To learn more about the Hixon Writing Center or to get more resources on writing and communication:
3
rd
floor, Center for Student Services
Avoid long, chronological lists of research experiences that just list what you’ve done (e.g.,
“And then I…” “And the next summer I…” “My following project was…”). Instead, tell a story of
what you’ve learned, highlighting the most important experiences. This may proceed
chronologically; nevertheless, you need to emphasize the evolution of your thinking and your
work over time.
4. How much should you tailor your statement for each school?
Tailoring your statement is important. Showing that you not only want to go to grad school but
why want to go to this school sets you apart from others. This takes time, but graduate school
may take five or more years of your life, so you want to get into the right one.
It’s not enough to simply name faculty members you’d like to work with or labs you’d like to
work in. Be certain to indicate why those people or facilities interest you and how you could fit
in or contribute to the work they are already doing. Don’t just look at the school website;
familiarize yourself with their published work.
Be cautious when naming a single entity, suggesting that you could only work in that
configuration. If that person or lab gets no new students in the year you are to enter, it could
mean that you are not admitted. Express flexibility and receptiveness to new opportunities
without misrepresenting your true areas of interest.
Note specific requirements in the instructions for your statement. Some may ask for specific
elements or points of focus that others do not, (e.g., whether they ask for separate personal or
diversity statements).
5. What qualities should my writing have?
Show rather than tell. Don’t just say “I’d make a great researcher.” Prove it by sharing specific
stories about the kinds of questions that concern you and the skills you have to show that you
would.
Avoid melodramatic language or language that embellishes without content. Interesting detail,
rather than unusual language, is what draws the reader in to a personal statement.
Clarity is crucial. Faculty reading your statement are very busy people. If your statement is
difficult to understand at the sentence or paragraph level, they’ll give up on it and move to the
next candidate.
Proofread your final draft. Try reading your final draft out loud to see if the statement reads
exactly as you want.
6. Who can give me helpful feedback on my statement?
It is important to talk to mentors in your field, because the expectations for statements can
vary by discipline. Consider approaching the director of grad admissions in your field at
Caltech for guidance about expectations and common mistakes.
Show your working drafts to multiple readers, including those who know you well and those
who do not, as well as those within and outside your research specialization. Your school’s
writing center or career development center may be able to offer feedback on statements of
purpose. As you decide how to revise in response to feedback, be aware that no one knows
exactly what each admissions committee will prioritize.
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