SUMMER 2009 | EYE ON PSI CHI 17
Organizing Your
Personal Statement:
An Outline to Get You Started
Merry J. Sleigh, PhD
Winthrop University (SC)
O
n
e of the biggest challenges when
applying to graduate school is writing
the personal statement, particularly
given that the personal statement is one of
the most important criteria for graduate
admission (Norcross, Kohout, & Wicherski,
2006). Applicants have a restricted amount
of space to describe their past accom-
plishments, future plans, and interest in
a particular graduate program. Despite
impressive credentials and experiences, stu-
dents oen don’t know how to get started.
As suggested below, getting started can begin
with organizing the information that needs
to go into your personal statement.
Opening Paragraph: 4-6 sentences
e selection committee will read many per-
so
na
l statements each year, and the majority
of these statements start in a similar fashion.
Students tend to describe themselves in
terms of their academic work, high level of
motivation, or desire to help others. Because
these characteristics are common among
applicants, they will not distinguish you as
an individual. I must admit that when I had
the opportunity to review graduate appli-
cants, it was challenging to remember which
details of the many applications went with
which individual.
ink of the opening paragraph as an
opportunity for you to paint a “mental
picture” of yourself for your readers. Identify
something about you or your experiences
that make you unique and well-suited for
graduate training—a fact that illustrates the
type of person you are. Incorporate this ele-
ment into the opening paragraph. Your goal
is for the committee to be interested enough
in the information to retain it and use it as a
central point around which to organize the
other details in your packet and to help them
remember you. For example, you might have
traveled extensively, been raised in a foster
home, led a service project in your com-
munity, paid for your own college education,
overcome a physical challenge, survived a
great loss, or double-majored. Be thoughtful
about the mental picture that you choose;
you do not want to invoke pity, raise a red
ag, or create a complicated self-portrait.
Keep the paragraph short and focused, four
to six sentences in length. e point is to
help the selection committee see you as a
person, not just another folder.
TIPS
t ,FFQUIJTTFDUJPOTIPSUBOEPSHBOJ[FE
Your goal is to briey introduce yourself.
t :PVIBWFBMJNJUFEBNPVOUPGTQBDFTP
avoid stating ideas that your readers
already know (e.g., “I love learning about
psychology” or “I want to get a graduate
degree in psychology so that I can
continue to learn about why people do
the things they do”). Your application to a
psychology graduate program is evidence
that you enjoy the eld of psychology and
would like to obtain a graduate degree.
t %POUCFHJOZPVSTUBUFNFOUXJUIB
quotation unless it is impossible to
express the idea better.
t 'JSTUJNQSFTTJPOTNBUUFSTPUBLFUIFUJNF
to create a strong opening. Good writing
is a process, requiring feedback and
multiple dras.
t :PVNJHIUDIPPTFUPXSJUFUIJTTFDUJPO
last. Put together the rest of the paper,
and then think about the overall image
you would like to present to introduce
yourself and the upcoming credentials.
t 3FBE0TCPSOFBOE"QQMFCZBOE
Appleby (2007) for advice about how
to appropriately incorporate personal
information into your statement.
Academic Accomplishments:
5-7 sentences
You might choose to have a second para-
g
ra
ph that emphasizes aspects of your
academic work. Many students make the
mistake of repeating information that can
be found elsewhere in the application.
R
emember, the selection committee wil
l
have your transcript, GPA, and GRE score.
You do not need to repeat this information
unless repeating it serves a purpose. For
example, if you want to address why your
GRE score does not represent your ability
or how your grades dramatically improved
aer your rst year, this paragraph might be
the ideal place to do so. Otherwise, use this
paragraph to expand on, or supplement, the
information you have already provided.
As you write about the work you have
done in college, link the activities to skills
and qualities that you possess. Avoid simply
listing activities you have done or classes you
have taken. Such lists do not tell the reader
much beyond the fact that you stayed busy.
Similarly, don’t list a series of adjectives that
you feel describe you. Instead, oer evidence
that leads the reader to conclude that those
adjectives t you. For example, you could
explain that you intentionally selected chal-
lenging coursework because you are willing
to work hard and are motivated to learn.
You might reveal that you worked full-time
while maintaining a high GPA to show that
you have good time management skills
and the ability to multi-task. is presenta-
tion is more eective than simply writing
something like, “I am willing to work hard,
am motivated to learn, and have good time
management skills.”
Graduate School
18 EYE ON PSI CHI | SUMMER 2009
TIPS
t 4IBSFZPVSBDDPNQMJTINFOUTIPOFTUMZ
but maintain a humble tone. You may
be competing against other applicants
who have a higher GPA or stronger GRE
scores than you.
t 2VBOUJGZZPVSBDDPNQMJTINFOUTXIFO
possible. For example, provide your class
rank (e.g., 15 out of 475; top 10%) rather
than making vague statements such as
“high GPA” or “top student.”
t 'FFMGSFFUPTIBSFBDUJWJUJFTOPUEJSFDUMZ
related to your eld, especially if they
reveal positive aspects of who you are.
t #FTQFDJĕDi*IFMQFEPVS1TJ$IJ
ocers organize a book drive for a local
children’s shelter” is more informative
than “I was an active member of Psi Chi.”
t 4FF"QQMFCZGPSBOFYBNJOBUJPO
of transcript features that may need to be
addressed in a personal statement.
t 4UBSUDPODFOUSBUJOHPOXSJUJOHTNPPUI
transition sentences to start each
paragraph. Show the reader how this
paragraph logically follows the preceding
one. Your reader should understand your
overall organization as well as the main
idea of each paragraph.
Research Experience: 5-8 sentences
Most graduate programs include a research
c
omponent and research experience as an
important factor in admission decisions
(Collins, 2001; Norcross, et al., 2006). us,
documenting your research experiences can
be a critical aspect of your application. e
term “research experience” can include a
range of participation from entering data to
publishing independent work. You need to
be specic about the research skills you have
acquired. “I worked in a child development
lab during my senior year” needs additional
details such as, “I was responsible for greet-
ing parents, explaining informed consent,
and videotaping parent-baby conversations.”
Graduate programs appreciate students who
understand and are prepared for research
training—from the mundane to the more
challenging aspects. us, even limited
exposure to research may be useful to
include in this paragraph.
You also can use this paragraph to share
your other relevant characteristics. For
example, let the reader know if you took the
initiative to create a research opportunity or
were given additional laboratory responsi-
bilities as a result of your eorts. Make sure
to quantify the length and/or level of par-
ticipation. Working in a laboratory for three
semesters reveals a higher level of commit-
ment and perseverance than one semester
of eort. As you focus on your research
experience, make sure to share credit where
it is due. Your selection committee includes
faculty who will serve as research mentors
for incoming students and will appreciate
a student who respects the lab team and
faculty advisor.
TIPS
t ,FFQJONJOEUIBUZPVXJMMCFDPOWFZJOH
your attitude toward research alongside
your research experiences. Be thoughtful
about the attitude you want to express
(e.g., Do you work well independently?
Are you a strong team player?).
t :PVSSFTFBSDIFYQFSJFODFEPFTOPUIBWF
to directly relate to your eld of interest
in graduate school, as many research
skills are transferable.
t %POUGPSHFUUPJODMVEFSFTFBSDISFMBUFE
activities, such as applying for grants,
receiving travel funding for a conference,
or being nominated for an award.
Employment/Volunteer Work/
Clinical Experience: 5-8 sentences
Graduate programs invest a great deal of
t
ime and money in their students; there-
fore, selection committees want to choose
students who are knowledgeable about and
prepared for training. Each program might
place its training emphasis in a slightly dif-
ferent area. You need to think about each
program to which you are applying and
identify the qualities that are desired by that
program. For example, if you are applying
to an industrial/organizational program, the
school is likely to be interested in any sta-
tistical skills, legal training, or management
experience you have. If you are applying
to a clinical program, the school will want
applicants who understand issues such as
condentiality, professional boundaries, and
mirroring. Being able to identify these quali-
ties demonstrates to the program that you
are knowledgeable about the training they
provide.
Aer you have identied the qualities
desired by your program, carefully consider
how your work, either paid or volunteer,
has helped you develop these skills and an
awareness of the issues related to your eld
of interest (see Appleby, Keenan, & Mauer,
1999, for a list of characteristics valued by
graduate programs). You may not have
direct experience in your eld of interest, so
think broadly about how the work you have
done translates to graduate training. Perhaps
you held a position which required you to
do public speaking; those speeches may have
helped you develop an awareness of your
audience, an ability to communicate com-
plex ideas in an accessible fashion, develop
rapport with a diverse group of people, proj-
ect a professional demeanor, or showcase
technological savvy. Write about the aspects
that are most relevant to the degree you
are seeking. When possible, clarify to the
selection committee how your capabilities
will benet you and your program during
graduate training.
Graduate committees recognize that the
skills you can acquire as an undergraduate
are limited, so don’t exaggerate what you
have done. e committee is looking for stu-
dents who have a good foundation on which
to build during graduate school. ey are
not seeking applicants who believe they have
already mastered the necessary skills. Instead
of phrasing an idea as “Because of my excep-
tional people skills, I was asked to do intake
interviews for new clients,” you might want
to use, “Handling the intake interviews for
new clients challenged me to build rapport
with a variety of personalities and strength-
ened my time management skills.” Show
humility and a willingness to learn.
TIPS
t "WPJEVTJOHMPDBMBCCSFWJBUJPOTPSKBSHPO
that will be unfamiliar to your committee.
Use the full name of places where you
have worked or positions you have held
(e.g., Mount Holly Juvenile Detention
and Attention Center vs. Attention
Center; Resident Counselor vs. R.C.).
t -PPLGPSPWFSBMMTUSFOHUITBTXFMMBT
specic skills. If you are involved in a
wide range of activities, emphasize the
breadth of your experiences. If you have
devoted yourself to a particular cause,
emphasize depth and commitment.
t 3FBE-BOESVNGPSBWBSJFUZ
of activities that prepare students for
graduate training and Khemlani (2008)
Graduate School
SUMMER 2009 | EYE ON PSI CHI 19
for suggestions about how to consider
y
o
ur personal statement from the
perspective of your readers.
Future Plans/Goodness-of-Fit:
6-9 sentences:
Typically, graduate programs will ask yo
u
to state your future plans. is paragraph
a
llows you to describe your goals and explai
n
how you are a good t for a particular gradu-
ate program. In order to explain t, you need
t
o investigate each program to which you ar
e
applying. If you have done your homework,
then you will have picked each program
because it has characteristics that appeal to
you. Show the selection committee that you
are familiar with these characteristics, and
that these characteristics are a good match
w
ith your career goals. Selection commit-
tees will not be impressed with over-the-top
attery that praises features that apply to
most graduate programs (e.g., “I would
love to learn from your very accomplished
faculty”). Instead, consider unique elements
that attracted you to that specic program.
Perhaps the location of the program will
aord you a professional experience that you
would not get otherwise. Perhaps the pro-
gram’s heavy focus on practical experienc
e
matches your future goals. Perhaps your
interests match the program’s specialization.
Reveal your familiarity with the program
and closely tie those facts to your career
goals. You want to explain how the program
meets your training needs and how you are
a good t for the structure of that specic
p
rogram.
Some schools will ask you to mention
specic faculty members whose expertise
matches your current interests. If asked, a
good rule of thumb is to mention two or
three faculty members with similar research
programs. Demonstrate that you are familiar
with their expertise while avoiding excessive
name-dropping or attery. “My current
interests match most closely with Dr. Susan
Doe’s work with fetal alcohol exposure in
rats” is preferable to “I am impressed with
Dr. Susan Doe’s many publications in presti-
gious journals dealing with rats and alcohol.”
Mentioning more than one faculty member
is useful, as individual faculty members may
retire, move, go on sabbatical, or have full
labs. Although you may have very dened
interests, be careful about seeming narrow
or close-minded. Just as you may have
changed majors in college, it is possible
that your research/training focus may shi
slightly in graduate school.
TIPS
t "WPJEXSJUJOHBHFOFSJDQBSBHSBQIBOE
using it for every program to which you
apply. e selection committee easily will
identify this strategy. If you can’t gure
out what is special about the program,
then why apply?
t )BWFQMBOTGPSZPVSGVUVSFXJUIEFĕOFE
interests. Recent research suggests that
successful versus unsuccessful statements
are more likely to emphasize the applicant’s
identity as a young scientist, rather than
primarily focusing on the applicant’s past
accomplishments (Brown, 2004).
t )BWFSFBMJTUJDQMBOTGPSZPVSGVUVSF'PS
example, it is unlikely that you will open
a private practice in clinical psychology
immediately following graduation. You
do not want the selection committee to
perceive you as naïve and/or unprepared.
t 3FBE#JSDINFJFS4IPSFBOE.D$PSNJDL
(2008) and Dirlam (1998) for information
about identifying the characteristics of
graduate programs and assessing your t.
Concluding Paragraph: 4-5 sentences
If you have done your job, the selection
c
o
mmittee should have a clear idea of who
you are and what you would bring to their
program by this point in the paper. us,
your goal for the last paragraph is to close
the paper on a strong note. One option is
to return to the original picture that you
painted in the opening paragraph. Reference
the idea again as a bookend, connecting the
imagery at the end of the paper to the imag-
ery that opened the paper. is reminder
helps package all of the information in the
body of the paper around a central idea of
who you are.
is paragraph also aords you th
e
opportunity to express your willingness to
meet with the selection committee and/or
provide them with additional information.
Show enthusiasm about the possibility of
being accepted to the program, but don’t
write as though your acceptance is guaran-
teed. “I would welcome the opportunity to
express my interest in your program in per-
son” is better than “I look forward to being a
graduate student in your program” or “I will
work very hard in your graduate program.”
is paragraph is your last chance to make a
lasting impression.
TIPS
t 4UBZTIPSUBOEGPDVTFEćFMBTU
paragraph is not the place to insert
important, new information.
t 4FFLGFFECBDLGSPNQSPGFTTPSTPODFZPVS
paper is written. Your paper ultimately
needs to reect you; however, you
should consider the input from multiple
reviewers.
t 3FWJTFSFWJTFBOESFWJTF(PPEXSJUJOHJT
a process that takes time. Many students
submit the rst or second dra of their
personal statement; revising beyond that
might just give you a competitive edge.
References
Appleby, D. (2003, Winter). What does your transcript say about you,
and wha
t can you do if it says things you don’t like? Eye on Psi
Chi, 7(
2), 21-23.
Appleby, D. C., & Appleby, K. M. (2007, Spring). How do avoid the
kisses of death in the graduate school application process. Eye on
Psi Chi, 11(3), 20-21.
Appleby, D., Keenan, J., & Mauer, B. (1999, Spring). Applicant
characteristics valued by graduate programs in psychology. Eye on
Psi Chi, 3(3), 39.
Birchmeier, Z., Shore, C., & McCormick, S. (2008, Summer). Getting in:
Finding your fit in a graduate program. Eye on Psi Chi, 12(4), 24-27.
Brown, R. M. (2004). Self composed: Rhetoric in psychology personal
statements. Written Communication, 21(3), 242-260.
Collins, L.
H. (2001, Winter). Does research experience make a
significant difference in graduate admissions? Eye on Psi Chi,
5(2), 26-28.
Dirlam, D. K. (1998, Fall). Applications that make the schools you want,
want you. Eye on Psi Chi, 3(1), 29-30.
Khemlani, S. (2008). Bolstering an application. In A. Kracen & J. L.
Wallace (Eds.) Applying to graduate school in psychology: Advice
from successful students and prominent psychologists (pp. 129-
149). Washington, DC: American Psychological Association.
Landrum, R. E. (2002, Winter). Maximizing undergraduate opportunities:
The value of research and other experiences. Eye on Psi Chi, 6(2),
15-18.
Norcross, J. C., Kohout, J. L., & Wicherski, M. (2006, Winter). Graduate
admissions in psychology: I. The application process. Eye on Psi
Chi, 10(2), 28-29, 42-43.
Osborne, R. E. (1996, Fall). The “personal” side of graduate school
personal statements. Eye on Psi Chi, 1(1), 14-15.
Merry Sleigh, PhD, earned her
BA in psychology and English
from James Madison University
(VA). In 1996, she received
her PhD in developmental
psychology from Virginia Tech,
with a specialization in prenatal
and infant development. She
first served as faculty advisor
to Psi Chi at George Mason
University (VA), where she
received the Regional Faculty Advisor Award in 2003.
Dr. Sleigh currently teaches at Winthrop University. She
serves as the Psi Chi faculty advisor and as a reviewer for
the Psi Chi Journal of Undergraduate Research. Winthrop
University Psi Chi chapter was recently honored with a
Regional Chapter Award.
Graduate School
