning occur due to a failure of comprehension. For Braine et al. (1984), people have a mental rule corresponding to modus ponens. As a result, premises based on modus ponens are easier to handle and therefore pose no comprehension problems. Deductive reasoning research covers a wide variety of tasks, any adequate theory of deduction should be able to explain the phenomena rising from such research (Eysenck and Keane 2000 [1]). Two main theories meet such a challenge, the Abstract-Rule theory and Mental Models theory. The Abstract-Rule theory assumes people reason validly by applying abstract, content-free rules of inference. It suggests people adopt a mental logic in order to make conclusions from statements or premises. Evidence from conditional reasoning shows that people are not completely rational, invalid inferences are often made in place of valid inferences. The Abstract-Rule theory proposes that humans use sets of comprehensive rules and apply them to any area of knowledge. The theory was used by Braine et al. (1984 [3]) in demonstrating that people only make invalid inferences due to a lack of understanding for the logical task. A representative case is that of Braine and OBriens (1991 [3]) Abstract-Rule theory. This theory states that deductive reasoning is mediated by basic abstract rules. The premises or arguments are encoded into abstract rules and inferences are then created. It predicts that people are natural logicians who are slightly fallible at the edges (Eysenck and Keane 2000 [1]). Most abstract rule theories have a reasoning rule corresponding to the modus ponens and the modus tollens is a harder inference to make due to the fact that no single rule can be applied to it. For Eysenck and Keane (2000) [1] people still apply their logically valid rules but because the input to the rules is erroneous, the output is often erroneous too. The Mental Models theory assumes that people reason by manipulating mental models of a set of premises, in a similar manner to semantic methods of proof in logic. This theoretical approach on deductive reasoning was proposed by Johnson-Laird in 1983 [1]. In simple form, the model is a representation of the state of affairs described in the premises of a problem and it may be in the form of imagery (Eysenck 1993 [3]). Such a representation depends on the interpretation of the premises. The Mental Model differs to the Abstract-Rule model because it creates a central role for comprehension in reasoning. Humans develop models through their comprehension of linguistic description, their description is therefore reliable on these models. Eysenck and Keane demonstrate a construction of a mental model (1990 [3]). Premises: The lamp is on the right of the pad. The book is on the left of the pad. The clock is in front of the book. The vase is in front of the lamp. Conclusion: The clock is to the left of the vase. Johnson-Laird (1983 [3]) believed people construct such a model in a simplified form, using the information contained in the premises: Book Pad Lamp Clock Vase It is often the case that people use more than one model in consistence with the premises. A second model often constructed differs slightly from the one above: Lamp Pad Book Vase Clock Johnson-Laird (1983 [3]) states that someone who constructed only the first mental model would mistakenly conclude the clock to be on the left of the vase. It would be evident to someone who constructed both models that the clock is not necessarily to the left of the vase. Eysenck (1993 [3]) summarises Johnson-Lairds Mental Model theory in the following points. Firstly, comprehension of the premises of a problem leads to construction of one or more mental models. Secondly, the model or models constructed are used to produce novel conclusions not specified by the premises directly. He stated that there is a check to decide whether there are any additional models to invalidate conclusions. Finally, the above three processes all depend on the processing, resources of working memory. It can therefore be affected by limited capacity. Research shows that deduction has received vas amounts of attention. It is evident that people construct mental models or constructions to try and resolve a situation by making the correct inference. Posterior judgements involve incorporating new evidence to update previous judgements. For Lance Rips (1994 [5]), one reason deduction has played a role in cognitive psychology is that it has been difficult for psychologists to envision what purpose deduction serves. Logical operators are combined with variables or premises to provide a model enabling cognitive processes such as problem solving or categorisation. Rips (1994 [5]) states that categorisation is of importance due to the fact that beliefs about category membership are not deducible from evidence available to us. It is more often the case that evidence provides an inductive warrant for categorising, as in more judgemental situations. It is clear that as people receive more information and evidence they build constructions to represent problems which may or may not lead to their predictions and previous judgements changing. The alternative aspect to deductive reasoning is that of inductive reasoning. Eysenck (1993 [3]) states that much of the research on inductive reasoning has been concerned with concept learning. Bourne, 1966 [3], described a concept as existing whenever two or more distinguishable objects or events have been grouped or classified together and set apart from other objects on the basis of some common feature or property characteristic of each. Bruner, Goodnow and Austin, 1956 [3], conducted a well known piece of research on concept learning. They used stimuli consisting of rectangular cards picturing various shapes. The cards varied in four dimensions as follows: the number of borders around the edges, the number of shapes in the centre of the cards, the shapes themselves and the colour of the shapes. Bruner et al. (1956 [3]) used typically conjunctive concepts in their experiment, it involved a number of features being presented together to produce a positive card, for example, three black circles. Many of their studies employed a selection paradigm. The subjects were offered all cards and selected one at a time, the concept was not revealed to them. After each selection they were told whether they had chosen a positive or negative instance of the concept. They could volunteer hypothesis to the experimenter about the concept of the experiment. Subjects appeared to use limited strategies, one being conservative focusing. This is focusing on a first positive instance and then choosing a following card that differs in only one attribute. If this card is also positive then the attribute changed is clearly irrelevant to the concept. Yet, if the second card chosen is a negative instance, then the attribute which varied is part of the concept. Another strategy used is successive scanning. This strategy is used to begin with a specific hypothesis which subjects attempt to test by selecting cards that will provide useful information. Bruner et al (1956 [3]) discovered that focusing was generally more successful than scanning because fewer cards needed to be selected before the concept was identified. Wason (1960 [1,3]) devised an interesting approach to concept learning resembling the work of Bruner et al. (1956 [3]) and their selection paradigm. His task involved four cards lying on a table, each card had a letter on one side and a number on the other. The subject is informed of a rule applicable to all four cards. For example, if there is an R on one side of the card then there is a 2 on the other side of it. Wasons task was to select only the cards that would not need to be turned over to determine the if rule is correct or not. The findings of this task were taken as evidence to confirm a persons tendency to confirm hypotheses in reasoning situations, although it is considered valuable, there is still a lot of controversy about its utility as a tool to examine human reasoning. Inductive reasoning shows a generalised conclusion is drawn from specific information, the conclusion cannot be proven as true. In the case of posterior judgements, inductive reasoning would have not have much effect on previous probabilities to the same extent as deductive reasoning. Specific judgements are made and no concrete conclusion is produced.

3 Tips for Writing Stellar Yale Supplement Essays

3 Tips for Writing Stellar Yale Supplement Essays SAT / ACT Prep Online Guides and Tips Yale admits just under 7% of their total applicant pool every year. If you want to be one of those admitted students, you’ll need to write amazing Yale essays as part of your Yale University application. In this article, we’ll outline the different types of essays you need to write for your Yale University application and teach you how to write a Yale supplement essay that will help you stand out from the thousands of other applicants. What Are the Yale Essay Prompts? Yale University requires you to submit one or two long essays, depending on whether you are submitting the Common Application or Coalition Application. You will choose from a selection of three topics for the longer Yale supplement essay questions. The prompts are the same for both the Common and the Coalition application, but the number of prompts you’ll choose to answer is different depending on which application you use to apply. You’ll also complete a total of six short answer questions regardless of which application you’re using. The six short answer questions for the Yale essays range in word limit from 35 words to 300 words. These essays are specific to the Yale application - you won’t find them on any other college or university’s application. Although they are short, the Yale supplement essays are just as important as the longer essays. The Yale supplemental essay questions offer you plenty of opportunity to show off your qualifications as an applicant and wow the admissions committee. 2018-19 Yale Supplement Essay Questions There are three Yale supplement essay questions, as well as an essay specifically for students applying to the engineering program. Let’s take a look at the three prompts. Then, we’ll talk about who needs to answer them. Think about an idea or topic that has been intellectually exciting for you. Why are you drawn to it? Reflect on your engagement with a community to which you belong. How do you feel you have contributed to this community? Yale students, faculty, and alumni engage issues of local, national, and international importance. Discuss an issue that is significant to you and how your college experience might help you address it. If you’re applying with the Common Application, you’ll choose two of those prompts and answer them in 250 words or fewer. If you’re applying with the Coalition Application, you’ll answer one prompt in 300 words or fewer. You’ll also include an audio, video, image, or document file that you have created this is meaningful to you and related in some way to your essay. You’ll write one sentence to show how this relates to your essay. Yale Supplemental Essays Analyzed There are three longer supplemental essays that applicants submitting the Common or Coalition applications must choose from. The prompts are the same for both applications. Remember, if you’re submitting the Common Application, you must respond to two of the three prompts. If you’re submitting the Coalition Application, you must respond to one and include a piece of media that’s meaningful to you. Essay Prompt 1 Think about an idea or topic that has been intellectually exciting for you. Why are you drawn to it? Here you can show off all your nerdy school-related passions with abandon. Well, maybe not too much abandon. The prompt requires you to discuss one idea or topic, so think carefully about what you want to write about. When thinking of a topic, you can choose anything from your favorite subject in school to a facet of the judicial system that you’ve been learning about through podcasts. The point here is that whatever you pick should be somehow tied to your academic interests. In this longer essay you have the chance to show how your interests relate to your ambitions as a Yale student and graduate. Do the best you can to be clear about how your chosen topic or idea could potentially influence your course of study at Yale and maybe even your life in the professional world. Essay Prompt 2 Reflect on your engagement with a community to which you belong. How do you feel you have contributed to this community? This essay provides a great place to let the committee see a side of you that has nothing to do with academics. There are so many possible answers here: family, sports teams, religious school, AV club - these are all communities and they all have been affected by your presence Have fun with this Yale essay. Don’t feel pressure to talk about how much charity work you do - chances are a lot of applicants will go that route and it will seem inauthentic. (unless charity work is actually your jam. If that’s the case, go for it!) Let your voice shine through in this one and don’t be a raid to be creative. Since you have a larger word allotment you can show off some of your prosaic chops. Don’t try too hard though! Be yourself - the committee will appreciate you for it. Essay Prompt 3 Yale students, faculty, and alumni engage issues of local, national, and international importance. Discuss an issue that is significant to you and how your college experience might help you address it. This prompt is pretty straightforward. Once again, don’t write what you think the application committee wants to read. Do research your answer before you write your essay and be honest in your writing. If nothing comes immediately to mind when you read this prompt, don’t panic. Take a moment to make a list of broad issues that interest you. For example, you may be interested in diversity in your hometown, the debate over national health care in America, or drinking water conditions in Africa. Once you’ve thought of a general topic, get online and look up a few articles about the issues. In your actual essay answer be as specific as possible. You want to show that you care about the topic, took time to research it, and didn’t just scroll through a bunch of trending hashtags related to social justice. Want to get into Yale or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Optional Engineering Essay Students applying to Yale’s engineering program must also submit the engineering essay as part of their application. If you selected one of the engineering majors, please tell us more about what has led you to an interest in this field of study, what experiences (if any) you have had in engineering, and what it is about Yale’s engineering program that appeals to you. Please respond in 300 words or fewer. If you are applying for this program, chances are you have a very real idea of what an engineering degree means in terms of undergraduate study and career opportunities. If you have no real-world experience with engineering, don’t make it up. Be sure you have research and real-life examples to back up your claim. Once more, we’ll mention how crucial research and specificity is. Engineering can be a broad area of study, but generally leads to very specific careers. Do your research and plan out this essay in as detailed a fashion as possible. You know, like an engineer would! 2018-19 Yale Short Answer Questions Every applicant must respond to six Yale-specific short answer questions on their application. Every student must respond to these short answer questions, The Yale short answer questions are just that: very short. Some only require 35 word answers. We will talk about how to answer these questions later. For now, let’s take a look at the prompts themselves. Students at Yale have plenty of time to explore their academic interests before committing to one or more major fields of study. Many students either modify their original academic direction or change their minds entirely. As of this moment, what academic areas seem to fit your interests or goals most comfortably? Please indicate up to three from the list provided. Why do these areas appeal to you? (100 words or fewer) What is it about Yale that has led you to apply? (125 words or fewer) What inspires you? (35 words or fewer) Yale’s residential colleges regularly host conversations with guests representing a wide range of experiences and accomplishments. What person, past or present, would you invite to speak? What question would you ask? (35 words or fewer) You are teaching a Yale course. What is it called? (35 words or fewer) Most first-year Yale students live in suites of four to six people. What do you hope to add to your suitemates’ experience? What do you hope they will add to yours? (35 words or fewer) Yale Short Answer Questions Analyzed In this section, we’ll be looking at the short answer Yale supplement essays in depth. Remember, every applicant must answer all essay prompts, so you don’t get to choose which essay you would like to write. It is important that you answer each of the Yale essay prompts strongly as they are all of equal importance. Let’s take a look at each Yale short essay questions and see how to write something meaningful for each. Yale Short Answer Question 1 Students at Yale have plenty of time to explore their academic interests before committing to one or more major fields of study. Many students either modify their original academic direction or change their minds entirely. As of this moment, what academic areas seem to fit your interests or goals most comfortably? Please indicate up to three from the list provided. Why do these areas appeal to you? (100 words or fewer) First off - follow the directions here exactly. ONLY use areas of study from the list provided in the above link and be sure to mention no more than three. Here, Yale is giving you the opportunity to show some range in your interests, but keeping your writing brief and honest is key. Less is more here - don’t be afraid to only list one interest. Although it may be unrealistic to choose a major before you enter college, there is no harm in expressing what excites you right now. You will not have to stick to this major throughout your Yale career, unless of course you want to. Just remember that 100 words is not a lot of space, so you may be able to express more if you choose one subject rather than three. Yale Short Answer Question 2 What is it about Yale that has led you to apply? (125 words or fewer) The best advice we can give you here is to be specific. Do your research before you start in on this prompt. The best answer will have mention of professors, programs and classes that are only available at Yale. One way to approach this essay is to base it around a conversation you may have had with an alumnus or professor from Yale. The application committee is looking to see how truthful and deep your desire to attend Yale is, so go the extra mile. Reach out to people who have experienced Yale for themselves. Your high school guidance counselor can help you find these connections. Yale Short Answer Question 3 What inspires you? (35 words or fewer) Caution! Due to its small word requirement here, you may be tempted to be witty or sardonic in your answer. Resist the urge! Again, go with authenticity rather than cleverness. If something charming or funny arises from your answer naturally, check with your guidance counselor, English teacher, or another trusted editor before turning it in. Humor can read as flippant and the application committee could think that you are not taking your application seriously. Good answers to this question range from inspirational people, to remarkable landscapes, to fine dining. There is no correct answer, so have fun answering! Think about what this prompt is asking: what inspires you? What gets you excited and motivated? Avoid trite answers at all costs. Don’t say how inspired you are by â€Å"the world in all its vastness.† Instead look inward, and think about when you have felt the best about yourself, and most energized to do the things you love. What made you feel that way? Who? And how did you act on that inspiration? Yale Short Answer Question 4 Yale’s residential colleges regularly host conversations with guests representing a wide range of experiences and accomplishments. What person, past or present, would you invite to speak? What question would you ask? (35 words or fewer) Here is another prompt you can have fun with. Again, avoid cliches! Don’t say â€Å"Gandhi† or â€Å"MLK† - those are obvious answers that are impossible to achieve. Choose someone that has truly inspired you - not someone you think will impress the admissions committee. They don’t have to be hugely famous, rich or successful. They should, however, have made a tangible impact on your life. Yale Short Answer Question 5 You are teaching a Yale course. What is it called? Another fun one! Once again: no cliches, no obvious answers, and please no comedy. Here’s a chance to show off something you feel you have mastery over. Instead of projecting into the future when you are a famous playwright and have the chops to teach a class on fantastic realism in modern theater, pick something that you know about right now. Maybe you speak a second language. Maybe you collect insects or press flowers. Maybe you are an expert at self-care for busy students. This question is not designed to get a better sense of your ambitions or goals. Here the committee wants to learn about the abilities and passions in which you already feel confident. Yale Short Answer Question 6 Most first-year Yale students live in suites of four to six people. What do you hope to add to your suitemates’ experience? What do you hope they will add to yours? (35 words or fewer) This question gives you the opportunity to share about different sides of your personality. If you’re a great hobby cook, for instance, you can show off those skills here. The important things to highlight in this question are the unique aspects of what makes you, you. Maybe you’ll contribute special edition DVDs of all the Lord of the Rings movies, or an epic poster collection. No matter what, you’ll want to show that you appreciate the community. Finally, you’ll want to share what you’re looking for in a suitemate - friendship, support, a buddy to go to the Yale-Harvard football game with. Showing how you appreciate others is equally important. How to Write a Great Yale Essay Regardless of which Yale short answer question you’re responding to, you should keep in mind the following tips for how to write a great Yale essay. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Yale wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Yale essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. #3: Check Your Work It should almost go without saying, but you want to make sure your Yale essays are the strongest example of your work possible. Before you turn in your Yale application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Yale essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Recap: The Key to Yale Essays That Work The Yale essays cover a wide range of topics. Regardless of the question you’re answering, remember to follow these basic dos and don’ts as you’re writing: DO Be authentic and honest Be specific when citing people, places and things Strive for brevity and simplicity; less is more! Be yourself, and do your research - both will shine through in your essays! DON’T Base your essays on what you think the Yale application committee wants to hear Use cliches or broad sweeping statements Try too hard to be funny and original - be genuine and your positive attributes will be visible to the committee. What’s Next? Trying to figure out what to study in college?Have no fear- our guide will help you choose the best major for you, one step at a time. Really want to get into Yale? Using an acceptance calculator will help you figure out your chances of getting into the schools at the top of your listso you know how to up your odds. It's a great time to start researching scholarships. It's never too early to start thinking about how you're going to pay for college! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: