My UC Berkeley Application Essay

These are the essay answers to the three questions asked by the UC application. I wrote it four years after I came to the US and learned English. I was accepted to all the UC's I applied, including UCSD, UCLA, and UCB. I chose to go to UC Berkeley.

UC Application Essays - Personal Statement

Open-Ended, Question 3

This question seeks to give students the opportunity to share important aspects of their schooling or their lives — such as their personal circumstances, family experiences and opportunities that were or were not available at their school or college — that may not have been sufficiently addressed elsewhere in the application.

Is there anything you would like us to know about you or your academic record that you have not had the opportunity to describe elsewhere in this application?

Tell us about a talent, experience, contribution or personal quality you will bring to the University of California.

I was born on the other side of the “Iron Curtain.” My family comes from Kiev, and the events of my childhood include the aftermath of Chernobyl and the fall of Communism. In many ways, my identity—who I am and where I come from—has been something that I have only recently come to understand. My life has made me more aware of questions of identity—and more sensitive to questions of identity in those around me.

When I was nine, my sister and I were sent to Israel via a program for Jewish children affected by the Chernobyl disaster, which occurred 80 miles north of my home city. My sister was just under a year when the Chernobyl disaster occurred, and we were moving to Israel for our health and to become more familiar with Jewish culture. At that time, I did not imagine that my stay would last a whole thirteen months.

The culture in Israel was different from the Ukraine. However, living in a camp among other Russian-speaking children, though away from my parents and sister, made it easier for me to adjust. It may seem hard to believe, but I learned about the Holocaust for the first time and visited the memorials there. During my stay, I familiarized myself with the Hebrew language, holidays, history, and the rich traditions of Israel. After I came back from Israel, I started attending a Jewish school.

When I was thirteen, my family moved to the U.S. in search of a better life and equal opportunity. Coming to the U.S. was like entering a new world. It was challenging getting used to the new and vastly different culture and school system. When my English teacher introduced me to a boy from Georgia, he started speaking Russian to me, and I froze. It was like a ghost went through me. I hadn’t heard that language in the U.S. outside of my home.

In order to meet our family’s needs, my parents had to work full time, and we were forced to move into low-income apartments. Because my parents were busy working, and because they knew little about the subjects I was taking, they were not involved in my education. Realizing that, I knew that I had to rely on and motivate myself; so I worked very hard in school, overcoming language barriers and tackling difficult classes. As a result, I became much more independent in my studies and was able to take the most challenging courses at my high school. My learning proved to be very gratifying, and I was fascinated to learn for the first time about the history of my country—the Soviet Union and the Cold War—in high school and then hear a personal account from my mother on the harsh conditions, oppression of human rights, and propaganda during the Soviet Union.

In the Ukraine, I was barely aware that I was Jewish, and I didn’t fully understand the history of the Soviet Union or the repercussions of Chernobyl. Ironically, it’s only since I’ve been in the United States that I’ve begun to learn about my past. Now, I am more able to appreciate my freedom and seize the opportunities I have. Living in three vastly different parts of the world under different conditions at a young age allowed me to gain strong independence and appreciation for different cultures. Because of this, I am more sensitive to issues of identity. In school, I am aware that many people have come from other countries and have their own traditions and values. I am eager to learn more about the different cultures and expand my world view.

Academic Preparation, Question 1

The University seeks to enroll students who take initiative in pursuing their education (for example, developing a special interest in science, language or the performing arts, or becoming involved in educational preparation programs, including summer enrichment programs, research or academic development programs such as EAOP, MESA, Puente, COSMOS or other similar programs). This question seeks to understand a student’s motivation and dedication to learning.

Freshman applicants only: How have you taken advantage of the educational opportunities you have had to prepare for college?

I love studying Math and Science classes, but I had taken all of the advanced placement Math and Science classes at my school. To challenge myself and to find out more about the world, I decided to enroll in Philosophy classes at a local community college. The first I took was Introduction to Philosophy: Reality and Knowledge. I was excited about the class since the first day; the Professor was very engaging and talked about the relevance of epistemology (how we know what we know) to science and mathematics. As the course progressed we read Descartes, Russell, Berkeley, and many other philosophers. Their ideas were thought-provoking and challenging, and the independent and engaging manner of learning allowed for reflection on the new ideas. The class required that I understand sophisticated concepts and compare them.

I earned an “A” in that course, and was inspired to take other college courses in Philosophy and Logic. These courses introduced many different, thought-provoking ideas about the world. After this course I was more open to new ideas. I have taken advantage of most of the challenging classes at my school, but my college classes represent the most fulfilling intellectual work I’ve done.

Potential to Contribute, Question 2

UC welcomes the contributions each student brings to the campus learning community. This question seeks to determine an applicant’s academic or creative interests and potential to contribute to the vitality of the University.

I wanted to become a tutor for my school’s after-school tutoring club since 10th grade, which was when I first heard about the opportunity. However, I was appointed at the beginning of my junior year, and have tutored ever since.

I receive great satisfaction in knowing that someone benefited from me. I like helping students reach their goals and potentials in education. I love learning and love helping those who want to learn. There are many things which one can learn by merely paying close attention. My tutoring experience has taught me a great deal about teaching. I learned that teaching is a challenge—a realization that made me greater appreciate my teachers’ work. I also learned that different people learn on different levels, and differ in their strengths and weaknesses in learning.

I am not limited, however, to tutoring at the club. I am always eager to help my friends, classmates, or anyone who needs assistance with a subject about which I am knowledgeable.

I always enjoy learning in a classroom, but after a day’s of hard class work, the greatest satisfaction I receive is knowing that I helped somebody.