autobiographical sketch example for scholarship

Calculate for all schools

Your chance of acceptance, your chancing factors, extracurriculars, biographical sketch for scholarship applications.

Hey everyone, I'm applying for several scholarships and some of them require a biographical sketch. I'm not sure how to make one that's unique and engaging. Can you please share any tips or experiences that might help me write a successful biographical sketch? Thanks!

Hello! A biographical sketch is a great opportunity to showcase your achievements, experiences, and personality in a concise and engaging manner. To write a successful biographical sketch, consider the following tips:

1. Emphasize your unique qualities: Begin by making a list of your most impressive achievements, skills, and experiences that set you apart. Focus on those aspects of your life that relate to the scholarship's goals or values.

2. Tell a story: Instead of just listing facts, weave them into a narrative that showcases your growth and development. Create a structure with a clear beginning, middle, and end, highlighting significant events or turning points in your life.

3. Use vivid and concise language: Make your biographical sketch engaging by using specific, descriptive words and phrases. Be brief and to the point, while still providing enough context to help the reader understand your accomplishments.

4. Include relevant details: While it's important to be concise, don't skimp on important details. Make sure the reader understands the significance of your accomplishments by providing context, such as the level of competition or the impact your work had on others.

5. Highlight your resilience or growth: Scholarship committees are often interested in learning about your ability to overcome challenges or demonstrate personal growth. Share examples of setbacks you've faced and how you've learned from those experiences.

6. Tailor it to the scholarship: Each scholarship has its own values and goals, so make sure you understand what they are and highlight the aspects of your life that align with those. This will make your biographical sketch more relevant and convincing.

For example, let's say you're applying for a scholarship that focuses on community service. In your biographical sketch, you might discuss how you grew up in a low-income neighborhood and saw firsthand the importance of helping others. You can then share your experiences volunteering in various community initiatives, such as organizing food drives or tutoring underprivileged children, and the impact these experiences had on both you and the community.

Keep these tips in mind, and you'll create a compelling biographical sketch that showcases your experiences and makes your scholarship applications stand out. Good luck!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Office of Undergraduate Research

• Office of Undergraduate Research FAQ's
• URSA Engage
• Resources for Students
• Resources for Faculty
• Engaging in Research
• Presenting Your Research
• Earn Money by Participating in Research Studies
• Transcript Notation
• Student Publications

How to Write a Biosketch

How to write a biosketch, what is a biographical sketch.

BioSketches are a great tool to document an individual's qualifications, professional experience, and academic journey. Think of your BioSketch as a response to the question: “Tell me about yourself?” 

Below are general tips on how to write your BioSketch, as well as step-by-step guides and examples of BioSketches for students ranging from first year students, transfer students, and students preparing to graduate. For additional help with your BioSketch or general questions, email us at [email protected] .

General Tips

• Write in the third person. This means that instead of using “I” statements, use “he/she/they” statements. 
• The information you include in your BioSketch is unique to you and your circumstances. While your BioSketch may look different from the examples below, be sure to include the important general information outlined in the paragraph bullet points that fit you best.
• Be sure to check your BioSketch for spelling, grammar, and sentence flow.

Step-By-Step

Paragraph 1:

• Where are you from? Where/when did you graduate high school?
• Did you earn any titles/awards or participate in extracurricular activities?
• What did you do after high school? Did you go straight to college or enter the work field?

Paragraph 2: 

• What are you studying at OSU? Did you transfer from another university? Do you hold any degrees? What special achievements or awards have you earned in college?

Step-By-Step Continued 

Paragraph 3: 

• What work/volunteer experience have you been a part of?
• What skills did you develop from these experiences?
• Have you participated in internships or research/lab work?

Paragraph 4: 

• When are you expected to graduate? What are your education and career interests? 

BioSketch Examples

Benny Beaver is from Corvallis, Oregon. They graduated from Corvallis High School in 2021 with high honors and served as an officer on the school’s Associated Student Body (ASB) where they assisted in various leadership activities like fundraising, public speaking and community outreach. 

Benny started attending Oregon State University in the fall of 2021, and earned the Finley Academic Excellence Scholarship upon enrollment. They are currently in the University Exploratory Studies Program (UESP) where they are taking a variety of courses and exploring all options before declaring a major.

Benny served as a lifeguard for two years, where they received valuable trainings in CPR/AED, basic water rescue, and first aid. Benny developed a passion for the water, as well as an interest in teaching by instructing weekly swim lessons. Working a part-time job while attending high school also taught them skills in communication, time management, and balancing responsibilities.

Benny is expected to graduate in June 2025. They are exploring learning opportunities and careers in education, oceanography, and sports therapy. 

Bernice Beaver is from New Westminster, British Columbia, Canada. She graduated from New Westminster Secondary School in 2018 with a Dogwood Diploma and has a Diplôme de fin d'études secondaires en Colombie-Britannique, meaning she is fluent in French. Bernice was named the Career Female Athlete of the Year upon graduation from high school.

Bernice earned an Athletic Scholarship to Oregon State University where she competes for the Women’s Cross Country and Track & Field teams. She is majoring in Sociology and currently works for the university’s Global Community Kitchen as an Event Support Staff where she serves to assist in planning food service for future Experiential Learning & Activities campus events during weekly team meetings.

Bernice completed the URSA Engage program during her second year at Oregon State University where she conducted research to define the barriers faculty face while facilitating undergraduate research experiences. She presented her research at two university-wide undergraduate research symposiums in 2020 and has since been published in Experiential Learning & Teaching in Higher Education. 

Bernice is expected to graduate in June 2022 with a B.A in Sociology. After graduation, she plans on attending graduate school and complete the Master’s of College Student Service Administration Program at Oregon State University. She has a particular interest in the fields of university student affairs and athletics.

Bo Beaver is from Los Angeles, California. They graduated from Venice High School in 2014 as salutatorian and participated in the school’s marching band, where they acted as drum major for two years. After high school, Bo entered the United States Marine Corps (USMC) where they served for four years. 

Prior to attending Oregon State University, Bo attended Central Oregon Community College from September 2020 until June 2022. During this time, they earned an Associate of Science degree in Computer Science with high honors. Bo transferred to OSU-Cascades in September 2022 and is majoring in Computer Science with an option in Software Engineering.

Bo’s service in the USMC taught them important skills and attributes including confidence, self-discipline, teamwork and leadership. Since enrolling at OSU-Cascades, Bo has joined the university’s Tech Club where they hope to network and gain professional skills in the field of computer science among like-minded individuals. Bo has also been accepted into the 2022-2023 URSA Engage program, where they will be engaging in web applications research with Professor X. 

Bo is expected to graduate in June 2024 with a B.S in Computer Science with an option in software engineering. They plan on attending graduate school and pursuing a career in software development.

Contact Info

618 Kerr Administration Building Corvallis, OR 97331

541-737-5105

How to Write an Autobiography Fast

Writing your autobiography is like exploring a treasure trove of memories that make up your life. But starting can feel overwhelming. Where do you begin? How do you turn your experiences into a compelling story? Don't worry – this guide is here to help. Whether you're a seasoned writer or a total beginner, we'll break down the process of how to write your autobiography into easy-to-follow steps. Together, we'll uncover the magic of storytelling and turn your life into a captivating reflective essay that's uniquely yours. Get ready to start this adventure of self-discovery and creativity!

What Is an Autobiography

The autobiography definition explains it is a written account of a person's life penned by the individual who has lived those experiences. It is a personal narrative that chronicles significant events, reflections, and emotions throughout various stages of the author's life. Unlike a biography, which is typically written by someone else, an autobiography provides a firsthand perspective, allowing the author to share their thoughts, memories, and insights. It is a cogent medium for self-expression, enabling students to convey the essence of their unique journey, impart lessons learned, and leave a lasting record of their lives for themselves and others to explore.

Need Help With Writing an AUTOBIOGRAPHY?

All you have to do to get professional help is to us send your paper requirements and set the deadline.

Autobiography vs. Biography: What’s the Difference

The key distinction between an autobiography and a biography lies in the authorship and perspective. An autobiography is a personal account of one's own life written by the subject themselves. It offers an intimate insight into the author's experiences, emotions, and reflections. For instance, in "The Diary of a Young Girl," Anne Frank provides a poignant autobiographical account of her life hiding from the Nazis during World War II. On the other hand, a biography is a narrative of someone's life written by another person. It often involves extensive research and interviews to present a comprehensive and objective view. A notable example is "Steve Jobs" by Walter Isaacson, a biography offering an in-depth portrayal of the Apple co-founder, drawing on interviews with Jobs himself and those who knew him. While both genres illuminate lives, the crucial difference lies in the source of the narrative – whether it emanates directly from the subject or is crafted by an external observer.

A biography vs autobiography offers distinct perspectives on individuals' lives, shaping narratives through either personal reflections or external observations. Maya Angelou's "I Know Why the Caged Bird Sings" is a powerful autobiography chronicling her tumultuous childhood and journey toward self-discovery. In contrast, a notable biography like "Leonardo da Vinci" by Walter Isaacson delves into the life of the Renaissance polymath, painting a vivid picture through meticulous research and analysis. Autobiographies often provide a deeply personal lens, as seen in "The Glass Castle" by Jeannette Walls, where Walls recounts her unconventional upbringing. In contrast, biographies such as "Unbroken" by Laura Hillenbrand meticulously document the extraordinary life of Louis Zamperini, offering a comprehensive view shaped by the author's investigative work. These examples underscore the unique storytelling approaches each genre employs, either from the firsthand perspective of the subject or the external perspective of an author.

Autobiography Example

Ready to explore autobiography examples? We've got a cool section coming up where we'll check out two awesome examples. Autobiographies are like personal tours into someone's life, and we'll be looking at the stories of Alex Sterling and Trevor Noah. They've poured their experiences onto the pages, and we're going to see what we can learn from their journeys. Get ready to be inspired and maybe even think about telling your own story down the line. Let's dive in!

Example 1: “Wanderer's Odyssey: The Uncharted Life of Alex Sterling”

This autobiography recounts the life of a character born in a bustling city who, driven by a thirst for adventure, leaves behind urban life to explore the open road. The narrative explores the protagonist's experiences of hitchhiking, forming connections, and finding self-discovery in the midst of the unpredictable journey. The story emphasizes the lessons learned from the road, the challenges faced, and the ultimate embrace of authenticity. The epilogue reflects on the character's life as a well-lived odyssey, highlighting themes of resilience, connection, and the pursuit of one's true identity.

Example 2: “Echoes of Eternity: The Memoirs of Amelia Reed”

This autobiography follows a character from a countryside village who harbors expansive dreams of adventure. The narrative unfolds as the protagonist sets out to pursue these dreams, facing trials and triumphs that shape their character and lead to self-discovery. The story emphasizes the transformative power of embracing the unknown, with the epilogue reflecting on a life well-lived, highlighting the legacy of fulfilled dreams and the enduring impact on future generations. In addition to examples, we have samples of narrative essay topics that might be useful for you as well.

Tell your story with EssayPro . Our skilled writers can help you craft an autobiography that truly reflects your journey. Share your unique experiences and life lessons in a way that resonates with readers.

Autobiography Elements Explained

Writing an autobiography provides a personal account of one's experiences, achievements, challenges, and personal growth. While each autobiography is unique, certain common elements are often found in this genre:

Introduction

• Autobiographies typically begin with an introduction where the author sets the stage for their life story.
• It may include background information such as birthplace, family, and early experiences.

Birth and Early Years

• Authors often include details about their birth, childhood, and family background.
• Early influences, relationships, and experiences that shaped the individual may be highlighted.

Significant Life Events

• Autobiographies focus on key events and milestones that have had a significant impact on the author's life.
• This could include achievements, failures, relationships, and other impactful experiences.

Challenges and Obstacles

• Autobiographies explore the challenges and obstacles the author faced throughout their life.
• This can include personal struggles, professional setbacks, or other difficulties.

Personal Growth and Development

• Authors reflect on their personal growth and development over the years.
• This may involve self-discovery, learning from experiences, and evolving perspectives.

Achievements and Milestones

• Autobiographies highlight the author's achievements, whether personal, professional, or both.
• Major milestones and successes are often detailed to showcase the individual's journey.

Influential Relationships

• Autobiographies frequently discuss relationships with family, friends, mentors, and significant others.
• The impact of these relationships on the author's life is explored.

Reflection and Insight

• Authors often reflect on their lives, offering insights into their beliefs, values, and lessons learned.
• This section may also include the author's perspective on the world and society.

Themes and Motifs

• Autobiographies may explore recurring themes or motifs that run throughout the individual's life.
• Common themes include resilience, determination, love, loss, and personal identity.
• Autobiographies typically conclude with a summary or reflection on the author's life.
• The author may share their current perspective and future aspirations.

Writing Style

• The writing style can vary, ranging from a formal tone to a more conversational and reflective approach.
• Authors may use literary devices and storytelling techniques to engage readers.

Remember that autobiographies are highly personal, and the structure and emphasis on different elements can vary widely depending on the author's preferences and purpose for writing.

Autobiographical Essay Structure

Autobiographies typically follow a chronological order, beginning with the author's early life and progressing towards the present or a significant moment. The introduction sets the stage, introducing the author and offering insight into the main themes. As you can see in an autobiography example, the narrative then unfolds, exploring the author's significant life events, challenges faced, and personal growth. Achievements and milestones are highlighted, and the impact of influential relationships is examined. Throughout, recurring themes and motifs add depth to the narrative. In the reflection and insight section, the author shares personal lessons learned and beliefs. The conclusion summarizes the autobiography, reflecting on the author's life and future aspirations.

Learning how to start an autobiography involves captivating the reader's attention while providing context. Authors often employ engaging anecdotes, vivid descriptions, or thought-provoking statements related to the overarching theme of their lives. The goal is to draw readers in from the beginning and establish a connection between the author and the audience. In the introduction, authors can introduce themselves to the reader. This can be done by sharing a captivating snapshot of their life or posing a question that intrigues the audience. The autobiography introduction sets the tone for the entire narrative, providing a glimpse into the themes and events that will be explored in the autobiography.

The autobiography conclusion offers the culmination of the author's life story. Here, authors often summarize the key points and experiences shared throughout the narrative. It is a moment of reflection, where the author can offer insights into the significance of their journey and the lessons learned along the way. The conclusion may also touch on the author's current perspective, providing a sense of closure to the narrative while leaving room for future aspirations and growth.

Literary Forms of Autobiography

Autobiographies, while generally a non-fiction genre, can take on various literary forms and styles. Here are some literary forms commonly found in autobiographical works:

Traditional Autobiography

• The straightforward narrative of an individual's life, which is usually written by the person themselves. It follows a chronological order, covering significant events and experiences.
• Similar to an autobiography but often focusing on specific themes, periods, or aspects of the author's life rather than a comprehensive account. Memoirs often delve into personal reflections and emotions.

Diary or Journal Form

• Some autobiographies adopt the form of a diary or journal, presenting the author's life through dated entries. This format provides a more immediate and personal perspective.

Epistolary Autobiography

• Written in the form of letters, an epistolary autobiography may consist of the author addressing themselves or others. This style adds an intimate and conversational tone to the narrative.

Graphic Novel or Comic Memoir

• Autobiographical stories are presented in a graphic novel or comic format. Visual elements complement the written narrative, providing a unique and engaging way to convey personal experiences.

Experimental or Nonlinear Autobiography

• Some authors choose to play with the chronological order, presenting their life story non-linearly. This experimental approach can create a more artistic and challenging reading experience.

Biographical Fiction

• While not entirely autobiographical, some authors write fictionalized versions of their own lives. It allows for creative exploration and artistic liberties while drawing inspiration from real experiences.

Travelogue Autobiography

• Autobiographies that take on the form of a travelogue often focus on the author's journeys, both physical and metaphorical. The narrative is shaped by the places visited and the impact of these experiences on personal growth.

Essayistic Autobiography

• Autobiographies that incorporate elements of essays, exploring themes, ideas, and reflections on the author's life. This form allows for a more contemplative and philosophical approach.

Collaborative Autobiography

• Co-written autobiographies involve collaboration between the autobiographical subject and a professional writer. It is common when the subject may not be a writer but has a compelling story to share.

These literary forms highlight the versatility of autobiographical writing, showcasing how authors can creatively shape their life stories to engage readers in various ways. Are you working on other academic assignments? Use our term paper writing services to put your finger on any pending task at hand quickly and for a reasonable price.

How to Write an Autobiography in 5 Steps

Writing an autobiography can be a rewarding and reflective process. Here's a simplified guide in 5 steps to help you get started:

Step 1: Reflection and Brainstorming

Begin by reflecting on your life, considering important events, challenges, and moments of growth. Make a mental inventory of key experiences and people who have influenced you.

Step 2: Establish a Focus

Choose a central theme or focus for your autobiography. This could be a specific period of your life, a significant achievement, or a recurring theme that ties your experiences together. Having a clear focus will guide your writing.

Step 3: Create a Chronological Outline

Develop a rough chronological outline of your life story, starting from your early years and progressing through significant events to the present or another crucial point. Identify key moments and experiences to include in each section.

Step 4: Write with Detail and Emotion

An important aspect of how to write an autobiography for college is appealing to emotion. As you delve into each body paragraph, share your story with vivid details. Use descriptive language to bring your experiences to life for the reader. Infuse your writing with emotion, allowing readers to connect with the depth of your personal journey.

Step 5: Conclude Reflectively

In the concluding section, summarize the key aspects of your life story. Reflect on the significance of your journey, the lessons you've learned, and how you've grown. Provide insights into your current perspective and aspirations for the future, bringing your autobiography to a thoughtful conclusion.

Writing Techniques to Use in an Autobiography

When you write an autobiography, the process involves employing various techniques to make the narrative engaging, evocative, and compelling. Here are some tips for writing autobiography commonly used in autobiographies:

Descriptive Language

• Use vivid and descriptive language to paint a detailed picture of events, people, and settings. Engage the reader's senses to create a more immersive experience.
• Incorporate dialogue to bring conversations to life. Direct quotes can provide authenticity and convey the personalities of the people involved.

Show, Don't Tell

• Instead of merely stating facts, show the emotions and experiences through actions, reactions, and sensory details. 

Flashbacks and Foreshadowing

• Employ flashbacks to delve into past events and foreshadowing to create anticipation about future developments. 

Metaphors and Similes

• Use metaphors and similes to enhance descriptions and convey complex emotions. Comparisons can make abstract concepts more relatable.
• Integrate symbols and motifs that hold personal significance. This adds depth to the narrative and can be a thematic thread throughout the autobiography.

Humor and Wit

• Infuse your writing with humor and wit when appropriate. 
• Introduce suspense by strategically withholding information or revealing key details at crucial moments. 

First-Person Perspective

• Utilize the first-person point of view to offer a direct and personal connection between the author and the reader. 

Dramatic Irony

• Introduce dramatic irony by revealing information to the reader that the author may not have known at the time.

Parallelism

• Create parallel structures within the narrative, drawing connections between different periods, events, or themes in your life. 

Experimenting with different styles can make your story more engaging and memorable for readers. If you haven’t used these techniques in your paper, simply say, ‘ edit my essay ,’ and our experts will imbue stylistic and creative devices in your document to increase its scholarly value.

Benefits of Writing an Autobiography

Working on an autobiography can be incredibly beneficial on a personal level. When you take the time to reflect on your life and put it into words, you gain a deeper understanding of yourself. It's like a journey of self-discovery where you uncover patterns, values, and beliefs that have shaped who you are. This process not only promotes self-awareness but can also help you grow and bounce back from tough times. Writing about challenging moments can be a therapeutic release, allowing you to confront and make sense of your experiences, leading to emotional healing.

On a broader scale, sharing your life story through an autobiography has its impact. It becomes a piece of history, offering insights into the times you've lived through, the culture around you, and societal changes. Your personal narrative connects you with others, creating empathy and understanding. Autobiographies often inspire people by showing that it's possible to overcome challenges, find purpose, and navigate the ups and downs of life. By sharing your story, you become a part of the larger human experience, contributing to a rich tapestry of diverse stories that help us better understand the shared journey of being human. Order an essay or any other type of task to streamline your educational progress is only a few clicks.

Best Piece of Advice for Making Your Autobiography Spot-on

The most valuable advice on how to write an autobiography is to infuse authenticity into every word. Be genuine, raw, and honest about your experiences, emotions, and growth. Readers connect deeply with authenticity, and it's what makes your story uniquely yours. Don't shy away from expressing vulnerability, as it adds a human touch and makes your narrative relatable. Share the highs and lows, the triumphs and struggles, with sincerity, and let your true self shine through. This honesty not only enhances the impact of your autobiography but also contributes to a more profound connection between you and your readers, creating an authentic and memorable narrative. Here are additional tips for bringing your autobiography assignment up to par:

• Essential Details. Focus on key moments that significantly contribute to your story, avoiding unnecessary details.
• Thematic Cohesion. Introduce and explore recurring themes to add depth and coherence to your narrative.
• Authentic Expression. Embrace your unique voice, personality, and storytelling style to create an authentic connection with readers.
• Dialogue and Monologue. Use genuine dialogue and inner monologue to provide insights into your thoughts and emotions during pivotal moments.
• Symbolic Elements. Incorporate symbolic imagery or metaphors to convey deeper meanings and emotions.
• Strategic Foreshadowing. Use foreshadowing purposefully, providing subtle hints that contribute meaningfully to the overall narrative.
• Reflective Closure. Conclude your autobiography with a reflective summary that offers insights into the broader significance of your journey.

Our essay writers know many more tips regarding all possible types of academic tasks. If you ever find yourself in writer’s block, not knowing how to tackle any particular assignment, let us know!

Final Words

If you want to understand how to write a good autobiography, think of it as painting a vivid picture of your life for others to see. It's about being real, digging deep into your memories, and choosing the moments that really matter. Let your personality shine through in your writing – be yourself because that's what makes your story unique. Weave in themes that tie everything together, and use storytelling techniques like dialogue and symbolism to make your narrative come alive. And as you reach the end, leave your readers with some food for thought – a reflection on the bigger lessons learned from your journey. If you ever need assistance with this or any other college assignment, use our research paper services without hesitation.

Do You Need Some Help With Your AUTOBIOGRAPHY?

Address to out professional writers to get your paper done asap

How to Write an Autobiography?

How to start an autobiography essay, what is the difference between autobiography and biography, related articles.

How to Write an Autobiographical Essay for a Graduate School Application

How to Write an Essay With a Thesis Statement

A traditional autobiography may be hundreds of pages and can cover dozens of mundane interactions in minute detail. A graduate school autobiographical essay, however, should be much shorter and to the point, highlighting achievements and life events that are relevant to your studies or display an important aspect of your character. Before you begin writing, make an outline of the most important points you want to cover. This can make it much easier to tell a clear, logical story that gets you into the school of your dreams.

Grabbing Their Attention

You need to grab the attention of your readers in the first sentence or two, so steer clear of platitudes, truisms or statements any student could make such as, "XYZ school is the school of my dreams." Instead, try telling a compelling story, introducing an interesting quote or presenting the ideas of a philosopher, writer or politician. The theme in this hook should tie into your essay in some way. If, for example, you're applying to grad school in political science, you might introduce a quote from Thomas Jefferson or present a scene rife with political conflict.

The Thesis Statement

Because you're not writing an argumentative paper, it's easy to forget the importance of a thesis statement. But a thesis still helps define the scope of your autobiographical essay and makes it easier for you to remain focused on your primary point. Try a thesis such as, "My life experiences have prepared me for graduate school by...." or "I know that I can contribute to the XYZ school community because..." Sometimes the thesis in these essays actually fits better at the end, as a conclusion, but it's typically easiest to put the thesis at the end of the first paragraph.

Elements to Include

Outline relevant information that's not already in your application packet. You might mention charitable work, any hardships you've overcome, lessons you've learned in your job or ways your life has caused you to choose a particular career path. Don't be afraid to let your personality shine through by, for example, mentioning your passion for good food or animal welfare, but don't stray away from your central topic, and avoid using colloquial language or slang. It's also important not to add unnecessary detail that clouds the focus of your essay or needlessly takes up space.

Elements to Avoid

Avoid controversial topics, even if they're an important part of your identity. A struggle with addiction or an abortion aren't generally appropriate topics, and an essay outlining the struggles you've faced in life is rarely appropriate unless you can tie it directly to your academic achievements or goals. For example, a domestic violence victim might explain that she wants to get a degree in psychology so she can help other trauma survivors. Never avoid blame or responsibility; for example, don't blame a low grade on a professor or on your classmates.

Completing the Essay

Meticulous proofreading can save you the embarrassment of a typo or misspelling, so read through your essay several times and have another person do the same. Conclude your essay by thanking your readers for their attention, emphasizing the ways in which the ideas you've outlined make you an ideal fit for the school you've chosen and -- if appropriate and if space permits -- including a brief sentence or two about why you're excited to attend the school you've chosen.

Related Articles

How to Write Conclusions for Expository Papers

How to Write an Autobiography for a College Assignment

How to write a strong personal statement.

How to Write a Personal Statement for a Masters in Healthcare ...

How to Write an Anecdotal Essay

How to Write a Personal Statement for College

How to Write an Introduction to a Reflective Essay

How to Write a Self-Portrait Essay

• Peterson's: Top Graduate School Essay Writing Mistakes You Must Avoid
• Purdue Online Writing Lab: Writing the Personal Statement

Van Thompson is an attorney and writer. A former martial arts instructor, he holds bachelor's degrees in music and computer science from Westchester University, and a juris doctor from Georgia State University. He is the recipient of numerous writing awards, including a 2009 CALI Legal Writing Award.

How To Write An Autobiography For Medical School

• Cracking Med School Admissions Team

Among all medical school secondaries, the autobiography prompt is likely one of the toughest to write. This prompt asks applicants to describe their previous background and life experiences in one cohesive essay often rivaling the length of a personal statement. Schools which ask for autobiographies in their secondaries include Vanderbilt and UC San Diego. But, you can use your autobiography response, or parts of it, for other essays as well. We’ll list our ideas down below. When faced with this prompt, many applicants feel intimidated by its scope and do not know how to begin. In this blog post, we hope to provide a framework about how to write an autobiography for medical school, using UC San Diego’s secondary prompt as an example.  

In this blog post, we’ll talk about:

• UC San Diego’s autobiography prompt
• Other schools that have flavors of an autobiography essay prompt
• 5 tips about how to write an autobiography for medical school
• Secondary essay resources and examples

Case study of how to write an autobiography for medical school sample: UC San Diego

Here’s the infamous UC San Diego Autobiography Secondary Essay: 

Autobiographical Sketch: This should be a true autobiographical statement. Topics to be included are family, childhood, primary and secondary school years, undergraduate years, and, if applicable, what you’ve done since completing your bachelor’s degree. You should also discuss the motivational factors which led you to a career in medicine including any disadvantages or obstacles which might put your accomplishments into context. A repeat of your AMCAS statement will not be acceptable. (6000 char)

Breaking down the prompt

First, notice that the autobiography covers a wide period of time, from your “childhood” to the present. There are no specific guidelines given about how much to write for each period of your life, so use your discretion to focus on formative experiences in writing your response. It should also be noted that your autobiography must support your motivations to pursue a career in medicine. Remember, this is an autobiography for medical school, so tailor your essay as such!

The length of the autobiography (6000 characters) exceeds even that of your personal statement. However, note that it should meaningfully differ from your “AMCAS statement” in content. Therefore, if you have already used an anecdote in your personal statement, consider choosing a different anecdote or writing about the same anecdote from another perspective. In the next section, we talk about general tips on how to write an autobiography for medical school.

Read our 5 tips on how to write an autobiography for medical school down below . 

Other Autobiography Secondary Essay Prompts

Vanderbilt medical school also has a popular autobiography prompt:.

Write a brief autobiography. As completely and precisely as possible, give a picture of yourself, your family, and events you consider important to you. In doing so, identify the values that are of greatest importance to you. If you have completed your undergraduate education, please comment on what you have done or have been doing since graduation. (1200 words)

While other medical schools will not ask directly for an autobiography, they ask similar, open-ended questions about your background, interests, strengths, and life experiences. You can use these essays, including the optional secondary essays, to discuss important facets of your life.

Read all the Vanderbilt Medical School secondary essay prompts here . 

Here are some schools with autobiography-like prompts in previous application cycles:

Boston University Medical School Secondary Application (focus on education experiences): Please provide a narrative or timeline to describe any features of your educational history that you think may be of particular interest to us. For example, have you lived in another country or experienced a culture unlike your own, or worked in a field that contributed to your understanding of people unlike yourself? Or, have you experienced advanced training in any area, including the fields of art, music, or sports? This is an opportunity to describe learning experiences that may not be covered in other areas of this application or your AMCAS application. It is not necessary to write anything in this section. (2000 Characters)

Duke University Medical School Secondary Application : There are several Duke Medical School secondary prompts that are similar to an autobiography.

• Tell us more about who you are. You may provide additional information that expands your self-identity where gender identification, racial and/or ethnic self description, geographic origin, socioeconomic, academic, and/or other characteristics that define who you are as you contemplate a career that will interface with people who are similar AND dissimilar to you. You will have the opportunity below to tell us how you wish to be addressed, recognized and treated. (500 words)
• In addition to the broad categorization of race, ethnicity, geographic origin, socioeconomic status as provided through your AMCAS application, you may use the text box below to provide additional clarifying information that may reflect the impact of any of these parameters on your development thus far as well as the impact that these may have had on your path to a career in medicine and your plans for the future. (200 words)
• Describe the community in which you were nurtured. What core values did you receive and how will these translate into the contributions you hope to make in medicine? What improvements do you think might make the community better? (500 words)

Harvard Medical School Secondary Application : If there is an important aspect of your personal background or identity, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Many applicants will not need to answer this question. Examples might include significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine. (4000 characters max)

Icahn at Mount Sinai Secondary Application : If there is an important aspect of your personal background or identity or a commitment to a particular community, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Aspects might include, but are not limited to significant challenges in or circumstances associated with access to education, living with a disability, socioeconomic factors, immigration status, or identification with a culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine. Completing this section is optional. (100 words)

Johns Hopkins Medical School Secondary Application : (Optional)  The Admissions Committee values hearing about each candidate for admission, including what qualities the candidate might bring to the School of Medicine if admitted. If you feel there is information not already addressed in the application that will enable the Committee to know more about you and this has influenced your desire to be a physician, feel free to write a brief statement in the space below. You may address any subject you wish, such as being a first generation college student, or being a part of a minority group (whether because of your sexual orientation, religion, economic status, gender identity, ethnicity) or being the child of undocumented immigrants or being undocumented yourself, etc. Please note that this question is optional and that you will not be penalized should you choose not to answer it.

Frank H Netter Quinnipiac University School of Medicine Secondary Application : Netter SOM is a diverse and inclusive community, and we believe that each person brings their own unique experiences and attributes. How have your experiences, personal/family background or personal identity impacted your values and attitudes in working with others who will be both similar and different from you?

Stanford School of Medicine Secondary Application : The Committee on Admissions regards the diversity (broadly defined) of an entering class as an important factor in serving the educational mission of the school. The Committee on Admissions strongly encourages you to share unique, personally important, and/or challenging factors in your background, such as the quality of your early educational environment, socioeconomic status, culture, race, ethnicity, gender, sexual orientation, gender identity, and life or work experiences. Please discuss how such factors have influenced your goals and preparation for a career in medicine. (Please limit your answer to 2,000 characters including spaces)

University of Kentucky College of Medicine Secondary Application :  Please share unique, personally important, and/or challenging facts in your life and/or work experiences. Please discuss how such factors have influenced your goals and preparation for a career in medicine. (2,500 characters)

University of Central Florida College of Medicine Secondary Application :  Please provide a short essay to help us understand who you are. This essay should be different from your AMCAS Personal Statement. UCF COM places great value on the broad diversity of our students within the classroom. We believe the diverse characteristics of each individual in the class are important factors in serving the educational missions of this school and of our community. Please discuss any unique, personally important and/or challenging experiences in your background that have influenced your goals and preparation for a career in medicine and service to others. These may include experiences such as the quality of your early educational environment, socioeconomic status, cultural background, or other significant events or circumstances that you feel have shaped your character and defined you as an individual. We are also interested on your thoughts about what you can contribute to your class and the medical profession in general. (2 pages max)

University of Pennsylvania Perelman School of Medicine Secondary Application : ( Optional)  The Admissions Committee values hearing about each candidate for admission, including what qualities the candidate might bring to the School of Medicine if admitted. If you feel there is information not already addressed in the application that will enable the Committee to know more about you and this has influenced your desire to be a physician, feel free to write a brief statement in the space below. You may address any subject you wish, such as being a first generation college student, or being a part of a minority group (whether because of your sexual orientation, religion, economic status, gender identity, ethnicity) or being the child of undocumented immigrants or being undocumented yourself, etc. Please note that this question is optional and that you will not be penalized should you choose not to answer it.

download your secondary Essay Guide

Use this essay guide and workbook to write standout secondaries.

• First Name *
• Best Email *
• Year Applying to Medical School *
• Comments This field is for validation purposes and should be left unchanged.

5 tips: how to write an autobiography for medical school

Autobiography for medical school application tip #1: compile a collection of anecdotes from previous secondaries.

Because an autobiography spans such a long period of time, it is important to have a collection of anecdotes that clearly showcase your background, values, and ambitions. Therefore, we recommend writing your autobiography essay after you have already compiled a list of stories to draw upon from previous secondary essays. For example, if you wrote about your family background for a diversity essay, an extracurricular for a challenge essay, and your future career goals for a third, then you already have enough starting material to begin your autobiography! We recommend compiling anecdotes chronologically.

Autobiography for Medical School Application Tip #2: Synthesize your anecdotes into a compelling narrative

A well-written medical school autobiography should not merely consist of a collection of disparate anecdotes in chronological order. Rather, it should be a cohesive narrative that conveys a common theme or pattern, much like the rest of your application. Reflect on your experiences and try to identify a common thread that runs throughout all of them. One Cracking Med Admissions student wrote about discovery, from their childhood memories discovering new collectible action figures, to their undergraduate research about new therapeutics for breast cancer. 

Autobiography for Medical School Application Tip #3: Show rather than tell with your stories

Consider the following example anecdote from a Stanford Medical Student:

“Volunteering in the palliative care unit of Northwestern Memorial Hospital, I have interacted with patients distressed by unexpected paralysis to patients suffering from terminal diseases like AIDS. One afternoon while I was volunteering, I was warned that room 21 would be very demanding. After responding to three calls in ten minutes, I asked if she would like some company. Her name was Ruth and she was paralyzed from the waist down from a fall. I held her hand and listened to her as she sobbingly told me her fears of losing independence and burdening her busy surgeon son. I reassured her that she could remain independent even if she couldn’t walk and her son would not consider caring for her a burden. As I was preparing to leave the room so she could rest, she said “Thank you. You treated me like a person, not a patient.” Although I had not cured her paralysis or lessened her pain, I did make Ruth feel loved and cared for that afternoon. The satisfaction I felt knowing I had made her difficult time a little better is something I will never tire of or take for granted.”

Now consider if it were rewritten as such:

“Volunteering in the palliative care unit of Northwestern Memorial Hospital, I have interacted with patients distressed by unexpected paralysis to patients suffering from terminal diseases like AIDS. Although I could not cure the patients I interacted with, I saw how my presence alone made them for cared for whenever I was there. The satisfaction I felt knowing I had made her difficult time a little better is something I will never tire of or take for granted.”

While both examples convey the same fundamental idea about the humanistic aspects of medicine, the first example shows the reader those ideas rather than spelling it out for them explicitly, and is therefore more convincing. Moreover, the first is more specific , talking about a specific patient that the student met to support their insight regarding the role of empathy in medicine. Notice that it is the student’s unique perspective and experiences that makes for a compelling response, rather than the insight itself. While you should still reflect to provide more thoughtful insights, show rather than tell throughout the autobiography to bring your stories to life.

Autobiography for Medical School Application Tip #4: Highlight different things about yourself with each anecdote

Think about your medical school autobiography as a sampling platter at a restaurant. You want your reader to get a holistic idea of who you are as an individual, and that means highlighting different things about yourself with each “sample” or story.

Some ideas about things to highlight are:

• Your early childhood and background
• Your core values
• Your motivations for pursuing medicine
• Your leadership skills or initiative
• Your work with underserved or community service

Autobiography for Medical School Application Tip #5: Connect your autobiography to the medical school

You should try to connect the themes or patterns of your autobiography essay to the medical school itself. For example, if you were applying to UC San Diego, you might talk about their free clinics and service to the underserved in La Jolla. You can connect your previous experiences working with underserved patients, or even your connection to the region. Similarly, if you were applying to Vanderbilt, you could talk about their emphasis on research, and highlight specific faculty members you would want to do research with. Even a one paragraph “why this school” at the end of your essay can help tailor your autobiography for the school you are applying to.

Medical School Autobiography Last Thoughts

While your medical school autobiography secondary response may be your longest, it does not have to be your most difficult to write. In summary: compile anecdotes, synthesize them into a narrative, show rather than tell, highlight different things about yourself and relate the finished product to the school you are applying to!

To help you brainstorm ideas for the medical school autobiography and other secondary essay prompts, download our free medical school secondary essay brainstorm tool. 

FREE Medical School Secondary Essay Examples and Brainstorm Tool

Use this workbook to write medical school secondary essays. These essays are as important as your primary application!

• Phone This field is for validation purposes and should be left unchanged.

More Excellent Secondary Essay Examples & Resources

While reading about how to write a secondary essay for medical school makes doing so seem easy, it is much harder to put this into practice. As such, we have compiled a list of personal statements and secondary essays. Each one of these essays were written by premeds who successfully got accepted to medical schools across the United States. We think these essays demonstrate successful models.

The best resource for example secondary essays is our Cracking Med School Admissions book! We have over 50 personal statements and secondary essay from successful medical school applicants, including essays from our authors! 🙂

At my June 1954 graduation at the U, I received my academic degree and my commission as an Ensign in the US Navy. I had been assigned to the USS Hornet CVA 12. It was a combat Essex class aircraft carrier. Three weeks after my graduation I flew to Sangley Point Naval Air Station located at Cavite City, Philippines. After overnighting I was picked up by sailors from the Hornet, which was anchored in Manila Bay. I remember that when I saw the carrier, I was impressed with its size. After reporting in after going aboard, I was made the Assistant Signal Officer in the Operations Division. Within a few weeks the Division Officer was transferred to another ship and I took over the Division of nineteen very experienced sailors. The next two years that I spent on the Hornet were some of the most important years of my life.

When I left the Navy, I recognized that I had come to really appreciate the cultures of the countries where the ship had visited during my years aboard the Hornet. I also had decided that what I wanted was an International career. I was able to be admitted to the University of California, Berkeley, where I received an MBA in 1960. While at Berkeley, I took the written Foreign Service exam and passed it. I had a wonderful professor who had been in the Foreign Service mentor me, and he told me what books and materials I needed to read before taking the exam. After I passed the written exam, I flew to Washington D.C. to take the oral exam for the Foreign Service. I also passed that portion of the exam process. At the same time, I married Pat Nowell of Mendahm, New Jersey in September of 1960 in the Salt Lake temple. We were married by Apostle Harold B. Lee. We spent two weeks in Mendahm and had a nice wedding reception in the Nowell’s beautiful home. I then received a call, where I was told that I needed to report to Washington on October 24th in 1960. I was enrolled in the A-100 course at the Foreign Service Institute (which all new Foreign Service officers are required to take). It was an outstanding review of virtually all of the responsibilities that each of the departments carried out in the operations of the U.S. government given by department officials.

At the end of the FSI training, I was assigned to Seoul, Korea, where I spent my first ten months overseas learning the various operations of a U.S. embassy. In October of 1961, Pat and I received orders to report to the embassy in Jakarta, Indonesia as an Assistant Cultural Affairs officer, but after a few months I met with the ambassador and said, “We need a program for student leaders from the Universities in Jakarta.” He readily agreed and I also became the director of the first American Center in Jakarta. I had had some experience in Korea, where there were many student groups meeting weekly at the American Center in Seoul.

The program that I developed in Jakarta was a huge success. We had student discussion groups weekly, of which I led, dealing with all aspects of American culture and government. We had a small auditorium where we had evening programs featuring live American jazz programs and lectures given by Americans knowledgeable in the government and culture of the U.S. There was also a library with book stacks filled with essentially every subject pertaining to aspects of American life and culture. Many of the top student leaders, particularly from the University of Indonesia, participated in programs at the Center.

The program was so successful that the Communist students at the University became very upset with the influence the United States was having on other students, and in the December of 1964, approximately 300 of these Communist students physically attacked the Center. They broke into the building, shattered the windows, pushed over the stacks of books and tried to set them on fire, broke the Great Seal of the United States in half, and did as much damage to the building as they possibly could. I was in my office on the second floor, where the reference library was located, and rocks were flying in from the windows. I had locked the door to my office, but the students knocked the door down. I thought I was going to be killed; however one of the students assured me that they wouldn’t harm me, but instead told me, “We’re sending a message that we want this Center closed, and that we do not like the actions of the United States in our country.”

In the days following the attack, we had meetings with the ambassadors and other embassy officers about whether or not we should open the Center again. The decision was made that we should open the Center again, but within two months after extensive repair and reopening, an even larger number of students again came to the Center. This time, they did not attempt to enter the building nor do any damage, but they were chanting that the Center had to be closed. I was not permitted to leave the building, so I was actually a hostage for the entire day. The ambassador was out of the country at the time, but the Deputy Chief of Mission at the embassy spent a good part of the day negotiating with Indonesian government officials at the Merdeka Palace (Freedom Palace), where Sukarno lived and had his offices as President and Prime-Minister of Indonesia. The U.S. embassy officials told the Indonesian officials that if they didn’t help rescue “our” young Foreign Service officer, it would create serious problems between the United States and Indonesia.

The next thing I knew, two large truckloads of Red Berets—which are the equivalent to the U.S. Secret Service Agents—were jumping off of their trucks with their guns pointed at the students. They cleared a path so that I could get out of the building, through which I ran to an embassy vehicle. After this second incident, the U.S. Information Service closed all of its offices in Indonesia. All Foreign Service officers with USIA were transferred to other posts around the world.

I was transferred back to Seoul, and was made a Branch Public Affairs officer for the southern provinces of South Korea. After a few years, I was transferred to Washington D.C., where I spent the next three years of my work.

We were then assigned to Karachi, Pakistan, where I was made the Cultural Affairs officer, and I was also made the Director of the American-Pakistani Cultural Association. It was an outstanding assignment. The Pakistanis were extremely interesting people, and we loved the culture and the many friendships that we developed during our time there. However, I had very serious medical problems, due to getting one case after another of amoebic dysentery. After I had lost about thirty pounds, the embassy doctor came from Islamabad to Karachi to examine me and said that I needed to be transferred yet again.

After two years of what was supposed to be a four-year assignment, we were transferred back to Korea. This time, I was made Director of the American Center in Seoul. It was a tremendously large program; we had over forty discussion groups which met weekly for university students, and we had major exhibits and seminars at the Center. Each group of students had an American advisor. The program was so successful that it received recognition by the Department of State, which sent out a notice to other embassies around the world reporting, “This is what we’re doing in Seoul, Korea, and we would encourage you, if possible, to organize such a program.”

I was now considered a mid-career officer, and there was a program offered by the Department of State based on a bill sponsored by Senator Pearson of Kansas. The program, called the Pearson program, gave mid-career officers the opportunity to do work with state and local government, rather than working in Washington. I applied for the program and was accepted, and I became the special assistant to Mayor Jim Ferguson of Provo, Utah. During my two years in Provo, I wrote the first Economic Development five-year report, which resulted in the establishment of an Economic Development Office in Provo City. I was requested to become the first director of this department, but I decided that I wished to remain in the Foreign Service.

I was then assigned to Cape Town, South Africa as the Branch Public Affairs officer. This was considered an important position because the ambassador and department counselors from the embassy in Pretoria spend at least six months of the year in Cape Town during the meeting of South Africa’s Legislative Parliament. So, I worked as the Public Affairs Officer for seven months of the year working directly with the ambassador. Pat and I had come to feel that South Africa was our finest assignment while we were posted abroad. This was a difficult assignment, but one that I really enjoyed, as I worked with South African government officials, including the Prime Minister while he was there. Pat, myself, and our son Tim, who was a student at a private boy’s school, all really liked the Africana food, loved all of the people of various races, and enjoyed a beautiful house in Constantia, an upscale housing section of Cape Town.

After four incredible years in Cape Town, I was assigned to be the Cultural Attaché in Canberra, Australia, working with one of the finest ambassadors I had worked with during my 27 years of postings around the world. Ambassador Bill Lane was a superbly capable ambassador, and a terrific man. His wife Jean was an outstanding ambassador’s wife as well. During the year that I spent in Canberra, we accomplished many programs at universities, cultural institutions, and with student organizations. However, after one year, our three boys that were all living in the U.S. at the time encouraged us to return home, and so I resigned from the Foreign Service.

We left in October of 1987. During debriefings in Washington, I was asked by a State Department official if I would be interested in doing some contract work with the Department of State. I replied, “Yes.” They then said, “Well, we’re going to have to give you another test,” which I passed with flying colors; thus I became a Liaison Officer working with the International Visitor’s Leadership Program under the Bureau of Education and Cultural Affairs. I ended up spending 26 years working with some of the finest leaders from countries around the world. The work included a week in Washington, meeting with various members of Congress and other department officials in the U.S. government. We then flew to cities all across the U.S. to meet with state and local officials in business, government, education, health, and the arts. This work gave me the incredible opportunity to really have an in-depth look at all aspects of what constitutes the great American society.

During this process and after the aforementioned debriefings in Washington, we spent the next two months with Pat’s parents in Forest City, Pennsylvania where my father-in-law had retired. In December of 1987, we drove from Forest City to Washington, where I picked up a new Mercedes Benz that I had ordered before I left Canberra. The other vehicle we had was a new pickup truck, and its truck bed was filled several feet high with things that had been stored in Pennsylvania.

After arriving back in Provo in January of 1988, I received a call from the state representative for District 63, which included the area of east Provo down to Provo Center Street and over to University Avenue. She told me that she had been made president of the Young Women’s Organization of the Church of Jesus Christ of Latter-day Saints, and wondered if I would be interested in becoming a candidate as a representative in the Utah House of Representatives. I told her that I would be interested, and later was elected.

My first session in the Utah House began in January of 1990, and I was elected for five terms, for a total of ten years. I was successful in having some of my bills on ethics reform be passed into law, but my most significant bill was passed in 1994 when I was able to pass the first state-wide ban in the United States that took smoking out of all public buildings in Utah. It was considered one of the most important public health bills in Utah until that time, and it became a model for other state legislatures to follow. Other things that I accomplished during my years on Utah’s Capitol Hill include being chair of the Brigham Young Statue Commission, which involved the placement of the Brigham Young Statue in the Capitol’s rotunda, as well as being the chair of the legislative input of the extensive renovation of the Capitol building.

Also during this period, I worked with students at the David M. Kennedy Center for International Studies at BYU Provo. I knew Ambassador Kennedy personally, and considered him an outstanding representative of the United States. While at the Kennedy Center, I gave workshops for hundreds of students interested in becoming Foreign Service officers or other jobs related to diplomacy of the United States.

My wife Pat had the opportunity to work in every post where we lived. She wrote two books: one was commissioned by AID in Korea, and in Cape Town, she wrote a book on teaching English as a second language in the schools of South Africa while she was working at the University of Cape Town. Also while in Korea, she worked as a secretary in the Political Section, and in Indonesia, she was the administrator for the Ford Foundation. Pat was a very talented and lovely women. Unfortunately, she passed away in February of 2019. Our three sons were all born in Korea. Our oldest son Eric was a Korean orphan whom we adopted while living in Korea, and he passed away in July of 2021 of a massive heart-attack.

Our kids absolutely loved living abroad. They often told me that they can’t imagine how lucky they were. In Pakistan, they went to the international school which was quite close to our residence. They really liked going to school there and meeting with students that were children of embassy and consulate officials from around the world.

When we were assigned to Cape Town, our second oldest child, Jeff, wanted to graduate from Provo High. Tim, our youngest son, went to Cape Town, where he graduated from a very prestigious private school called Bishop’s, which was one of the top schools in all of South Africa. Many of the South African Prime Ministers had received their education at Bishop’s. He loved it there, and when he enrolled at BYU, his education at Bishop’s was so good that he was placed in the honor program at BYU.

I would like to make a few comments on why I think it’s important for BYU students to pursue careers as Foreign Service officers. In the world we’re living in today, diplomacy has never been so critical. We are plagued with a tremendous number of serious issues related to NATO, the war in Ukraine, and Foreign Policy issues of the present administration. Many American Foreign Service officers are working with refugee programs and other service programs in countries around the world. I don’t think that the President handled our departure from Afghanistan well at all, and we’re paying the price for that.

Young people with backgrounds in any number of disciplines are needed in the Foreign Service. It really doesn’t matter what a student majors in at BYU; all majors are very much needed in the diplomatic service. And for me, there is no finer career than being a diplomat. I strongly encourage students who have an interest in living abroad, and for furthering diplomatic relations of the American government, to consider taking the Foreign Service exam and hopefully become a Foreign Service officer. The Foreign Service exam process is a strenuous exercise, but I know of one student that I mentored who is now in the political section in Beijing that went through the process four different times before he was able to enter the Foreign Service.

Finally, I would like to discuss the V Jordan and Patricia N. Tanner endowment to the David M. Kennedy Center for International Studies for student scholarships in American diplomacy. During the period that I was working with students, I recognized that there were students that had financial needs. Pat and I talked about it, and we said, “We’ve saved a little bit of money over the course of our life, and we don’t have a lot, but we would still like to establish an endowment for the Kennedy Center.” With the few donations we’ve made, the endowment now is approximately $166,000. I hope in the years to come, there will be many students that have been recognized to receive scholarship assistance and go on to enter the Foreign Service, and I hope that those that do will contribute to the endowment to help the students of the future. It would be also my hope that others interested in assisting students would be able to contribute to the endowment as well.

Examples of autobiography for college student

I need to know how can i write an autobiography of a student, structure it and make it more interesting 🙂 Can someone share autobiography examples?

Here are some good ideas on how to start your own autobiography example, so that you grab readers’ attention right from the start. Any of these starters can make your autobiography uniquely interesting:

• Start with some interesting details from your childhood (ask your mom about them): your first word, first steps, funny games, etc.
• What profession did you dream of, when you were 5?
• Find a famous or funny quote which matches your life position.
• Recollect your earliest childhood memory.
• Write the introduction part through the eyes of a 1-year-old you (for example, what a baby feels when s/he sees her/his parents, house and toys.)

Autobiography Sample with Questions

Basic information I was born and raised in California, which is called the Golden State or the state of opportunities. No wonder then that I started looking for opportunities right from the cradle. My mom says that my first word was “money”. Even though I have strong doubts that babies can be that greedy and I suppose that I actually meant to say “Mummy”, everyone in our family says that I am an inborn economist.

Earliest memories My earliest memory is from my third birthday party, in 1995, when I fell in love with balloons, cakes and Joan. My parents say that Joan was truly my first love. She and I were unpacking toys and playing with coins from a money box. Even though I was only 3, parents and relatives gave me some pocket money for my birthday. I am not certain if three-year-olds can have any romantic feelings and are truly interested in money. Perhaps all parents are likely to see some extraordinary qualities in their kids.

Who am I now? It is now hard to say if it was my parents’ influence, but as the years passed by, I decided to choose International Economics as my profession. Actually, when I had to make a choice of college, I already had no doubts.

Life goals Now I am a student of Economics and I cherish the hope that my diploma will become my ticket to a better tomorrow. Certainly, I also dream of meeting a nice girl one day and building a family in the future. However, as of now, my study and professional development are my core goals.

Most important life values The most important life values for me are my health and the support of relatives and friends. As a would-be economist, I must admit that everything else can be bought with money.

One last thing you should know before you start writing your own autobiography samples is a couple of warnings to help you avoid common pitfalls:

• Do not get lost in your memories and thoughts. As you start searching for information to include in your autobiography, make certain you know when you found enough and it’s time to start writing as well.
• Avoid too much pessimism. Try not to start sympathizing with yourself: “Oh, poor me, I had so many hardships in my life.”
• Do not use the style of a historical textbook. Avoid writing something like: “I was born in the year X. I went to school in the year Y. I entered college in the year Z.” Your reader can fall asleep in the middle of reading your paper. Try to make it lively and interesting.

Now with these tips and example, you are forearmed and have excellent chances for creating good autobiography samples and receiving excellent grades for them.

Here is another autobiography example: https://ask4essay.com/how-to-start-an-autobiography-about-yourself/#answer-232

Report answer

You must be logged in to report this answer.

Already a Member? Log In

Not a member yet? Sign Up

Example of Autobiography about Yourself

My name is Samantha Rose Peluchette and I was born 12 weeks premature on January 3, 1992 in Allegheny General Hospital at 9:36 pm. When I was born I weighed 2 lbs. 13 oz. and I could fit in my dad’s hand. My mother, Hope Edwards, was 15 years old and my dad, Daniel Peluchette, was 19 years old. I was in the hospital in an incubator until April because I was born so early.

My mother grew up in Wexford, Pa and went to Pine Richland High School. My dad grew up in Saxonburg, Pa and went to Deer Lakes High School. My grandma, great-grandparents, aunts, and uncles on my mother’s side of the family still live in or around Wexford. My mom’s father lives in New Castle, Pa. My dad’s parents both passed away before I met them, but they lived in Saxonburg, Pa. My dad’s brother lives in Tarentum and my dad’s aunts and uncles and my great-grandma live in Grove City, Pa. On my mother’s side, my great-grandma was Slovakian and my great-grandpa was Polish, German, and Native American. On my dad’s side of the family, everyone is Italian. On my mom’s side of the family, everyone has been living in western Pennsylvania for as long as any of us can remember, but my grandma says that my great-great-great-grandparents came to America from Poland and Germany. On my dad’s side of the family I don’t know very many of my family members, so I’m not sure how they came to live in Grove City, Pa.

After I was born, my mom and dad separated and I went to live with my great-grandma until I was seven years old. While I lived with my great-grandma, I went to North Allegheny School District, went to a Baptist church every Sunday, and played with my friends. When I was seven, I moved in with my mom and my now step-dad, Jim. This is when I started going to Ambridge. Me and my mom have our differences, from arguments to me leaving and staying with my dad, but we love each other and my grandma says it is because we are both stubborn and Polish. Now I am 17 and a senior at Ambridge, and I can not wait to graduate and get out of here.

Every year we have a family reunion on my mom’s dad’s side and on my mom’s mom’s side of the family. We all get together and eat. The older people play bingo and the younger people just hang out and catch up because we don’t see each other very often. After the older people are done playing bingo, we have a play baseball. The teams are always the same, adults versus teens and kids. For as long s I can remember the adults win every year, but I think they cheat.

A tradition that we used to have was everyone going to my great-grandma’s house every Saturday to eat dinner. When my great-grandpa passed away, we stopped doing this as often. My great-grandma passed away in May and now this tradition has died out altogether. We all still try to get together to have dinner and catch up every so often, but lately it has not been working because we all have hectic schedules.

Every Thanksgiving, my whole family goes to my house to eat. I do not really like this tradition because that means I have to help do all the cooking and cleaning and everything to help get ready and then I have to clean up when everyone’s done eating. We have to make two turkeys, a ham, and a lot of side dishes to feed everyone and I am not a very good cook.

My great-grandma grew up during the great depression and always talked about how hard things were. I know that I can not begin to understand how hard things were, but that is only one challenge that she had to bear through. My great-grandparents got married right before my great-grandpa lefet to go to basic training for the army. He fought in World War 2. My great-uncle fought in the Vietnam War. That is the autobiography of Samantha Rose Peluchette.

Example of an autobiography essay

My name is Anna AlbaredaCoca, you may think my name is so long. Well in reality it’s just Anna, but Albareda is my father’s second name and it means a kind of tree in Catalan, and Coca is my mother’s second name, it means a traditional cake in Catalonia. It is not, that all the names in Spain mean something; it is just that my two names become to mean something. My age is 10 years old, I was born on 10th of July in 2004, in Manresa a small town in the north of Spain.

There are a lot of things I like and that I don’t like. I like to have fun with my friends, I like to play saxophone and guitar, I love soccer and Basketball, but what I really love is jokes. Sometimes I tell jokes but sometimes I do jokes. The things I don’t like are peas… (I really hate peas). Another thing I don’t like is pumpkin soup, for me it tastes horrible. So far I have told you about things I don’t like about food, now I am going to tell you one of the biggest things I hate in this world:… to be BORED!!!!! Just saying this word makes me really sick. Like I told you before there are a lot of things I like and some things I really don’t like.

Well by now you might know some of my personality but I am going to tell you somemore,I think some good points of my personality are that I am musical, very joking, sometimes brave, friendly when it is time to meet friends and quite sporty since I like soccer, basketball, long jump. I am also funny when it is time to do my jokes.I haven’t told you of my bad points yet… well some of my bad points are that I am a little bit forgetful, well let’s say I am quite forgetful. I am disorganized, I get angry easy sometimes… Well each person has their own personality.

Throughout the years I have had some obstacles, some of them I still have.As I told you before I am quite forgetful, that has been an obstacle and it is still an obstacle, I lose shoes, notebooks, hats… almost all kinds of things. Also one of the biggest obstacle I had is moving to Vietnam. I had to leave all my friends and most of my family like my grandmother and my grandfather, my cousins, my friends….and lots more. I’ve had obstacles like every single person does too.

Well you might be thinking why I moved to Vietnam if I liked Spain that much. Well it kind of was for two reasons; the first reason was because my father’s job got transferred here, in Vietnam. We had two options, one option was to stay in Spain and the other was to come to Vietnam. My family and I decided to go to Vietnam because we thought it would be a great experience to learn about other cultures and languages…

I think coming to Vietnam was a good choice.

Some differences between Spain and Vietnam are that in Spain I would go to a school with only around 300 students and here I go to a enormous school. Also in Spain you would give a call to your friend and ask her if she wants to meet at the park or something, instead here you have to call your friend before because it is harder for the transportation. In Spain each weekend I would go to my grandma’s house that it is in another village, and meet with my cousins. In here I never go out to villages with car in the weekend. In Spain I would go to the market or to shops or to music classes with my mother driving the car, instead in here I need to go with taxi. Spain and Vietnam have lots of differences!

Science Autobiography Example

Be sincere and be yourself, because everyone likes that best. Do not wash your dirty linen in public, but feel free to share important information from your past. For instance, you should not write about your quarrels with a girl (boy) friend. However, writing about parenting style and traditions in your family can be a good idea.

You can choose an original and unexpected perspective for telling your life story. Unlock your imagination and forget about any limitations when making this important choice. Feel free to use time travels or monologues of inanimate objects if you feel that this can intrigue your readers.

Unless you are assigned a specific format, you can experiment with the form of your biography. For instance, you can choose a literature genre, such as a poem, a comedy or a tragedy and use this format. Alternatively, you can use an unusual structure, such as starting from the conclusion and including the rest of the parts later in the paper. Another option is writing a letter to your 5 years older self.

Begin your autobiography with a hook that draws in the reader’s attention. You could start with a quote, an interesting anecdote, or a captivating description of yourself.

Give readers a brief overview of where you grew up, your family, and your early childhood experiences.

Focus on your academic journey and highlight your successes, challenges, and milestones. This could include your favorite subjects, extracurricular activities, and any awards or recognition you’ve received.

Share your personal experiences and how they have shaped you as a person. This could include your interests, hobbies, values, beliefs, and goals.

Share your plans for the future and what you hope to achieve in the years to come. This could include your educational and career goals, as well as any personal goals you have set for yourself.

Make your autobiography more interesting by using descriptive language and vivid imagery. This will help readers visualize your experiences and feel like they are part of your journey.

After completing your first draft, edit and revise your work to ensure that it is well-written, organized, and engaging.

Here are some autobiography examples to inspire you:

1. “The Glass Castle” by Jeannette Walls 2. “I Know Why the Caged Bird Sings” by Maya Angelou 3. “The Color of Water” by James McBride 4. “Educated” by Tara Westover 5. “Becoming” by Michelle Obama

These autobiographies are all different, but they each tell a unique and engaging story that draws the reader in. Use them as inspiration as you write your own autobiography.

I’ll just leave it here:

Autobiography of a Learner

My education, its all become a blur… a twisting mosaic of various images, some good and some bad. For all but a few years of my life, I have been waking up five days a week for school. Of course there are exceptions like sick days, holidays and so on, but for the majority of my life, my weekdays have consisted of getting up and going to school. The repetition, it seems has become completely entwined with my everyday life. Schedules are built around school, time is budgeted to make room for school. “I can’t go to the movies, because I have too much homework.” How many times have I said this? I notice that after awhile I get so into the routine of going from class to class, that by Friday I often can’t tell the difference between Monday and Tuesday. It is just one of the many strange mysteries of education. I have discovered that the more I like the class, the more I will remember it. A class where the teacher blandly recites information from the book becomes a drag. It is a classic example of the Banking Concept of Education. The teacher expects the students to sit there and take in everything. A student asking “why” is an inconvenience, and that is made not paying attention. It’s sad, and it happens… far too often.

After awhile you lose interest in actually gaining information. Memorize the information so you can ace the quiz on Thursday, and remember none of what you memorized by Friday. This sort of lifestyle gets old real quick, and it is the sad reality for many students. The situation is entirely different when the teacher actually takes the time to check and see if the students are indeed learning. I have always enjoyed it when a teacher allows the students some room for creativity, as opposed to the “do it this way or else” style of teaching that we know so well. I like to put my personality into what I do, be it formal essay or not. When a teacher hands me a piece of paper that says, in short, “you must do it this way,”well… .the effects are not exactly motivational. Classes where creativity is common place tend to actually stick in my mind. I have plenty of memories for the English class that I enjoyed in 6th grade, but the only memory I have of that class in 7th grade is me sitting at my desk wishing it was lunch. This single memory sums up the entire year, one photographic image representing 250 odd days of class attendance. Me sitting at a desk. I love the freedom of writing, and have always been grateful to teachers that say, “Ok I want you to go nuts with this one.” Of course there is some give and take requirements must be fulfilled, and not every assignment can be completely free. This does not mean, however, that every assignment has to be rigidly controlled. A teacher that asks his or her students to challenge the information presented to them, is one that has made the commitment of making sure that students who enter the classroom leave with something new. Perhaps the students will gain new writing skills, or develop a sense of critical and creative thinking. So as long as it isn’t just another class that you go into, and come out retaining nothing, glad that it is over.

I know that I have been in a good class when I find myself feeling had that I won’t have the same teacher next year. My English teacher from freshman year was the same way. His way of teaching had a massive impact on me. I discovered that writing was not the tiresome chore that I had previously made it out to be. When I left that class I regretted the fact that I would not have him again, and by some twist of fate he ended up being the only teacher that I have ever had twice. The papers and stories I wrote in my freshman and sophomore years of high school are what I consider my finest works. Ever since, my writing has been different, I have developed a style that reflects me. It does not matter if it’s a free expression, or a more analytical piece. I decided from that day forth, that every piece I write will be my own, and the ideal learning situation would be walking away from every class with that feeling. In the next chapter of my education, I like to picture the ideal environment. College is a whole new thing, and I am free to take courses that interest me. I hope to put myself into a learning environment that is challenged, but not an overload. The perfect situation would be having the same kind of experience that I did in my freshman English class, in all of my academic endeavors. This dream is, of course, not the easiest thing to achieve, but I think that now is the best time to try to get as close to it as possible.

Leave your answer

You must be logged in to answer this question

• Article review
• Research Paper
• Other Assignment