I teach the personal argument last of the three essay formats I have laid out in this series, and it always throws my students off at first. So trained as they are to develop a thesis and follow a set structure and organization in their writing, they expect the personal argument to be the same.

But it isn’t. In fact, it shouldn’t even read like an essay when it’s done. It should read like a short story. Let’s take a look at the principles at play in a personal argument.

THE “PERSON” IN PERSONAL

Personal arguments are a basic requirement of a just about any academic application. Why do you want to attend such and such school? What is your crowning achievement so far in your life?

These are hard questions to answer, especially for young, self-conscious students. They often think that a personal essay is akin to a job interview, but it shouldn’t be. It should really be like the beginning of a lifelong friendship. Just as two people get to know one another by sharing stories and making new ones together, a personal argument should do the same thing: It should tell a story about oneself that answers the essay question. 

Rather than talk about being a hard-worker and commit to rigorous study sessions in the next school system, a good personal argument would tell a story about doing hard work. I remember the time I had to fill in last minute for the lead role in my class’s production of King Lear…

Now that’s an essay an admissions counselor would pay attention to. By the end of reading it, the counselor would feel like he actually knew the student and could picture the student making similar contributions in another school environment.

THE PLOT OF THE ESSAY

First and foremost, the plot must be drawn from real-life. It can be exaggerated, of course, but only to the extent that it still reveals the true nature of the student. Choosing stories is often the most difficult for my students and, thus, the most important piece to talk-through with others. It’s helpful to share the story aloud before writing it with a classmate or parent and see how it goes over.

What did you learn about me from this story? If the answer is different than what was intended, the student may need to repackage the story or try a different one.

Personal arguments need all the traditional plot elements: exposition, inciting incident, rising action, climax, falling action, and resolution. Moreover, they need to have literal and figurative components.

For example, a literal inciting incident might be that the teacher asked me to memorize all of so-and-so’s lines for tomorrow’s play. Figuratively, that inciting incident reveals a challenge for the student’s work ethic and ability. So everything that follows in the plot would match those two ideas together, hopefully culminating with a successful performance.

It’s tempting to spell out the figurative side in the resolution, but I tend to think it’s better not to since it can change the tone of the story. If well-written, the message should be read in-between the lines. 

A REMINDER ABOUT PROCESS

Like the simple argument and the classical argument, the writing process in the personal argument is as important as ever. Students should brainstorm their stories and outline each separate element of the plot before writing it.

And the first draft should not be their last. The best personal arguments get revised dramatically from start to finish.

Initial revisions should focus on the storyline to make sure that it works. Once that’s in place, then the student should play around with the narration and dialogue so it reads like a gripping story and not just a summary of something that happened once. A final revision would clean up grammar, polish syntax, and sharpen word choice.

The reader, often an admissions counselor, will no doubt learn a great deal about the student from his personal argument. Best of all, the student will get to know himself better, too.

Images courtesy of the New York Public Library