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Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Our 2020-21 Writing Curriculum for Middle and High School

A flexible, seven-unit program based on the real-world writing found in newspapers, from editorials and reviews to personal narratives and informational essays.

Update, Aug. 3, 2023: Find our 2023-24 writing curriculum here.

Our 2019-20 Writing Curriculum is one of the most popular new features we’ve ever run on this site, so, of course, we’re back with a 2020-21 version — one we hope is useful whether you’re teaching in person , online , indoors , outdoors , in a pod , as a homeschool , or in some hybrid of a few of these.

The curriculum detailed below is both a road map for teachers and an invitation to students. For teachers, it includes our writing prompts, mentor texts, contests and lesson plans, and organizes them all into seven distinct units. Each focuses on a different genre of writing that you can find not just in The Times but also in all kinds of real-world sources both in print and online.

But for students, our main goal is to show young people they have something valuable to say, and to give those voices a global audience. That’s always been a pillar of our site, but this year it is even more critical. The events of 2020 will define this generation, and many are living through them isolated from their ordinary communities, rituals and supports. Though a writing curriculum can hardly make up for that, we hope that it can at least offer teenagers a creative outlet for making sense of their experiences, and an enthusiastic audience for the results. Through the opportunities for publication woven throughout each unit, we want to encourage students to go beyond simply being media consumers to become creators and contributors themselves.

So have a look, and see if you can find a way to include any of these opportunities in your curriculum this year, whether to help students document their lives, tell stories, express opinions, investigate ideas, or analyze culture. We can’t wait to hear what your students have to say!

Each unit includes:

Writing prompts to help students try out related skills in a “low stakes” way.

We publish two writing prompts every school day, and we also have thematic collections of more than 1,000 prompts published in the past. Your students might consider responding to these prompts on our site and using our public forums as a kind of “rehearsal space” for practicing voice and technique.

Daily opportunities to practice writing for an authentic audience.

If a student submits a comment on our site, it will be read by Times editors, who approve each one before it gets published. Submitting a comment also gives students an audience of fellow teenagers from around the world who might read and respond to their work. Each week, we call out our favorite comments and honor dozens of students by name in our Thursday “ Current Events Conversation ” feature.

Guided practice with mentor texts .

Each unit we publish features guided practice lessons, written directly to students, that help them observe, understand and practice the kinds of “craft moves” that make different genres of writing sing. From how to “show not tell” in narratives to how to express critical opinions , quote or paraphrase experts or craft scripts for podcasts , we have used the work of both Times journalists and the teenage winners of our contests to show students techniques they can emulate.

“Annotated by the Author” commentaries from Times writers — and teenagers.

As part of our Mentor Texts series , we’ve been asking Times journalists from desks across the newsroom to annotate their articles to let students in on their writing, research and editing processes, and we’ll be adding more for each unit this year. Whether it’s Science writer Nicholas St. Fleur on tiny tyrannosaurs , Opinion writer Aisha Harris on the cultural canon , or The Times’s comics-industry reporter, George Gene Gustines, on comic books that celebrate pride , the idea is to demystify journalism for teenagers. This year, we’ll be inviting student winners of our contests to annotate their work as well.

A contest that can act as a culminating project .

Over the years we’ve heard from many teachers that our contests serve as final projects in their classes, and this curriculum came about in large part because we want to help teachers “plan backwards” to support those projects.

All contest entries are considered by experts, whether Times journalists, outside educators from partner organizations, or professional practitioners in a related field. Winning means being published on our site, and, perhaps, in the print edition of The New York Times.

Webinars and our new professional learning community (P.L.C.).

For each of the seven units in this curriculum, we host a webinar featuring Learning Network editors as well as teachers who use The Times in their classrooms. Our webinars introduce participants to our many resources and provide practical how-to’s on how to use our prompts, mentor texts and contests in the classroom.

New for this school year, we also invite teachers to join our P.L.C. on teaching writing with The Times , where educators can share resources, strategies and inspiration about teaching with these units.

Below are the seven units we will offer in the 2020-21 school year.

September-October

Unit 1: Documenting Teenage Lives in Extraordinary Times

This special unit acknowledges both the tumultuous events of 2020 and their outsized impact on young people — and invites teenagers to respond creatively. How can they add their voices to our understanding of what this historic year will mean for their generation?

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Junior and senior essays.

The senior essay is often the longest and most complex paper a student will write during a Yale career. While the Writing Center supports all student writers, we’re especially eager to help as you plan, develop, and revise your senior essay.

The expectations for a good essay vary by department, because different fields have different standards for evidence, analysis, and argument. Below we offer some general good advice for developing a senior essay, followed by a list of some of the additional resources available to help you complete your essay.

Tip #1: Write about something you’re curious about or don’t quite understand. Although this advice applies to any writing project, it’s especially crucial for a long essay. If you don’t begin with something you’re curious about - something you really care about figuring out - you’ll have trouble sustaining interest in your essay, either for yourself or for your readers. Papers you’ve written for coursework can be a great source for topics, if there are issues that were just starting to excite you when it was time to turn in the initial paper. Think, too, about unanswered questions you’ve had from the courses in your major; your senior essay can be an opportunity to explore more deeply an issue that you feel has been neglected. Most advisors will want to begin discussions of your topic as far in advance as possible. If yours hasn’t initiated that conversation, take the first step and set up an appointment today.

Tip #2: Use writing to help shape your research - not just to record your results. The most productive change most students need to make in working on their essay is to begin writing sooner. We don’t mean by this just avoiding procrastination. Even if you begin researching and meeting with your advisor early in the year, you may still be tempted to delay writing until you have a strong sense of your direction, or even an outline. But research shows that taking time to write all throughout the process will help you develop a richer, more complex thesis. Here are some occasions to write that you may not have thought of on your own:

Write about your ideas as a way to find and explore your initial topic.

Don’t just underline and take notes on our early research; take ten minutes to write at the beginning and end of each research session about what you’ve learned and the new questions you’ve discovered.

Write before and after meeting with your advisor. Even if you have a draft or chapter to show, take an extra ten minutes to write about your sense of the project - where it’s going well and where you need help.

It’s possible that you won’t incorporate this writing directly into your final essay, but doing it will help you reflect more effectively on the progress of your research, which will lead to fuller and more satisfying results.

Tip #3: Develop a bigger network of readers. Ideally, you will have the opportunity to meet with your advisor several times in both terms while working on your essay. This is the person who can help you the most with questions of general direction, with focusing on the most productive parts of your topic, and with finding the most relevant research sources. But most professional writers get feedback from several readers before publication, and so should you. One obvious source for additional readers is the Writing Center, which offers several different kinds of tutoring. But showing your work to friends, roommates, and classmates can also be immensely helpful. If you haven’t shared your work with other writers before, let us give you some advice about how to make these opportunities productive: don’t expect student readers to offer solutions. Instead, get your readers to raise questions that you can talk and think through more deeply. Or ask them just to say what they understand and where they get stuck, then use your own judgment about whether your advisor will have the same kinds of questions. Until you’ve tried it, you have no idea how valuable it is just to show your work in progress to someone. Even before they say anything back, the meeting will allow you to think about your own writing differently. If they also give you helpful advice, well that’s just a bonus.

Departmental Guidelines Many departments publish guidelines for senior essay writers. We’ve compiled a few of these below. If your department is not listed, ask your DUS if any guidelines exist. The Writing Center Director, Alfred Guy, is available to help departments create and post advice for their senior essay writers.

History Senior Essay

Residential College Writing Tutors Every residential college has a dedicated writing tutor, and they have experience with senior essays from a wide range of departments. Students who work with a tutor write better essays, and the sooner you start, the better. Go to the tutoring section of this Web site and contact your tutor today.

Workshops for Senior Essay Writers Many departments offer a senior essay colloquium—the Writing Center directors are available to lead discussions about any topic related to developing your essay, including: setting a timetable, soliciting and using feedback, and structuring a long essay. In the past few years, we’ve worked with colloquia in American Studies, Sociology, and African Studies, and we’d love to meet with your group. Ask the coordinator of your colloquium to contact us to arrange a meeting.

Other Yale Resources

The Mellon Seminars

Each residential college organizes a Mellon seminar for senior essay writers. During these seminars, you’ll have the chance to talk about your work in progress with other seniors. Check with the Master’s office in your college for more details.

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How to Write a College Essay | A Complete Guide & Examples

The college essay can make or break your application. It’s your chance to provide personal context, communicate your values and qualities, and set yourself apart from other students.

A standout essay has a few key ingredients:

• A unique, personal topic
• A compelling, well-structured narrative
• A clear, creative writing style
• Evidence of self-reflection and insight

To achieve this, it’s crucial to give yourself enough time for brainstorming, writing, revision, and feedback.

In this comprehensive guide, we walk you through every step in the process of writing a college admissions essay.

Table of contents

Why do you need a standout essay, start organizing early, choose a unique topic, outline your essay, start with a memorable introduction, write like an artist, craft a strong conclusion, revise and receive feedback, frequently asked questions.

While most of your application lists your academic achievements, your college admissions essay is your opportunity to share who you are and why you’d be a good addition to the university.

Your college admissions essay accounts for about 25% of your application’s total weight一and may account for even more with some colleges making the SAT and ACT tests optional. The college admissions essay may be the deciding factor in your application, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurriculars.

What do colleges look for in an essay?

Admissions officers want to understand your background, personality, and values to get a fuller picture of you beyond your test scores and grades. Here’s what colleges look for in an essay :

• Demonstrated values and qualities
• Vulnerability and authenticity
• Self-reflection and insight
• Creative, clear, and concise writing skills

Prevent plagiarism. Run a free check.

It’s a good idea to start organizing your college application timeline in the summer of your junior year to make your application process easier. This will give you ample time for essay brainstorming, writing, revision, and feedback.

While timelines will vary for each student, aim to spend at least 1–3 weeks brainstorming and writing your first draft and at least 2–4 weeks revising across multiple drafts. Remember to leave enough time for breaks in between each writing and editing stage.

Create an essay tracker sheet

If you’re applying to multiple schools, you will have to juggle writing several essays for each one. We recommend using an essay tracker spreadsheet to help you visualize and organize the following:

• Deadlines and number of essays needed
• Prompt overlap, allowing you to write one essay for similar prompts

You can build your own essay tracker using our free Google Sheets template.

College essay tracker template

Ideally, you should start brainstorming college essay topics the summer before your senior year. Keep in mind that it’s easier to write a standout essay with a unique topic.

If you want to write about a common essay topic, such as a sports injury or volunteer work overseas, think carefully about how you can make it unique and personal. You’ll need to demonstrate deep insight and write your story in an original way to differentiate it from similar essays.

What makes a good topic?

• Meaningful and personal to you
• Uncommon or has an unusual angle
• Reveals something different from the rest of your application

Brainstorming questions

You should do a comprehensive brainstorm before choosing your topic. Here are a few questions to get started:

• What are your top five values? What lived experiences demonstrate these values?
• What adjectives would your friends and family use to describe you?
• What challenges or failures have you faced and overcome? What lessons did you learn from them?
• What makes you different from your classmates?
• What are some objects that represent your identity, your community, your relationships, your passions, or your goals?
• Whom do you admire most? Why?
• What three people have significantly impacted your life? How did they influence you?

How to identify your topic

Here are two strategies for identifying a topic that demonstrates your values:

• Start with your qualities : First, identify positive qualities about yourself; then, brainstorm stories that demonstrate these qualities.
• Start with a story : Brainstorm a list of memorable life moments; then, identify a value shown in each story.

After choosing your topic, organize your ideas in an essay outline , which will help keep you focused while writing. Unlike a five-paragraph academic essay, there’s no set structure for a college admissions essay. You can take a more creative approach, using storytelling techniques to shape your essay.

Two common approaches are to structure your essay as a series of vignettes or as a single narrative.

Vignettes structure

The vignette, or montage, structure weaves together several stories united by a common theme. Each story should demonstrate one of your values or qualities and conclude with an insight or future outlook.

This structure gives the admissions officer glimpses into your personality, background, and identity, and shows how your qualities appear in different areas of your life.

Topic: Museum with a “five senses” exhibit of my experiences

• Introduction: Tour guide introduces my museum and my “Making Sense of My Heritage” exhibit
• Story: Racial discrimination with my eyes
• Lesson: Using my writing to document truth
• Story: Broadway musical interests
• Lesson: Finding my voice
• Story: Smells from family dinner table
• Lesson: Appreciating home and family
• Story: Washing dishes
• Lesson: Finding moments of peace in busy schedule
• Story: Biking with Ava
• Lesson: Finding pleasure in job well done
• Conclusion: Tour guide concludes tour, invites guest to come back for “fall College Collection,” featuring my search for identity and learning.

Single story structure

The single story, or narrative, structure uses a chronological narrative to show a student’s character development over time. Some narrative essays detail moments in a relatively brief event, while others narrate a longer journey spanning months or years.

Single story essays are effective if you have overcome a significant challenge or want to demonstrate personal development.

Topic: Sports injury helps me learn to be a better student and person

• Situation: Football injury
• Challenge: Friends distant, teachers don’t know how to help, football is gone for me
• Turning point: Starting to like learning in Ms. Brady’s history class; meeting Christina and her friends
• My reactions: Reading poetry; finding shared interest in poetry with Christina; spending more time studying and with people different from me
• Insight: They taught me compassion and opened my eyes to a different lifestyle; even though I still can’t play football, I’m starting a new game

Brainstorm creative insights or story arcs

Regardless of your essay’s structure, try to craft a surprising story arc or original insights, especially if you’re writing about a common topic.

Never exaggerate or fabricate facts about yourself to seem interesting. However, try finding connections in your life that deviate from cliché storylines and lessons.

Admissions officers read thousands of essays each year, and they typically spend only a few minutes reading each one. To get your message across, your introduction , or hook, needs to grab the reader’s attention and compel them to read more..

Avoid starting your introduction with a famous quote, cliché, or reference to the essay itself (“While I sat down to write this essay…”).

While you can sometimes use dialogue or a meaningful quotation from a close family member or friend, make sure it encapsulates your essay’s overall theme.

Find an original, creative way of starting your essay using the following two methods.

Option 1: Start with an intriguing hook

Begin your essay with an unexpected statement to pique the reader’s curiosity and compel them to carefully read your essay. A mysterious introduction disarms the reader’s expectations and introduces questions that can only be answered by reading more.

Option 2: Start with vivid imagery

Illustrate a clear, detailed image to immediately transport your reader into your memory. You can start in the middle of an important scene or describe an object that conveys your essay’s theme.

A college application essay allows you to be creative in your style and tone. As you draft your essay, try to use interesting language to enliven your story and stand out .

Show, don’t tell

“Tell” in writing means to simply state a fact: “I am a basketball player.” “ Show ” in writing means to use details, examples, and vivid imagery to help the reader easily visualize your memory: “My heart races as I set up to shoot一two seconds, one second一and score a three-pointer!”

First, reflect on every detail of a specific image or scene to recall the most memorable aspects.

• What are the most prominent images?
• Are there any particular sounds, smells, or tastes associated with this memory?
• What emotion or physical feeling did you have at that time?

Be vulnerable to create an emotional response

You don’t have to share a huge secret or traumatic story, but you should dig deep to express your honest feelings, thoughts, and experiences to evoke an emotional response. Showing vulnerability demonstrates humility and maturity. However, don’t exaggerate to gain sympathy.

Use appropriate style and tone

Make sure your essay has the right style and tone by following these guidelines:

• Use a conversational yet respectful tone: less formal than academic writing, but more formal than texting your friends.
• Prioritize using “I” statements to highlight your perspective.
• Write within your vocabulary range to maintain an authentic voice.
• Write concisely, and use the active voice to keep a fast pace.
• Follow grammar rules (unless you have valid stylistic reasons for breaking them).

You should end your college essay with a deep insight or creative ending to leave the reader with a strong final impression. Your college admissions essay should avoid the following:

• Summarizing what you already wrote
• Stating your hope of being accepted to the school
• Mentioning character traits that should have been illustrated in the essay, such as “I’m a hard worker”

Here are two strategies to craft a strong conclusion.

Option 1: Full circle, sandwich structure

The full circle, or sandwich, structure concludes the essay with an image, idea, or story mentioned in the introduction. This strategy gives the reader a strong sense of closure.

In the example below, the essay concludes by returning to the “museum” metaphor that the writer opened with.

Option 2: Revealing your insight

You can use the conclusion to show the insight you gained as a result of the experiences you’ve described. Revealing your main message at the end creates suspense and keeps the takeaway at the forefront of your reader’s mind.

Revise your essay before submitting it to check its content, style, and grammar. Get feedback from no more than two or three people.

It’s normal to go through several rounds of revision, but take breaks between each editing stage.

Also check out our college essay examples to see what does and doesn’t work in an essay and the kinds of changes you can make to improve yours.

Respect the word count

Most schools specify a word count for each essay , and you should stay within 10% of the upper limit.

Remain under the specified word count limit to show you can write concisely and follow directions. However, don’t write too little, which may imply that you are unwilling or unable to write a thoughtful and developed essay.

Check your content, style, and grammar

• First, check big-picture issues of message, flow, and clarity.
• Then, check for style and tone issues.
• Finally, focus on eliminating grammar and punctuation errors.

Get feedback

Get feedback from 2–3 people who know you well, have good writing skills, and are familiar with college essays.

• Teachers and guidance counselors can help you check your content, language, and tone.
• Friends and family can check for authenticity.
• An essay coach or editor has specialized knowledge of college admissions essays and can give objective expert feedback.

The checklist below helps you make sure your essay ticks all the boxes.

College admissions essay checklist

I’ve organized my essay prompts and created an essay writing schedule.

I’ve done a comprehensive brainstorm for essay topics.

I’ve selected a topic that’s meaningful to me and reveals something different from the rest of my application.

I’ve created an outline to guide my structure.

I’ve crafted an introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.

I’ve written my essay in a way that shows instead of telling.

I’ve shown positive traits and values in my essay.

I’ve demonstrated self-reflection and insight in my essay.

I’ve used appropriate style and tone .

I’ve concluded with an insight or a creative ending.

I’ve revised my essay , checking my overall message, flow, clarity, and grammar.

I’ve respected the word count , remaining within 10% of the upper word limit.

Congratulations!

It looks like your essay ticks all the boxes. A second pair of eyes can help you take it to the next level – Scribbr's essay coaches can help.

Colleges want to be able to differentiate students who seem similar on paper. In the college application essay , they’re looking for a way to understand each applicant’s unique personality and experiences.

Your college essay accounts for about 25% of your application’s weight. It may be the deciding factor in whether you’re accepted, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurricular track records.

A standout college essay has several key ingredients:

• A unique, personally meaningful topic
• A memorable introduction with vivid imagery or an intriguing hook
• Specific stories and language that show instead of telling
• Vulnerability that’s authentic but not aimed at soliciting sympathy
• Clear writing in an appropriate style and tone
• A conclusion that offers deep insight or a creative ending

While timelines will differ depending on the student, plan on spending at least 1–3 weeks brainstorming and writing the first draft of your college admissions essay , and at least 2–4 weeks revising across multiple drafts. Don’t forget to save enough time for breaks between each writing and editing stage.

You should already begin thinking about your essay the summer before your senior year so that you have plenty of time to try out different topics and get feedback on what works.

Most college application portals specify a word count range for your essay, and you should stay within 10% of the upper limit to write a developed and thoughtful essay.

You should aim to stay under the specified word count limit to show you can follow directions and write concisely. However, don’t write too little, as it may seem like you are unwilling or unable to write a detailed and insightful narrative about yourself.

If no word count is specified, we advise keeping your essay between 400 and 600 words.

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Essay Writing Tips and Resources for Junior & High School Students

• Haley Drucker
• Categories : Help with writing assignments paragraphs, essays, outlines & more
• Tags : Homework help & study guides

Essay Writing as a Skill

Students sometimes see essay writing as something you are either good at or you aren’t. This is a mistake, and leads to a lack of effort and a lot of essays that don’t live up to their potential. Writing a good essay is a skill, one that can be practiced and improved upon. With these essay writing tips and the resources linked to in the sections below, students can learn to start producing papers they can be proud of.

Brainstorming and Preparation

Picking a Topic: A good essay starts long before any actual writing happens. The first thing you’ll need to do is select a topic. Good essay topics take careful thought—don’t just decide to write about the first thing that comes to mind. One guideline to remember is that, in general, the narrower your topic is the better. A specific, restricted topic helps you keep your essay organized and focused. It’s also best to choose a topic you find interesting—even in the most boring of subjects or books there’s likely to be one aspect that interests you on some level.

Doing Research: Depending on the type of essay, the next step may be to do some research. Be sure to allocate plenty of time for this very important task. Use as many different kinds of materials as possible—from websites to books to documentaries—and keep an eye out for themes and ideas that keep popping up. These are the kinds of things that should probably make an appearance in your essay. And don’t forget to take notes during the research process, so you’ll be able to find the information and quotes you need later on.

Outlining: Then you’re ready to starting outlining your essay. This can be as specific or as general as you want, but it’s best to approach each essay with a plan in mind rather than writing it from scratch. If you at least have an idea of what main ideas you are going to cover and in what order, you’ll take a lot of stress out of the actual writing process. Graphic organizers such as mind maps and Venn diagrams can really help you get your ideas in order and make sense of all your notes and information.

Types of Essays

The other thing you’ll want to do before you start writing is consider the essay’s genre. Each type of essay has its own rules and conventions. You don’t want to finish the conclusion just to realize that your persuasive essay has somehow turned into a research paper. These are a few of the essay writing genres most commonly assigned:

Research Papers: A research paper is meant to educate the reader about something, so this type of essay is the one that requires the most research. It should also be very formal, and should include plenty of quotes and citations.

Persuasive Essays : The whole point of this kind of paper is to convince your audience to agree with you about something. Everything you write, every fact and quote you use, should be focused on strengthening your argument and the persuasive power of your essay.

Literary Analysis: These essays are about a particular book or other text, but this isn’t a book report. You’ll want to summarize the book briefly, but the bulk of the paper needs to be about analyzing and interpreting it (or certain aspects like a particular character or theme).

Compare and Contrast Essays: This is pretty straightforward—in this type of essay you’ll need to compare and contrast two or more things (books, time periods, countries, paintings, etc). The most common issue students have with these papers is focusing too much on comparing and forgetting to contrast, or vice versa.

Reflective Essays : Also called personal essays or narrative essays, these papers are about your personal experiences. They will be structured more like a story, and so won’t follow the usual five-paragraph format. Also, this is the only kind of essay you probably won’t need to do any research for.

Writing the Essay

It’s finally time to start writing the first draft. Don’t worry about editing at this point, or about getting everything perfect. It’s best to just write a full first draft, then go back to revise it and make sure it sounds smooth and is well-organized. It can even help to skip the introduction and go straight to the body paragraphs , then come back and write the introduction at the end. After all, you won’t be completely sure what your paper is about until it’s actually written. Make sure to be familiar with the five-paragraph essay format as many teachers require you to write this way, and even if they don’t, it provides a helpful structure to follow.

Your most powerful tools for keeping yourself organized and focused during the essay writing process are your thesis and topic sentences. The thesis statement can usually be found at the end of the first paragraph, and provides a general guideline for what you’re going to discuss throughout the essay. Each body paragraph should then start with a topic sentence , which is like a mini thesis that provides an outline for just that paragraph. Everything in a paragraph should relate back to its topic sentence, and every topic sentence should relate back to the thesis statement. This keeps you from rambling and makes your essay easier to read (and grade).

Intros and Conclusions

These two parts of your paper deserve a special mention for two reasons. Many students find these paragraphs the hardest to write, and at the same time they are arguably the two most important paragraphs. After all, the introduction and conclusion are the first and last parts of your writing the teacher will see, and so are very influential on their impressions about your essay.

Introductions : The most crucial part of the intro paragraph is the last sentence or two, which constitutes the thesis statement (see above). But what about the rest of the paragraph? A good strategy is to start general and narrow down into your specific topic. For example, you might start by mentioning the tragic effects of war in general, and then move into discussing WWII is particular. It can also help draw reader interest to start the introduction with a quote, question, brief story, or personal experience (avoid starting with a dictionary definition though—that tactic is overused and not terribly professional).

Conclusions : It’s a good idea to devote the first few sentences of the conclusion to giving a brief summary of what you’ve discussed in your essay—in short, to restating your thesis statement. But you don’t want to just summarize in your conclusion. That’s redundant, and not very interesting. Instead, use the second half of the conclusion to answer the questions “So what?” and “Who cares?” Consider relating your paper to a current event or important issue, introducing an interesting question for the reader to ponder, or providing a call to action.

Revising and Proofreading

A lot of students skip over these steps. But a first draft hardly ever makes for a good essay. You’ll need to go though and tighten the focus and organization, improve the grammar and sentence structures, and scan for typos and mistakes. Editing is a part of essay writing, not something separate or less important.

Good editing takes place in two steps. First is the revision stage, where you pay attention to the large-scale issues. This is where you add and delete sentences, move paragraphs, and rewrite or delete anything that isn’t working or distracts from your thesis. Make sure every paragraph addresses a single idea, and that idea is reflected in the topic sentence. Check your thesis statement—does it accurately reflect what your paper is about? During this stage you’ll also want to pay attention to how the paper sounds. Does it flow well? Are there transitions? Are all the sentences too long or too short, or is there a good variety? And consider the format of your paper—does it look professional?

Then, when you’re happy with the paper as a whole, you can begin to proofread. This involves editing for good grammar and spelling, eliminating unnecessary words , and checking facts, page numbers, and quotes to make sure they’re accurate. This reason you should do this last is that, if you don’t, you might spend a lot of time fixing the grammar in a sentence only to realize later that sentence needs to be deleted because it’s off topic. And remember not to rely on Microsoft to do these tasks for you—spell check doesn’t catch everything, and grammar check is just plain wrong at least half the time.

Avoiding Perfectionism

No essay will ever be perfect. All the same, essay writing can be a frustrating task because it’s hard to figure out exactly when you’ve finished. Put plenty of time and effort into your paper, but don’t stress yourself out by trying to write the world’s best essay. A good rule of thumb is that when you start changing things back to the way they were in your previous revision, you should probably stop and call the essay complete. Writing doesn’t have to be a stressful process, after all—and these essay writing tips will hopefully go a long way towards making it an easy and maybe even a fun process.

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

Hear an admissions expert discuss the appropriate level of depth necessary in your college essay.

Student Stories

Student Story: Admissions essay about a formative experience

Get the perspective of a current college student on how he approached the admissions essay.

Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

This content is licensed by Khan Academy and is available for free at www.khanacademy.org.

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by Michelle Boyd Waters, M.Ed.  

Essays Every High School Student Should Read

December 4, 2016 in  Pedagogy

One of the most important goals of any English class should be to help students learn how to express themselves to an audience — how to tell their own stories, how to provide much-needed information, and how to convince others to see things from a different perspective.

Below are some essays students can read, not only to help them see how such writing is done in the real world, but also to learn more about the world around them.

[bctt tweet=”Need a #mentortext for student essays? Check out these exemplars for personal narrative, argumentative, and expository essay writing.”]

Note : This is a living list. I will continue adding to it as I find important essays and articles, and as my readers make suggestions.

If You Think Racism Doesn’t Exist by Jordan Womack | Lesson Plan

A 17-year-old Oklahoma author details incidents of discrimination he has faced within his own community. Brief, yet impactful, the author’s authenticity strikes readers at their core and naturally leads the audience to consider other perspectives.

Facebook hack ‘worse than when my house burned down’ says teacher by Michelle Boyd Waters, M.Ed.

When a hacker destroyed my Facebook account and I couldn’t find a way to reach out to Facebook, I decided to use my story, voice, and platform to shed light on a situation faced by people around the world. This can serve as a mentor text for students writing personal narratives on shared experiences in the context of current events.

Letter from a Vietnamese to an Iraqi Refugee by Andrew Lam

Vietnamese lecturer, journalist, and author Andrew Lam offers advice in this letter to a young Iraqi refugee he sees in a photograph on the Internet.

Allowing Teenage Boys to Love Their Friends by Jan Hoffman

Learn why early and lifelong friendships are as vital for boys as they are for girls and what happens when those friendships are fractured.

Chris Cecil: Plagiarism Gets You Fired by Leonard Pitts Jr

The Miami Herald columnist and 2004 Pulitzer Prize for Commentary winner castigates a Georgia newspaper editor for plagiarizing his work. This column would go great with this followup article from The Boston Globe: Ga. Editor is Fired for Lifting Columns .

Class Dismissed by Walter Kirn

The author of Lost in the Meritocracy postulates that getting rid of the high school senior year might be good for students.

Complaint Box | Packaging by Dylan Quinn

A high school junior complains about the impossible-to-open packaging faced by consumers of everything “from action figures to zip drives.”

Drowning in Dishes, but Finding a Home  by Danial Adkison

In this 2014 essay, a teenager learns important lessons from his boss at Pizza Hut.

How to Tame a Wild Tongue by Gloria Anzaldua

An American scholar of Chicana cultural theory discusses how she maintained her identity by refusing to submit to linguistic terrorism.

Humble Beast: Samaje Perine by John Rohde

The five-time Oklahoma Sportswriter of the Year features the University of Oklahoma’s running back.

In Praise of the F Word by Mary Sherry

An adult literacy program teacher argues that allowing students to fail will actually help them.

The Joy of Reading and Writing: Superman and Me by Sherman Alexie

A Native American novelist recounts his experience loving reading and finally writing in spite of a culture that expected him to fail in the “non-Indian world” in order to be accepted.

Lane’s Legacy: One Final Ride by Keith Ryan Cartwright

A heartbreaking look back at the hours before and the circumstances surrounding Lane Frost’s untimely death, followed by reflections on his rise to fame — before and after death.

Learning to Read by Malcolm X

The 1960s Civil Rights leader writes about how educating himself in prison opened his mind and lead him to become one of the leading spokesmen for black separatism.

Learning to Read and Write by Frederick Douglass

A former slave born in 1818 discusses how he learned to read in spite of laws against teaching slaves and how reading opened his eyes to his “wretched condition, without remedy.”

Learning From Animal Friendships by Erica Goode

Scientists consider studying the phenomenon of cross-species animal friendships like the ones you see on YouTube.

Losing Everything, Except What Really Matters by Dan Barry

After a 2011 tornado destroys a house, but spares the family, a reporter writes about what’s important.

The Marked Woman by David Grann

How an Osage Indian family in Oklahoma became the prime target of one of the most sinister crimes in American history.

Meet Mikey, 8: U.S. Has Him on Watch List by Lizette Alvarez

Read about what happens if you happen to share a name of a “suspicious person” on the U.S. No-Fly List.

Newly Homeless in Japan Re-Establish Order Amid Chaos by Michael Wines

After the tsunami that resulted in nuclear disaster in 2011, a reporter writes about the “quiet bravery in the face of tragedy” of the Japanese people.

No Ordinary Joe by Rick Reilly

Why in creation did American Football Conference’s 1981 best young running back Joe Delaney jump into that pit full of water that day, even though he couldn’t swim?

Politics and the English Language By George Orwell

Animal Farm and 1984 author, Orwell correlates the degradation of the English language into multi-syllabic drivel and the corruption of the American political process.

Serving in Florida by Barbara Ehrenreich

The Nickel and Dimed: On (Not) Getting By in America author tells about her experiences attempting to survive on income of low-paying jobs.

Starvation Under the Orange Trees by John Steinbeck

John Steinbeck, who later authored the fictionalized account of Okies in California, The Grapes of Wrath, first wrote this essay documenting the starvation of migrant workers in California during the Great Depression.

To Fall in Love With Anyone, Do This by Mandy Len Catron

Is falling in love really a random event, or can two people “love smarter?”

We’ll Go Forward from this Moment by Leonard Pitts

The 2004 Pulitzer Prize for Commentary winner pens a column chronicling the toughness of the American family’s spirit in the face of the September 11, 2001 World Trade Center attacks. He wrote the column one day after the attacks.

What’s Wrong with Black English? by Rachel L. Jones

Jones, a student at Southern Illinois University in the 1980s, wrote this piece for Newsweek. In her essay, Jones adds her story and perspective to the debate over Black English.

Related topics: Mentor Texts , Teaching Writing

About the author 

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

A wonderful list of essays! I have neglected to teach essays as literature (only as student writing samples before we began work on an essay, after a novel). I’m looking forward to using these!

Thank you very much! I’d love to hear (or read) your feedback on the selections. Your input can help other teachers decide which essays to teach their students.

This list looks really great. Unfortunately, the first two links I chose were not working. One took me to a professors homepage and the other never opened.

Thank you for letting us know. I checked the “If you think racism doesn’t exist” went to the WordPress.com site where the author wrote his article and “Letter from a Vietnamese to an Iraqi Refugee” went to the Huffington Post article. Is it possible that your school web filter is blocking WordPress and Huffington Post?

Thank you for this. I am teaching a summer class that prepares 8th graders for high school essay writing. Trying to find a way to make it more creative and interesting, even interactive. I like the essays. If you have ideas about specific ways to use them, beyond reading and discussion, I would love to hear them.

You’re welcome! I think additional activities would depend on who your students are, their interests, and which essay(s) you plan to use. Perhaps if you join our RTE Facebook group and tell us about your kids and the essay you want to use, we can devise some activities to help them engage. Check us out here .

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50 Writing Prompts for All Grade Levels

Sometimes students need a little push to activate their imaginations.

The collection of prompts below asks young writers to think through real or imagined events, their emotions, and a few wacky scenarios. Try out the ones you think will resonate most with your students. 

As with all prompts, inform students that their answers should be rated G and that disclosing dangerous or illegal things they’re involved in will obligate you to file a report with the administration or school counselors. Finally, give students the option of writing “PERSONAL” above some entries that they don’t want anyone to read. We all need to let scraggly emotions run free in our prose sometimes.

If your class uses daybooks (an approach recommended in Thinking Out Loud: The Student Daybook as a Tool to Foster Learning ), wait for composition notebooks to go on sale at Target, the Dollar Store, or Walmart for $0.50 a piece. To organize the daybook, direct young writers to leave the first three pages blank and number and date each entry—adding these entries to a table of contents that they create as they work so they can return to specific entries later. 

High School Prompts

• Should cameras on drones watch all public spaces to prevent crime, or is that a violation of privacy? 
• Do Americans have it too easy? Why do you think that?
• What causes racism?
• The Bill and Melinda Gates Foundation hires you as a consultant to determine how best to use $20 billion to save the world. What’s your plan?
• What’s the worst thing about the internet? 
• Would you rather be very beautiful or very smart? Explain.
• You can save one object before your house burns down. What is it? What makes that object important to you?
• How much control over your life do you have? What makes you say that? 
• Describe your ideal life 15 years from now. What is something you can do every day to reach that goal?
• What would your friends say is your most lovable quality? Describe that quality. 
• What is something scary that you would like to try? What makes it scary for you? How might you overcome that fear?
• What things do you conscientiously do to feed your brain?
• What are three of your most profound learning experiences? Where and when did they occur?
• By age 18, the average American has seen 200,000 acts of violence on TV, including 40,000 murders. What is it about television violence that is so compelling to people?
• Would you rather be loved or respected? Because?
• Does social media represent individuals authentically? Explain with examples. 
• Imagine that it’s the last day of high school and you’ve been asked by a teacher to say a few words that summarize the events that have occurred over the last four years that are most meaningful to you. What do you say? 

Middle School Prompts

• Which classmate would be the best to lead us through a zombie apocalypse? Why? 
• What real-life situations would work out better for you if you were a different gender? Why?
• How can you tell when someone your age is feeling insecure? Are most people more insecure or anxious than they let on?
• If the internet were to crash forever, what would the benefits be for you? The drawbacks?
• Write a scene that features a) a classmate, b) $100 million, and c) magical shoes. 
• What three features should your future house have? Why?
• If you starred in a television show about your life, what would the show be called? What genre would it be? (Examples: comedy, drama, thriller, romance, action-adventure, fantasy, superhero, soap opera, reality, game show, space adventure, Western, tragedy, etc.) Summarize the plot of an episode. 
• In the future, what extreme sports will people be talking about?
• Is your ethnicity an important part of your identity? How so? 
• You get to take one book, one food item, and one famous person (living or dead) to a deserted island. What and who do you take? Why?
• Write a powerfully supportive email to yourself 10 years from now. Send that email to yourself using FutureMe.org . 
• You have been selected to be king or queen of your school. What are five rules that every kid should follow at your school? What should the punishment be for rule breakers?
• What do the five friends you hang out with most have in common? How are you most like them? How are you different from them?
• What contributes to someone becoming a bully? What can help stop someone from bullying?
• Do you make friends slowly or quickly? Describe how one of your important friendships evolved.
• Should we fear failure? Explain.
• If a wizard could tell you anything about your future, what would you most like to know?
• Do you believe in luck? Are you superstitious? How so? If not, why do you think some people are?

Elementary School Prompts

• I wish my teachers knew that . . .
• What’s the most beautiful person, place, or thing you’ve ever seen? Share what makes that person, place, or thing so special. 
• Which is better, giant muscles or incredible speed? Why?
• What is your most difficult subject in school? Why is it difficult? What can you do to get better at that subject?
• Rewrite “Hansel and Gretel” from the witch’s perspective.
• Describe a scary situation that you’ve experienced.
• What is your first memory? Describe it.
• You wake up tomorrow with a silly superpower that makes you famous. What is that silly power? How does it lead to your becoming an international superstar? 
• Are you a good loser? Explain. 
• What are examples of things you want versus things you need? 
• Last Friday, you were given one wish by a magical panda. You tried so hard to make the wish positive, but after the whacked-out events that unfolded over the weekend, you regret ever meeting that tricky panda. What did you ask for, and what happened?
• I wish my friends . . . 
• Describe a routine that you often or always do (in the morning, when you get home, Friday nights, before a game, etc.).
• What things do all kids know that adults do not?
• What TV or movie characters do you wish were real? Why? 

After they’ve finished an entry, ask students to read their work aloud or exchange daybooks for a read-around. If you give the entries written feedback, show that their work is respected by using a sticky note or scratch paper. 

You might also incorporate background writing music one day a week—say on “Music Monday.” For some examples of music you might use in class, Pitchfork has an article called “ The 50 Best Ambient Albums of All Time .” My favorite album for composing is the Birdy soundtrack by Peter Gabriel—a good one for older kids. Other Edutopia staff and bloggers like writing to Coffitivity , Noisli , Lift Your Skinny Fists Like Antennas to Heaven by Godspeed You! Black Emperor, and Alcest’s Souvenirs d’un Autre Monde .

Don’t forget to write along with your students. Why should they have all the fun?

What are your students’ favorite writing prompts?

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The Big List of Essay Topics for High School (120+ Ideas!)

Ideas to inspire every young writer!

High school students generally do a lot of writing, learning to use language clearly, concisely, and persuasively. When it’s time to choose an essay topic, though, it’s easy to come up blank. If that’s the case, check out this huge round-up of essay topics for high school. You’ll find choices for every subject and writing style.

• Argumentative Essay Topics
• Cause-and-Effect Essay Topics
• Compare-Contrast Essay Topics
• Descriptive Essay Topics
• Expository and Informative Essay Topics
• Humorous Essay Topics

Literary Essay Topics

• Narrative and Personal Essay Topics
• Personal Essay Topics
• Persuasive Essay Topics

Research Essay Topics

Argumentative essay topics for high school.

When writing an argumentative essay, remember to do the research and lay out the facts clearly. Your goal is not necessarily to persuade someone to agree with you, but to encourage your reader to accept your point of view as valid. Here are some possible argumentative topics to try. ( Here are 100 more compelling argumentative essay topics. )

• The most important challenge our country is currently facing is … (e.g., immigration, gun control, economy)
• The government should provide free internet access for every citizen.
• All drugs should be legalized, regulated, and taxed.
• Vaping is less harmful than smoking tobacco.
• The best country in the world is …
• Parents should be punished for their minor children’s crimes.
• Should all students have the ability to attend college for free?
• Should physical education be part of the standard high school curriculum?

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• Schools should require recommended vaccines for all students, with very limited exceptions.
• Is it acceptable to use animals for experiments and research?
• Does social media do more harm than good?
• Capital punishment does/does not deter crime.
• What one class should all high schools students be required to take and pass in order to graduate?
• Do we really learn anything from history, or does it just repeat itself over and over?
• Are men and women treated equally?

Cause-and-Effect Essay Topics for High School

A cause-and-effect essay is a type of argumentative essay. Your goal is to show how one specific thing directly influences another specific thing. You’ll likely need to do some research to make your point. Here are some ideas for cause-and-effect essays. ( Get a big list of 100 cause-and-effect essay topics here. )

• Humans are causing accelerated climate change.
• Fast-food restaurants have made human health worse over the decades.
• What caused World War II? (Choose any conflict for this one.)
• Describe the effects social media has on young adults.

• How does playing sports affect people?
• What are the effects of loving to read?
• Being an only/oldest/youngest/middle child makes you …
• What effect does violence in movies or video games have on kids?
• Traveling to new places opens people’s minds to new ideas.
• Racism is caused by …

Compare-Contrast Essay Topics for High School

As the name indicates, in compare-and-contrast essays, writers show the similarities and differences between two things. They combine descriptive writing with analysis, making connections and showing dissimilarities. The following ideas work well for compare-contrast essays. ( Find 80+ compare-contrast essay topics for all ages here. )

• Public and private schools
• Capitalism vs. communism
• Monarchy or democracy
• Dogs vs. cats as pets

• Paper books or e-books
• Two political candidates in a current race
• Going to college vs. starting work full-time
• Working your way through college as you go or taking out student loans
• iPhone or Android
• Instagram vs. Twitter (or choose any other two social media platforms)

Descriptive Essay Topics for High School

Bring on the adjectives! Descriptive writing is all about creating a rich picture for the reader. Take readers on a journey to far-off places, help them understand an experience, or introduce them to a new person. Remember: Show, don’t tell. These topics make excellent descriptive essays.

• Who is the funniest person you know?
• What is your happiest memory?
• Tell about the most inspirational person in your life.
• Write about your favorite place.
• When you were little, what was your favorite thing to do?
• Choose a piece of art or music and explain how it makes you feel.
• What is your earliest memory?

• What’s the best/worst vacation you’ve ever taken?
• Describe your favorite pet.
• What is the most important item in the world to you?
• Give a tour of your bedroom (or another favorite room in your home).
• Describe yourself to someone who has never met you.
• Lay out your perfect day from start to finish.
• Explain what it’s like to move to a new town or start a new school.
• Tell what it would be like to live on the moon.

Expository and Informative Essay Topics for High School

Expository essays set out clear explanations of a particular topic. You might be defining a word or phrase or explaining how something works. Expository or informative essays are based on facts, and while you might explore different points of view, you won’t necessarily say which one is “better” or “right.” Remember: Expository essays educate the reader. Here are some expository and informative essay topics to explore. ( See 70+ expository and informative essay topics here. )

• What makes a good leader?
• Explain why a given school subject (math, history, science, etc.) is important for students to learn.
• What is the “glass ceiling” and how does it affect society?
• Describe how the internet changed the world.
• What does it mean to be a good teacher?

• Explain how we could colonize the moon or another planet.
• Discuss why mental health is just as important as physical health.
• Describe a healthy lifestyle for a teenager.
• Choose an American president and explain how their time in office affected the country.
• What does “financial responsibility” mean?

Humorous Essay Topics for High School

Humorous essays can take on any form, like narrative, persuasive, or expository. You might employ sarcasm or satire, or simply tell a story about a funny person or event. Even though these essay topics are lighthearted, they still take some skill to tackle well. Give these ideas a try.

• What would happen if cats (or any other animal) ruled the world?
• What do newborn babies wish their parents knew?
• Explain the best ways to be annoying on social media.
• Invent a wacky new sport, explain the rules, and describe a game or match.

• Imagine a discussion between two historic figures from very different times, like Cleopatra and Queen Elizabeth I.
• Retell a familiar story in tweets or other social media posts.
• Describe present-day Earth from an alien’s point of view.
• Choose a fictional character and explain why they should be the next president.
• Describe a day when kids are in charge of everything, at school and at home.

Literary essays analyze a piece of writing, like a book or a play. In high school, students usually write literary essays about the works they study in class. These literary essay topic ideas focus on books students often read in high school, but many of them can be tweaked to fit other works as well.

• Discuss the portrayal of women in Shakespeare’s Othello .
• Explore the symbolism used in The Scarlet Letter .
• Explain the importance of dreams in Of Mice and Men .
• Compare and contrast the romantic relationships in Pride and Prejudice .

• Dissect the allegory of Animal Farm and its relation to contemporary events.
• Interpret the author’s take on society and class structure in The Great Gatsby .
• Explore the relationship between Hamlet and Ophelia.
• Discuss whether Shakespeare’s portrayal of young love in Romeo and Juliet is accurate.
• Explain the imagery used in Beowulf .

Narrative and Personal Essay Topics for High School

Think of a narrative essay like telling a story. Use some of the same techniques that you would for a descriptive essay, but be sure you have a beginning, middle, and end. A narrative essay doesn’t necessarily need to be personal, but they often are. Take inspiration from these narrative and personal essay topics.

• Describe a performance or sporting event you took part in.
• Explain the process of cooking and eating your favorite meal.
• Write about meeting your best friend for the first time and how your relationship developed.
• Tell about learning to ride a bike or drive a car.
• Describe a time in your life when you’ve been scared.

• Share the most embarrassing thing that ever happened to you.
• Tell about a time when you overcame a big challenge.
• Tell the story of how you learned an important life lesson.
• Describe a time when you or someone you know experienced prejudice or oppression.
• Explain a family tradition, how it developed, and its importance today.
• What is your favorite holiday? How does your family celebrate it?
• Retell a familiar story from the point of view of a different character.
• Describe a time when you had to make a difficult decision.
• Tell about your proudest moment.

Persuasive Essay Topics for High School

Persuasive essays are similar to argumentative , but they rely less on facts and more on emotion to sway the reader. It’s important to know your audience, so you can anticipate any counterarguments they might make and try to overcome them. Try these topics to persuade someone to come around to your point of view. ( Discover 60 more intriguing persuasive essay topics here. )

• Do you think homework should be required, optional, or not given at all?
• Everyone should be vegetarian or vegan.
• What animal makes the best pet?
• Visit an animal shelter, choose an animal that needs a home, and write an essay persuading someone to adopt that animal.
• Who is the world’s best athlete, present or past?
• Should little kids be allowed to play competitive sports?
• Are professional athletes/musicians/actors overpaid?
• The best music genre is …

• Is democracy the best form of government?
• Is capitalism the best form of economy?
• Students should/should not be able to use their phones during the school day.
• Should schools have dress codes?
• If I could change one school rule, it would be …
• Is year-round school a good idea?

A research essay is a classic high school assignment. These papers require deep research into primary source documents, with lots of supporting facts and evidence that’s properly cited. Research essays can be in any of the styles shown above. Here are some possible topics, across a variety of subjects.

• Which country’s style of government is best for the people who live there?
• Choose a country and analyze its development from founding to present day.
• Describe the causes and effects of a specific war.
• Formulate an ideal economic plan for our country.
• What scientific discovery has had the biggest impact on life today?

• Analyze the way mental health is viewed and treated in this country.
• Explore the ways systemic racism impacts people in all walks of life.
• Defend the importance of teaching music and the arts in public schools.
• Choose one animal from the endangered species list, and propose a realistic plan to protect it.

What are some of your favorite essay topics for high school? Come share your prompts on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out the ultimate guide to student writing contests .

We Are Teachers

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Writing Center

"What is written without effort is, in general, read without pleasure." — Samuel Johnson

Online Writing Center

Resources for Writing

Writing Center Schedule

Welcome to the Writing Center! The Writing Center offers free, individual assistance for any writing assignment you have in any class.  English instructors and instructional assistants are available face-to-face and online for scheduled conferences to help you with any writing-related work, including brainstorming essay ideas, developing a thesis, essay organization and development, using correct documentation format, and how to edit for style, grammatical and mechanical polish, and rhetorical effect.

FALL 2024 WRITING CENTER HOURS

For Fall 2024, we are able to offer you two modes of writing assistance: in-person and online. In-person services will be held in Santa Rosa Campus (1629 Emeritus Hall) and Petaluma Campus (Mahoney Reading Room). Please see the schedule for the hours:  santarosa.mywconline.com

Online Writing Center Sessions

The Online Writing Center will offer both zoom and asynchronous paper drop-off options. The live, synchronous sessions will be conducted via Zoom. You do not need to have a Zoom account to access these sessions. Each tutor has a unique Zoom link that will allow you to join the tutoring session as a participant. You can learn more about using Zoom here:  https://www.santarosa.edu/srjc-remote-resource

To schedule an appointment in advance with an immediate question, please sign up at the  Online Writing Center

The first time you visit the Online Writing Center, you’ll need to register for an account. Then you can log in anytime to schedule an appointment. Get full directions and suggestions for accessing the Online Writing Center here:  Getting started at mywconline.com  

The schedule can be accessed anytime online at  santarosa.mywconline.com

Questions about the Online Writing Center can be directed to Matt Murray, the Writing Center Coordinator, at  [email protected]

New to the Online Writing Center?

Go to santarosa.mywconline.com , then click on “First visit? Register for an account”

Follow the directions, using the email address you use most often. We recommend setting the email preferences to “Yes” so that you can receive confirmation of appointments and cancellations.

Making an Appointment for the Online Writing Center

Login to your account at santarosa.mywconline.com

Click on a white space to make an appointment on a day and time that will work for you. 

Please fill out all the appointment information fields to help your tutor prepare for your session

The box at the top of the window will give you the Zoom link for your tutoring appointment.

You will receive an email confirmation of your appointment if you set your email account preferences to “Yes” when you initially registered. To update your preferences, log in to your account, hover over the “Welcome, Your Name” to see the drop-down menu, and click on Update Profile and Email Options.

Canceling an Appointment

Click on your appointment.

Scroll to the bottom of the pop-up window and select “Cancel appointment”

Confirm the cancellation in the new pop-up window. You will receive email confirmation of the cancellation as well.

Helpful Hints

The top box in the appointment window provides directions for accessing your appointment. You can also read more about your tutor here.

When registering for an account, set the email notification boxes to “Yes” to get confirmations and reminders about appointments, and more.

For online sessions on Zoom, please be prepared to screen share or have your writing in a Google Doc that can be shared if your tutor requests.

Think about what is most important to you about your writing, and what questions you have that you’d like your tutor to help you with.

Prepare for your Session in the Online Writing Center

• Do you know what you need help with? When scheduling your appointment, include one or two questions that you have about your writing; focus on the things that are most important to you to get help with.
• Upload your writing and the prompt/assignment at the bottom of the Create a New Appointment window 
• Plan to come to a session at least one day (or more) before your assignment is due.
• Sessions are 25 minutes in length. Staff will take the last five minutes of this time to complete a brief report of your session. 
• If you would like verification of a session to be sent to your instructor, please let the staff know at the beginning of the session. Staff can send appointment verifications when completing the report form at the end of your session.

HANDBOOK FOR WRITING TUTORS

Download the new Handbook for Writing Tutors , filled with many valuable resources faculty, staff, and students!

MEET THE STAFF

Matt murray, writing center coordinator.

I have been teaching college English classes for the last 25 years at universities and colleges in Texas and California. As a faculty member at SRJC for the last 12 years, I feel I have found my home working with students from all over Sonoma County (and the world), teaching composition and American Literature. I am an unashamed word nerd and strive to work with our community to discover the ways in which the study of language can be a source of liberation!

DEBBIE SHERMAN - Instructional Assistant (Senior)

I have been working as an Instructional Assistant Senior in our Writing Center for 23 years!  I enjoy providing individual consultations, getting to know you and your concerns regarding your essay. I hear and see you first, then your essay, so I prefer using Zoom synchronous online learning. If you are at the beginning stage of brainstorming, share your thoughts, your interests and hopefully in conversation, your ideas will become clearer.

Besides working in the Writing Center, I am the director of a non-profit organization saving sea turtles from poachers. When I can travel, I am enthralled watching the tiny hatchlings crawl out of their deep nests and ride a wave out to the ocean. Similar to the hatchlings journey, writing an essay is also challenging. You have to trust your instincts, your voice to move into the unknown.

My history includes Psychiatric RN, BA in English from Sonoma State University, and a Single Subject Teaching Credential in English from Dominican University.

Debbie's pronouns are: she/her.

LA REVA MYLES — Instructional Assistant (Senior)

As a graduate of U.C. Berkeley with a BA degree in Rhetoric (Communications), and Master of Arts degree in Specialized Journalism from USC Annenberg, I love to “use my words” in the most effective way possible for a positive result.

I also have SRJC associate degrees in Digital Filmmaking, Digital Journalism and Film Studies with experience in writing essays, fiction, contracts, speeches, songwriting, copywriting and screenwriting. The ability to develop skills in writing and public speaking are two of the best ways students can communicate who they are to their instructors, their fellow students and the world outside of SRJC.

La Reva’s pronouns are she/her

GRAHAM CULVER — Instructional Assistant

Why You Should Start Your College Essay Junior Year

It feels like it’s too early to start. Should you really take time out of your schedule to start writing your college essay? Yes! In a way. We agree that it’s a little early to begin the writing process in earnest, but you can never get enough of a head start on brainstorming how you want to present yourself to admissions. What topic might best showcase your strengths, motivations and/or values in 650 words? If you don’t know (as so many of us don’t offhand!) it is time to start thinking about it. You will thank yourself when you’re getting a good night’s sleep in September and all of your friends are frantically trying to balance school, activities, sports, work, a social life, and college applications. Good ideas take time to rise to the surface and meaningful essays are often best constructed over the course of a few weeks or months — not in a mad dash to the finish line. Just ask Ludacris.     

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Category: Admissions , advice , Essay Resources , Quick Tips , Starting Early , Tips , Uncategorized

Tags: Admissions , admissions essay , admissions help , brainstorming , class of 2023 , class of 23 , College , college admissions , college admissions 2018-19 , college admissions essay , college application , college application help , college applications 2018-19 , common app essay , common application , common application essay , high school juniors , high school students , how juniors can prep for college , junior year , personal statement , starting early

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Academic Writing

Academic writing teaches students to develop and organize their thinking. Students require these skills for success in global classrooms at the high school and college level. Furthermore, these skills are imperative for strong performance on tests like the SAT and ACT. Therefore, equipping students with these skills, through academic writing curriculum, is the centerpiece of the Englist program.

It builds stronger communication skills

Students who can write a convincing and structured essay can speak in a clear and structured way, and with confidence. Not only will these individuals write well, but they will speak and think using these same strategies.

 It develops critical thinking skills

It improves overall language skills

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Taipei Teen Tribune  is an Englist publication founded in 2015, and is written by Taiwanese students about their experience and what they think is important. They write about current events, culture, school, trends, and everything in between. All articles are written by Taiwanese students in their own words. These stories are theirs, and chosen because they reflect real opinions and real concerns.

Students in this class write researched articles and opinion pieces to be published in Englist’s online magazine, Taipei Teen Tribune. Students are only admitted to this class on an invite-only basis, after they’ve proven to be mature enough English readers and writers. Most of the students enrolled have studied at Englist for at least two years.

Customized lessons / Homeschooling

Many students who are homeschooled in Taipei come to Englist for supplemental instruction in English academic writing. If you are a homeschooled student, a parent/guardian to a homeschooled student, or would simply like to know more about how Englist can help you take charge of your child’s education and future, don’t hesitate to contact us.

How Englist can help you:

• Provide information regarding homeschooling requirements in Taiwan
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• Place students in the most appropriate Englist course for their English proficiency level
• Provide student progress reports that adhere to Taiwan government homeschooling regulations

In order to ensure students are placed in the most appropriate classes, all new students must undergo an assessment. Englist teachers will determine the course level that will benefit the student the most based on test results.

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Students are encouraged to express their ideas through question-and-answer sessions and think critically about their arguments. This helps them become independent thinkers and prepares students for more advanced levels of writing.

Our Teachers

Englist prides itself in the quality of our curriculum and teachers. All of our instructors are enthusiastic teachers and experienced educators.

Teachers speak English at a native level

With fluent English speakers leading the class, students learn pronunciation and grammar in a much more natural way. This immersive English learning environment allows students to hear the language in the way it would normally be spoken among native English speakers.

Livelier and more interactive classrooms

All of Englist’s teachers grew up in Western education systems and instruct students in a similar fashion. We aim to inspire engagement and independent thinking in our students, a departure from the rigid and rote memorization techniques common among many other after school programs in Taiwan. 

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Our teachers have all had years of experience teaching in Taiwan in various schools and institutes, instructing students of all ages from elementary through high school.

Feel free to reach out to us through the channels below, or simply fill out this form and a representative will be in touch.

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The Importance of Starting your Essays Junior Year

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Are you a junior in high school? Are you dreading the thought of starting your college applications? Well don't! Have no fear.. Christopher Kilner is here!

Christopher will discuss how to best start your applications in junior year. He will be speaking on the virtues of starting early, what you can get started on and what you can look forward to in this important next step of your life.

Christopher Kilner

Specialties.

Undergrad College: Boston University '20

Major: Medical Science

Graduate College: Boston University School of Medicine

Work Experience: I've been working at CollegeVine for 6 years mentoring students through BS/MD and undergraduate admissions. I have held many roles on the advising and livestream teams. I am currently a medical student at Boston University and actively pursuing research at Boston University, Mass General Brigham and the Broad Institute.

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What every junior should be doing NOW to prepare for college applications

How Admissions Officers Evaluate Your Application

The Ultimate Guide to Elite College Admissions

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How to Write Your Best College Essay

| |  | | | | ] | | | | | | ] | ] Sponsored Links         Spending three days working on a farm in rural China has given me a newfound appreciation for the difficulties of farming and the challenges faced by farmers. Prior to this experience, I had never considered the amount of effort required to produce the potatoes we eat at home. I now understand the difficulties involved in digging up potatoes and carrying them back home, and appreciate the hard work that goes into providing for a family. I started my day after lunch, as I am not an experienced farmer and needed time to acclimate to the environment. My grandfather drove me to the farm, as I was not familiar with the area and the journey on foot would have taken too long. The farm was located on a steep slope, and the work was extremely difficult. I struggled through the process, sweating profusely, feeling thirsty and hungry, and my legs felt weak and sore. Going through this challenging experience has given me a new perspective on life. I realize that studying and learning is a privilege that I should not take for granted. The difficulties that farmers face every day are unimaginable, and their hard work and dedication are what allow us to enjoy the food we eat. This experience has humbled me and made me appreciate the importance of hard work and perseverance in achieving success. Top of page Collection Meeting of Frontiers Collections from siberia and the russian far east, aleksandrovsk municipal history and literature museum "a.p. chekhov and sakhalin" (55 items). View all items from this institution Ivan Nikolaevich Krasnov's Views of Sakhalin Island (55 items) Sakhalin Island was used by imperial Russia as a penal colony and place of exile for criminals and political prisoners. Between 1869 and 1906, more than 30,000 inmates and exiles endured the difficult conditions of the forced-labor colony on the island. This collection, consisting of an album and individual photographs, is preserved in the Aleksandrovsk Municipal History and Literature Museum "A.P. Chekhov and Sakhalin" in Alekandrovsk-Sakhalinskiy, Sakhalin Island (off Russia’s southeast coast). The photographs were taken on the island during the late 19th and early 20th centuries and provide rare glimpses of its settlements, prisons, and inhabitants. Most of the photographs in the collection were taken by Sakhalin artist Ivan Nikolaevich Krasnov, although some are unattributed. The collection depicts public life and institutions in the town of Aleksandrovsk Post, convicts working under harsh conditions or in chains, and political prisoners. The photographs also show the daily life both of the Nivkh people, indigenous to the northern part of the island, and the Russian settler population. The predecessor of the Aleksandrovsk Municipal History and Literature Museum "A.P. Chekhov and Sakhalin" appears in some of the photographs. The name of the museum refers to a trip taken to Sakhalin Island by the Russian writer and medical doctor Anton Chekhov in 1890, during which Chekhov researched the plight of island’s prisoners and native populations. The publication of his Sakhalin Island in 1895 highlighted the depravity of the situation in this remote corner of Russia and led to public protests that helped bring about the closure of the penal colony. View the collection Altai State Regional Studies Museum (221 items) Photographs by the topographer g. i. ivanov, gornaia shoria, 1913 (109 items). This collection consists of 109 photographs taken by G. I. Ivanov (1876-192?) during a 1913 topographic expedition to the Gornaia Shoria in the Altai region. That same year, Ivanov participated in another topographic expedition--to the Mrasskii region, Kuznetskii District (central part of the Gornaia Shoria). The photographs reflect both expedition activities and the life of the people in this region. The negatives were transferred to the Altai State Museum of Regional History and Folklife in the 1920s; prints were made and sets from both expeditions were added to the museum’s collections. Sergei Ivanovich Borisov's Color Photo-Cards of the Altai Mountains (52 items) A collection of color postcards made from negatives taken by photographer Sergei Ivanovich Borisov (1859–1935) in the Altay, or Altai, Mountains region of southern Siberia early in the 20th century. Borisov was born into a family of serfs in Simbirsk (present-day Ulyanovsk) and was forced to work from an early age. In the late 1880s he moved to the city of Barnaul in Altayskiy Kray, where in 1894 he opened a photography studio. This studio later became the largest and most popular in the city. In 1907, Borisov began his expedition in the Altay Mountains, which lasted until 1911. He took around 1,500 photographs during this expedition, which, upon his return to Barnaul, he presented to the public through the use of a magic lantern. The photographs depict views of nature in remote corners of the Altay Mountains and the Altay and Kazakh peoples indigenous to this region. Borisov offered the photographs to various European publishers for the production of postcards. The collection includes two series of color postcards. The first series was issued by the Swedish printing company Granberg Society in Stockholm, but it is not known where the second series was published. V.V. Sapozhnikov. Photo Materials from Expeditions in the Southern Altai Region, 1895-1899 (60 items) A collection of 60 photos by V.V. Sapozhnikov (1861‒1924), a geographer, botanist, ethnographer, and professor at Tomsk State University (the first institution of higher education established in Siberia), who made significant contributions to the study of the South Siberian region. The photographs were taken by Sapozhnikov during his expeditions to the Altai Mountains in 1895‒99 and later reproduced from his negatives for the Altai State Regional Studies Museum in Barnaul. The explorer gave his photograph collection and related materials from his expeditions to the museum in 1904. Each photograph is accompanied by an annotation with a geographic reference written by Sapozhnikov. The collection is unique for its complex and spectacular views, covering a variety of geographic features of the South Siberian region. In many of the photos, Sapozhnikov or other members of the expeditions are shown, struggling with difficult terrain and swollen rivers. Sapozhnikov's scientific activity was closely connected with the Russian Geographical Society, to which he was elected in 1898. Amur Oblast Museum of Regional History and Folklife (101 items) Investigations of the zeya river in 1907-1909 (101 items). Izyskaniia reki Zei v 1907-1909 gg. (Investigations of the Zeya River in 1907-1909) is a unique integrated collection of documentary photographs that presents a vivid picture of the state of the Amur region up to 1909. The album was prepared in 1909‒10 by the mechanical engineer Vladimir I. Fedorov (1876‒1956) on the instructions of the waterways administration of the Amur basin. Its 100 photographs show natural scenes, indigenous peoples, settlers, river transport, and Russian surveyors at work. The photographs are captioned. The Zeya River is one of the most important tributaries of the Amur River. It rises in the Stanovoy range in the Russian Far East and runs southward and slightly to the west for 1,242 kilometers before joining the Amur near Blagoveshchensk. Berdsk Historical Art Museum (153 items) Berdsk in siberia during the 19th and 20th centuries (153 items). A collection of 153 photographs and documents held in the Berdsk Historical Art Museum, drawn from the personal archives of people who lived in the town of Berdsk in the late 19th and early 20th centuries. The collection offers glimpses into everyday life, the atmosphere, and the activities in Berdsk, a major center of grain processing at that time. The photographs show groups of students and teachers, local mills, people at work in agriculture and industry, soldiers, and children and youth.  Most appear to date from the early Soviet era. The documents include tickets, ration cards, membership cards, and other items relating to farming, trade, crafts, mining, and so forth. Berdsk is located in Novosibirsk Oblast in central Russia, along the Novosibirsk Reservoir just south of Novosibirsk city. Founded at the beginning of the 18th century as a fortress, it became a city in 1944. Center for Documentation of Tomsk Oblast Recent History (101 items) Tomsk regional committee documents regarding deported baltic peoples (101 items). A collection of 101 documents from the archives of the Tomsk Regional Committee of the Communist Party of the Soviet Union relating to the mass deportation to Siberia of Baltic peoples from Latvia, Lithuania, and Estonia. The documents, which date from the period 1941–60, are nearly all stamped "Secret." They shed light on such aspects of the deportations as the numbers of people involved, how the reception of deported peoples was organized, the resettlement and placement of deportees, material support, methods of ideological control and the assessment of the communist authorities of the ideological and political influences on the deportees, and the eventual lifting of legal restrictions on these population groups. The Soviet Union invaded the Baltic countries in the summer of 1940 and the deportations of Baltic peoples were carried out the following year, just before the Germany invaded the Soviet Union on June 22, 1941. Estimates of the numbers of deported citizens of the Baltic countries vary, but probably about 50,000 were sent to camps in Siberia in this period. The deportations were aimed out eliminating resistance to communist rule and targeted the political and intellectual elites in the Baltic countries. Deportations were halted following the Nazi invasion of the Soviet Union, but a second mass deportation of Baltic peoples to Siberia occurred after World War II, in March 1949, as the authorities sought to stamp out continued resistance to Soviet rule. Igarka Museum of Permafrost (82 items) Dead road: construction project 503 (82 items). A collection of materials related to the Salekhard‒Igarka Railway, an unfinished Soviet railroad sometimes called the “Dead Road.” This railroad was intended to unite European Russia with the northern regions of Siberia and to facilitate the export of minerals from the industrial city of Noril’sk. Construction began in 1949 but was abandoned in 1953 after Stalin’s death. Stalin had ordered the construction of the railroad without heeding the advice of specialists, who knew that a railroad built on permafrost would be difficult to maintain. Stalin considered the railroad strategically necessary to facilitate the defense of Russia’s northern coast; however, actual demand for the railway was low. Construction was divided into two projects, number 501 and number 503, and was carried out by prisoners of the infamous gulag system. According to eyewitness accounts, conditions in the camps of these projects and in Yermakovo, the central settlement of construction project 503, were better than in most parts of the gulag system. This collection consists of photographs, documents, maps, letters, and memoirs housed in the Igarka Museum of Permafrost. Photographs depict daily life in Yermakovo, a settlement near Igarka, abandoned buildings and railroad equipment, and musicians and actors of the projects’ cultural and educational divisions. Many of the photographs were taken by Walter Ruge (1915–2011) and depict his wife Irina Andreevna Alferova. Ruge completed a ten-year sentence as a political prisoner in 1951 before he was released to live as an exile in Yermakovo, where he met Alferova, a fellow exile. The collection’s documents and maps provide information about the planning and construction of the railroad and the administration of the camps, while the memoirs and letters describe the experiences of prisoners, exiles, and civilian residents of Yermakovo and the camps. Institute for the Study of Buddhism, Mongol, and Tibetan Culture of the Siberian Branch of the Russian Academy of Sciences (95 items) Albazinskii prison. materials of archaeological research (95 items). A collection of 95 drawings, color photographs, and slides documenting the results of the archaeological excavations at the fortress of Albazin, the first Russian settlement on the Amur River (at the present-day village of Albazino in the Amurskaya Oblast). The Russians established the fort at Albazin in 1651, and it soon became the largest fortified settlement of Russian pioneers in the Amur region. In 1686, after a long siege by Manchu troops, Russian Cossack troops surrendered the fortress. Under the terms of the Treaty of Nerchinsk, concluded in 1689 to establish peace between Russia and China, the fortress was demolished and the territory around it transferred to China. The photographs, slides, and drawings in the collection show views of the remains of the towers, walls, residential buildings, and household items discovered during the excavations. They offer insight into the economic activities, construction methods, and armament of the Russian soldiers and settlers of the 16th century. Institute of History of the Siberian Branch of the Russian Academy of Sciences (405 items) Photographs from archeographic expeditions to the schismatic monasteries on the upper malyi enisei river (tuva, 1966-75) (43 items). The schismatic monasteries along the headwaters of the Little Yenisey River came into being in February 1917, when one of the splinter groups of the well-known monastery of Father Nifont moved to the Tuva (or Tyva) area, near the Mongolian-Russian border, from the Ural region. The Tuva copy of the Genealogy of the Schismatic Sect, composed by Father Nifont between 1887 and 1890, contains an appendix by Father Palladii, the head of monasteries in Tuva, laying out this succession of 20th-century monastic fathers-superior in Tuva: Nifont, Sergii, Ignatii and Palladii. Father Ignatii died in prison before World War II; shortly thereafter, Father Palladii’s brother committed suicide while under arrest by jumping into the frigid rapids of the Little Yenisey. Father Palladii was arrested three times, but he was able to escape (from exile in Krasnoyarsk and then from the camp near Vladivostok where the poet Osip Mandel’shtam is known to have perished). Toward the end of his life, Father Palladii was director of the Tuva monasteries, having gained the consent of the authorities to assume this position by promising that he no longer would object to military service for Old Believers. Father Palladii was a skilled transcriber and binder of manuscripts and early printed books who owned a large library of these materials. In 1966 he acquainted Novosibirsk archeographers with previously unknown and unstudied literary works composed in the Urals and Siberia from the 17th to the 20th centuries by Old Believer schismatic writers. The residents of these monasteries refuse to be photographed. They explain this refusal in the following way: upon christening, a person acquires an invisible aura around the head and, after death, this aura serves as a pass into heaven; the aura is diminished each time the person sins, and it is further weakened by photography. Outside monasteries, however, this prohibition is not enforced nearly as strictly, even in the families of spiritual teachers. Photographs from Archeological Expeditions to Old Believer Monasteries (Rudnyi Altai, Headwaters of the Uba River, 1970-71) (42 items) The monasteries of the Pomorskie Sect of Old Believers, visited by archeographers from Novosibirsk, were the successors to the Pokrovskii women’s monastery built there at the very beginning of the twentieth century with the financial support of Savva Morozov, a well-known textile mill owner who belonged to the Pomorskie Sect. (During this same period he was also financing underground Bolshevik-Leninist organizations.) Old photographs of the nuns at this monastery have been preserved.This monastery traditionally maintained close religious and economic ties with the local peasantry and the wealthy farming families of Old Believers in the Altai. The prosperous Altai peasantry offered stiff resistance (including armed resistance) to Soviet rule and the policy of “war communism” and collectivization. The harsh repression of this resistance took a toll on the Altai Old Believer communities and their book collections. For example, on the northern slopes of the Altai, in Uimon Valley, and on the Koksa River, where the richest Old Believer farms were devastated, a large collection of manuscripts and early printed books also was destroyed. A few miraculously spared sixteenth-century volumes were among the most valuable discoveries of the expeditions by the specialists from the Siberian Branch of the Russian Academy of Sciences. When Siberian archeographers began travelling to the Altai Old Believer communities in the late 1960s and early 1970s, they found that the former prosperity was long gone, and the other valleys that had flourished before 1917 had become nearly depopulated. This was an ideal location for the secretive settlements of hermits, many of whom had once been nuns of the Pokrovskii monastery, while others had come from all parts of the country, e.g., Kuban’, which had maintained intensive correspondence with the Pomorskie Sect.In their way of life, the adherents of the Pomorskie Sect in Altai were less closed than, for example, the Tuva schismatics. Many of the monastery residents were quite willing to be photographed. The photograph taken of the superior of the main monastery, Mother Afanasiia, was placed alongside the icons in the chapel after her death. Photographs from the Trial of the Dubches Hermits (6 items) A collection documenting the trial in the early 1950s of the Dubches hermits. The hermits were associated with Old Believer monasteries persecuted by the communist authorities in what was then the Soviet Union. In 1937‒40 these monasteries were secretly relocated from the Ural Mountains to the left bank of the Lower Yenisey River and the Dubches River and its tributaries. Playing a large role in this effort was the men’s monastery of Father Simeon, whose writings traced the history of the monastery beginning in the 18th century, when it was led by the famed Hegumen (father superior) Maksim, the author of numerous polemic works. Along with the monastery of Father Simeon, nuns from the Permskii convent (on the Sylva River) and Sungul’skii convent (near the city of Kasli, Southern Urals) also relocated to the Dubches region. This secret move took several years. At the new site, the taiga (coniferous evergreen forests) was cleared for buildings and vegetable gardens. Several families of peasant adherents who migrated with the monasteries helped to erect a chapel, along with a building to house a rich collection of old books (more than 500 volumes, including a parchment manuscript and some 16th-century printed books). In 1951 the monasteries were spotted from the air by the Soviet authorities and subsequently demolished by a punitive detachment. The hermits associated with the monasteries and the peasants who had supported them were arrested, and all the buildings, icons, and books were burned. The Krasnoyarsk Office of the Ministry of State Security conducted an investigation and put 33 persons on trial. All those indicted were convicted under Articles 58-10 part 2 and 58-11 of the Russian Soviet Federative Socialist Republic criminal code and sentenced to prison terms ranging from 10 to 25 years. Alexandr Isaevich Solzhenitsyn wrote about these events in his classic Gulag Archipelago. Two of those arrested perished in Soviet concentration camps: Father Simeon and Mother Margarita. After the death in 1953 of the dictator Joseph Stalin, the others were granted amnesty on November 12, 1954. Special Settlers in West Siberia in the 1930s (311 items) The commemorative album “Soviet Narym: Opening of the West-Siberian North by Labor Settlers, 1930-36” contains statistical, narrative, cartographic, and illustrated materials relating to the people who were forcibly settled in the Narym region by the Soviet authorities in the 1930s. The album, compiled in 1936 by the secret police of West Siberia as the result of a government investigation, sought to document for Moscow the opening of the Narym region by labor settlers. Housed for a time in police archives, the album later fell into private hands during a “purge” of these archives, but since 2002 has been in the custody of the Sector on the History of Sociocultural Development, Institute of History, Siberian Branch, Russian Academy of Sciences. Irkutsk Municipal History Museum (572 items) Materials from the ethnographic expedition of p.p. khoroshikh in 1927 (257 items). Presented here is an album of 167 photographs and 89 drawings made during the 1927 expedition in the Balagansk District of the Irkutsk region by the famous Siberian ethnographer and archaeologist Pavel Khoroshikh and local history specialist Petr Trebukhovskii. The materials in the album detail the different aspects of the economic activities of the Russian and Buriat population, types of houses and farm buildings, tools and daily activities, and various aspects of children's upbringing. Together, these illustrations are the richest source of material for studying the life of the peasant population of the region before the kholkhoz (collective farm) period of the Soviet era; forced collectivization began in 1928. The Balagansk District is located in the south-central part of Irkutsk Oblast, on the left bank of the Angara River. It was settled by Russians from 1655 onward, and has long been inhabited by the Bulagat, a Buriat tribe whose name derives from the Buriat word for sable hunter. Photography in Irkutsk (136 items) This collection contains 136 photographs of Irkutsk from the late nineteenth and early twentieth centuries. The photographs show views of both the city of Irkutsk and countryside of Irkutsk Province; methods of transportation; and the citizenry--including their way of life, social activities, and forms of entertainment. Russians in Harbin, 1920s-1940s (from the Archive of V. P. Ablamskii) (110 items) Vladimir Pavlovich Ablamskii (1911-1994), a figure-skating champion from northern China, was also a famous Harbin photographer and photojournalist. This collection contains Ablamskii’s photographs depicting the life of the Russian immigrant community in Harbin. The Baikal Region at the Beginning of the Twentieth Century in the Photographs of I. A. and V. I. Podgorbunskiih (69 items) This collection presents a series of photographs taken by the Podgorbunskiis. The father, I. A. Podgorbunskii, was a priest, teacher, scientist, and local historian. The son, V. I. Podgorbunskii, was an archaeologist. Their photographs of the Baikal region depict the scenery as well as the way of life and culture of local residents. Irkutsk State University (364 items) Peoples of siberia: the buryats and yakuts (152 items). This collection consists of two photograph albums from the early twentieth century, with pictures presumably taken by I. Popov. The album “Views of the Yakutsk Region” contains 151 photographs. Subjects include the Lena River shore; various forms of river transport--including boats, rafts, trade barges, and steamships; post offices along the Lena highway, and transport by horse and reindeer. The album “Peoples of Siberia” contains twenty-seven photographs depicting Yakuts and Buryats, everyday life, festivals, meetings, housing, utensils, and hunting accessories. Several of the photographs are signed with the initials “I. P.” Views of Hunting Grounds in Irkutsk Oblast (72 items) Vidy okhotugodii Irkutskoi oblasti (Views of hunting grounds in Irkutsk Oblast) is an unpublished album of photographs depicting hunting grounds along the Lena River in southeastern Siberia. Subjects shown include hunters, river scenes, hunting scenes, dogs, horses, and winter dwellings in the Kazachinsko-Lensky, Zhigalovsky, and Kachugsky Districts of the oblast, along with family photographs of the local Tungusic people. Each photograph is accompanied by a handwritten caption. Taken by the art critic V.N. Troitskii in 1930, the photographs offer insights into the nature, economic activities, and life of the indigenous and Russian populations of Siberia at the turn of the 1920s–1930s. Views of the Akatuy Hard Labor Camp (48 items) Presented here is an album of 47 views of convicts and structures at the Akatuy Prison, one of the main centers where political prisoners were held in the Russian Empire during the late-tsarist period. The album belonged to Isaiah Aronovich Shinkman, a physician and member of the Socialist Revolutionary Party, who was incarcerated at Akatuy from 1906 to 1911. The prison was located at the Akatuy silver mine in Nerchinsk okrug (district) in the Transbaikal Territory of Siberia. Thousands of political prisoners were exiled to Siberia from European Russia and from Poland, Finland, Latvia, and Estonia (all then part of the Russian Empire) following the repression of the Russian Revolution of 1905. Criminal labor convicts and political prisoners had long been sent to Nerchinsk to work in extracting lead-silver ores in the region’s mines. The American explorer and journalist George Kennan (1845–1924) visited Akatuy in 1885, and wrote about his experience in his book Siberia and the Exile System (1891), a scathing critique of the system of prisons and prison camps in Russia. The album is held by the Irkutsk State University in Irkutsk and was digitized for the Meeting of Frontiers digital library project in the early 2000s. The photographs it contains offer glimpses into the day-to-day existence and activities of the political prisoners in Siberia in the years before World War I and the outbreak of the Russian Revolution of 1917. Views of the Trans-Baikal and Irkutsk, a Photo Album by N. A. Charushin (54 items) This album consists of fifty-three photographs by the Siberian photographer N. A. Charushin. Most of the photographs were taken on the Udunginsk and Circumbaikal Roads and represent images of bridges, rail stations, quays, ferries, and other construction. Jewish Autonomous Region Museum of Regional History and Folklife (35 items) Materials of the collection of professor b.l. bruk (35 items). A collection of documents, photographs, maps, and printed works relating to the life and work of Professor Boris L’vovich Bruk, a well-known Russian agronomist who did much to study and develop agriculture in the Russian Far East and the central regions of Russia. In 1927, Bruk headed the expedition of the Committee on the Land Management of Working Jews (KOMZET) to the thinly populated Birobidzhan region to study the possible resettlement there of Jews from European Russia. The collection also includes the report issued by KOZMET after the conclusion of the expedition. The materials in the collection reflect the life and career of Bruk, his scientific activities, and the propaganda activities of the Soviet state relating to the introduction of modern agricultural technologies into the peasant economy. They also provide information on the nature, climate, and economy of the Birobidzhan region. Located in the Russian Far East near the border with China, the Birobidzhan region was established in 1928 by Soviet leader Joseph Stalin as the Jewish Autonomous Region of the Soviet Union. Kamchatka Regional Unified Museum (469 items) Kamchatka in the early twentieth century (297 items). This album contains 296 works by such photographers as René Malaise, S. I. Beinarovich, I. E. Larin, and other, unknown artists. Larin lived on Kamchatka from 1917 to 1934 and was a prominent communist and the first chairman of the regional soviet. Malaise was a member of a Swedish expedition to Kamchatka in 1922-23. The album itself belonged to Mikhail Petrovich Vol'skii, chairman of the Kamchatka regional soviet in the 1920s and 1930s. This album offers a glimpse of life in the Russian Far Northeast in the first third of the twentieth century. It includes nature scenes of Kamchatka, views of Petropavlovsk and other population centers, and images of the indigenous peoples of Kamchatka and neighboring territories--their occupations and their material culture. Photographs from the Eastern Reaches of the Russian Empire (44 items) This collection consists of forty-four photographs of Sakhalin Island and the city of Petropavlovsk-Kamchatskii in the late nineteenth and early twentieth centuries. The photographs depict streets, individual buildings, panoramas of populated areas, and local people, including convicts and prisoners. The collection offers insights into the economy, society, and way of life in this remote corner of the Russian Empire around the turn of the twentieth century. The identity of the photographer is unknown. The Kamchatka Photo Album of B. I. Dybovskii (128 items) This photo album belonged to Benedikt Ivanovich Dybovskii (Benedykt Dybowski), 1833-1930, a well-known Polish zoologist.  Dybovskii was exiled to Siberia, for taking part in the Polish uprising of 1863-64; he remained there until 1877.  He returned to Siberia in 1879 and served as the Kamchatka district physician until 1883.  Dybovskii studied the environment and fauna of Baikal, Priamur'e, and Kamchatka.  The album presents views of the port of Petropavlovsk and other settlements in Kamchatka as well as photographs of the people of Kamchatka--merchants, craftsmen, peasants, Cossacks, and Kamchadals.  The album holds 127 unique photographs, which provide a clear image of the city of Petropavlovsk, the historical events associated with it, and its people in the second half of the nineteenth century. Kemerovo Oblast Museum of Regional History and Folklife (302 items) Civil war in the kuzbass (103 items). This collection contains documents and photographs from more than thirty participants of the Russian Civil War in the Kuzbass, including commanders and commissars of the Red partisan movement. Among the unique items in the collection are materials relating to the circulation of money in Siberia (that is, the new currency introduced by the Kolchak government) and the photograph album, “Development of the Anzher Coal-Mine District in 1918-23.” Documents and Photographs from the Kuzbass Autonomous Industrial Society (199 items) The “Kuzbass” autonomous industrial colony was created in 1921. It was organized by American workers, who took on the obligation of inviting from the United States and Western Europe some eight thousand skilled workers and specialists to industrialize the Kuzbass. The Soviet government turned over to the colonists a number of Kemerovo mine shafts and an unfinished coking plant. To recruit volunteers to work in Siberia, a “Kuzbass Bureau” was opened in the middle of New York City, and an information bulletin began to be published in the United States. Between January 1922 and December 1923, however, only 566 persons arrived for work in the Kuzbass. The colonists included emigrants from America, Canada, the Netherlands, France, Australia, Jamaica, Indonesia, and other countries as well. Krasnoiarsk Krai Museum of Regional History and Folklife (501 items) Everyday life of yenisei province, late nineteenth-early twentieth centuries. This collection includes more than four hundred photographs of daily life in Yenisei Province in the late tsarist period. Photographs include peasants, Cossacks, and high-ranking officials. Letters from the Decembrist Revolt Presented here is a collection of 78 letters written between 1838 and 1850 by Decembrists and their wives. The letters were written from places of hard labor and settlements in Siberia and are addressed to Iakov Dmitrievich Kazimirskii, a manager at the Petrovskii Factory. The writers include I.I. Pushchin, V.L. Davydov, A.I. Iakubovich, A.Z. Muraviev, N.A. Bestuzhev, V.V. Vadkovskii, A.P and M.K Iushnevskii, I.S. Povalo-Shveikovskii, E.I. Trubetskaia, S.G. Volkonskii, I.I. Gorbachevskii, M.F. Mit’kov, and E.P. Obolensky. The Decembrists were a group of Russian revolutionaries who led an unsuccessful uprising against tsarist authority in December 1825. They were primarily members of the upper classes with military backgrounds. After the suppression of the uprising, 289 Decembrists were put on trial. Five–the leaders –were executed; 31 were imprisoned; and the rest exiled to Siberia. Many wives of the Decembrists accompanied their husbands into banishment in Siberia. The collection is held in the Krasnoyarskskiy Krai Museum of Regional History and Folklife. The letters came to the museum in the 1930s from the Krasnoyarsk Regional Library as part of a collection of documents assembled by the famous bibliophile-merchant Gennadii Vasil’evich Iudin. Most of the letters were published in the book Sibirskie pis’ma dekabristov: 1838-1850 (Siberian letters of the Decembrists: 1838-1850), compiled by T.S.  Komarova and published by the Krasnoyarsk Book Publishing House in 1987. M. N. Khangalov Museum on the History of Buryatia (66 items) Christianity in buryatia. This collection consists of sixty-six photographs and documents that depict the history and activities of the Russian Orthodox Church in Buryatia in the nineteenth and early twentieth centuries. It includes the papers of Nikolai, Bishop of Alaska and the Aleutian Islands; views of Orthodox churches and cathedrals; church records; confessional lists; birth registers; music manuscripts, and other documents. Memory of Kolyma Museum (42 items) Materials on the history of sevvostlag (42 items). A collection of photographs, drawings, newspapers, and documents gathered in the Kolyma region of Russia. Kolyma is a northeastern region that takes its name from the Kolyma River and includes parts of the present-day Chukotka Autonomous Okrug and present-day Magadan Oblast. This region contained deposits of gold and platinum and was home to Sevvostlag (Northeastern Corrective Labor Camps), one of the Soviet Union’s most infamous labor camp systems, which was administered by a government agency known as Dalstroy (Far North Construction Trust). These materials were collected by the Yagodnoye District public historical and educational organization “Search for the Unlawfully Repressed.” This organization was founded in 1990 with the goal of locating former prisoners of the Kolyma camps. It corresponds with more than 500 former prisoners and their relatives, publishes prisoners’ memoirs, conducts local history research, and carries out expeditions to the remains of camps. The materials collected by Search for the Unlawfully Repressed became the basis for the collections of the Memory of Kolyma Museum, where this collection is housed. The collection’s photographs depict ruins of camp buildings, daily life in Kolyma, and journalists traveling in the region. Other materials of the collection include a map of Kolyma’s camps, newspapers from the region, certificates, letters, records of criminal cases, and personal files. Museum of the History of the Norilsk Industrial Region (212 items) The last archipelago: investigation of severnaya zemlya in 1930-1932 (212 items). A collection of materials, including manuscripts, photographs, and a photograph album, from the N.N. Urantsev Foundation devoted to the last major geographical discovery on earth: the exploration of Severnaya Zemlya in the expedition of 1930‒32 expedition under the leadership of G.A. Ushakov (1901‒63) and N.N. Urvantsev (1893‒1985). The manuscripts and photographs offer new and previously unknown information about the harsh conditions and limited plant and animal life of Severnaya Zemlya and document the history of the expedition. As characterized by N.N. Urvantsev, this was the last polar expedition of the Nansen-Amundsen era, in which success was achieved through human endurance and perseverance in pursuing a goal using a minimum of technical and material resources. Severnaya Zemlya (meaning “northern land” in Russian) is an archipelago of four large and many smaller islands located in the Arctic Ocean, immediately north of Cape Chelyuskin, the most northerly point in Siberia. Much of the territory is covered by ice and snow. The archipelago was first discovered only in 1913 and was not explored until the two-year Ushakov-Urvantsev expedition mapped and surveyed the territory. National Research Tomsk State University (101 items) Drawings and paintings by pavel mikhailovich kosharov (143 items). The Research Library of Tomsk State University and the Tomsk Oblast Museum of Regional History and Folk Life hold a collection of about 150 works by the famous Siberian artist, teacher, and public educator Pavel Mikhailovich Kosharov (1824–1902). Siberia in all its diversity is the basic theme of this collection of paintings, lithographs, sketches, studies, and drawings, which capture various remote corners of the Siberian wilderness, spectacular vistas of the Altai, scenes of numerous Siberian cities and villages, and the faces and way of life of the indigenous peoples of Siberia. Nikolaevsk-on-Amur Museum of Municipal History and Folklife (103 items) Nikolaevsk-on-amur in postcards during the early 20th century (103 items). Presented here is a collection of 103 postcards of the city of Nikolayevsk-on-Amur in the early 20th century. The collection provides a unique photographic record of the development of the city and of the lower Amur region in this period. The cards offer views of the architectural appearance of the old city (especially valuable, because during the Russian Civil War Nikolayevsk-on-Amur was destroyed and burnt), as well as of the culture, daily life, and occupations of residents, and of the different ethnic groups that made up the population of the region. The postcards all have printed labels on their front sides, in Russian or in both Russian and German. A few of the postcards contain written messages on the back, and have been digitized on both sides. The collection is housed in the Nikolayevsk-on-Amur Municipal Local History Museum. Formation of the collection began in the 1960s. Postcards came from former residents of the city of Nikolayevsk-on-Amur and from the exchange of collections with other museums and local history specialists. Novosibirsk State Museum of Regional History and Folklife (526 items) Boris smirnov print collection (99 items). Boris Vasilievich Smirnov (1881–1954) was a Russian artist who in 1904 traveled by prisoner transport from western Russia across Siberia. Along the way he created a series of drawings and watercolors of the people and places he encountered. Best known as a portraitist, Smirnov focused on the faces of the men and women he met, who included exiles, prisoners, settlers from Ukraine and western Russia, local military and civilian officials, peasants and merchants. His works from this period also include a handful of drawings of houses and landscapes. The sketches were made in the Ural Mountains, Irkutsk, Omsk, Krasnoyarsk, and in villages along the route. The details of Smirnov’s journey are sketchy. Some accounts say that he traveled along the Great Siberian Road as a volunteer on the way to the front in the Russo-Japanese War. Other accounts say that he was an exile, possibly sent to Siberia for refusing to be conscripted into the army. The Great Siberian Road, depicted in several of Smirnov’s drawings, was the route from Moscow to China via Siberia. Smirnov’s collection of 99 graphic items is preserved in the Novosibirsk State Museum of Regional History and Folklife. The collection was acquired by the museum from the artist in 1950. Ethnographic Artists' Sketches from the 1920s and 1930s (96 items) The graphics collection of the Novosibirsk State Museum of Regional History and Folklife includes the works of such famous Siberian painters as Dmitrii Inokent’evich Karatanov, Natal’ia Nikolaevna Nagorskaia, Aleksei Vasil’evich Voshchakin, and Grigorii Gustavovich Likman. These lesser-known drawings and watercolors were done in the field in the 1920s and 1930s. They include both ethnographic sketches and first-hand depictions of the young, fast-growing Siberian megalopolis. Native Peoples of Siberia (212 items) This collection includes more than two hundred photographs taken during scientific expeditions into the most remote wilderness regions of Siberia at the end of the nineteenth and the beginning of the twentieth centuries. This selection illustrates the life of seven indigenous groups from East Siberia: Kets, Dolgans, Buryats, Yakuts, Even, Evenks, and Toffalars. Photographs from the Ethnographic Expeditions of Natal'ia Nagorskaia (20 items) The well-known Novosibirsk ethnographer and graphic artist Natal’ia Nikolaevna Nagorskaia (1895-1983), while on the staff of the Novosibirsk State Museum of Regional History and Folklife (NGKM), made a number of ethnographic expeditions to Khakasiia, Gornaia Shoriia, Turukhan krai, and the Altai. The NGKM collections preserve the materials from her expeditions, including field sketches, expedition journals, photographs, and artifacts of the material culture of the native peoples of Southern Siberia. The Road Building Department of the Tomsk District. Railroad Construction in 1909 (49 items) The road building department of the tomsk district. road construction in 1906-1908 (50 items). Presented here are two albums preserved in the Novosibirsk State Museum of Regional History and Folklife containing photographs documenting various stages in the construction of dirt roads in the Tomsk region by workers and engineers of the road-building department of the Russian Resettlement Administration. The albums date from 1906–8 and 1909. The Russian state paid for the construction of roads, such as those depicted in the albums in order to connect settlers with a railroad line, a navigable river, or commercial-industrial centers. The overall purpose of the road-building program was to promote the colonization of the taiga (moist coniferous forest regions) of Siberia. The albums show the construction of roads in the region between the main line of the Trans-Siberian Railroad and the Chet’ and Kandat Rivers in Tomsk gubernia (governorate), a distance of 170 versts (about 182 kilometers). Omsk State Museum of Regional History and Folklife (371 items) The first western siberian agricultural, forestry, and commerical-industrial exhibition in omsk, 1911 (157 items). A collection of photographs documenting the First West Siberian Agricultural, Forestry, and Industrial Trade Exhibition, which took place in Omsk in 1911. The exhibition was held from June 15 to August 1 of that year, and was a significant event in the life of the Siberian region. Nothing on this scale or this level of ambition had ever been staged in Siberia. The collection includes photographs of the exhibition organizers, general views, and images of pavilions, exhibits, prize-winning livestock, crowds at a musical event, and even an aviator and his airplane. Also included are drawings made by the engineers and architects for several of the pavilions. The photographs provide insights into the economic and social development of Siberia in the early 20th century and show a dynamic and self-confident region. Types of Buildings in the Cossack Settlements (48 items) Types of cossacks: siberian cossacks on duty and at home (74 items), views of the cossack territories (92 items). Presented here are three albums depicting the territories, culture, and way of life of the Cossacks living in the steppe regions of western Siberia and present-day Kazakhstan. These albums were created for and exhibited at the First West Siberian Agricultural, Forestry, and Commercial-Industrial Exhibition in Omsk in 1911. The albums were part of a collection of photographs assembled between 1891 and 1918 by the museum of the West Siberian Branch of the Imperial Russian Geographic Society in Omsk. The photographs in the albums were taken in 1909 by N.G. Katanaev (son of Colonel G.E. Katanaev) during a journey to Cossack settlements in Stepnoi krai (later the oblasts of Ural’sk, Turgai, Akmola, and Semipalatinsk). The Cossacks began serving in garrisons in fortified Siberian towns from the late 16th century onward. In 1808 the Cossacks in these outposts were organized as the Siberian Cossack Host, a military force of mainly cavalry regiments that subsequently took part in the Russian conquest of Central Asia as well as in the Russo-Japanese War of 1904‒5 and in World War I. Omsk was the administrative center for the host, which was headed by an ataman appointed by the tsarist authorities. The host was abolished by the Soviet authorities in 1920. Phototext Foundation (196 items) Materials of the ethno-photo expedition: people on the frontier (196 items). This collection contains photographs from the international photographic expedition, “People on the Frontier,” to the Saian-Altai region from June 12 to July 4, 2002. The photographs tell stories about such topics as the peoples of the region, their religions, steppe roads, and everyday life. Photographers who participated in the expedition included Heidi Bradner (Panos Pictures, London), Vladimir Dubrovskii (Novosibirsk), Sergei Il’nitskii (Moscow), Andrei Kobylko (Novokuznetsk), Aleksandr Kuznetsov (Krasnoiarsk), and Aleksandr Sorin (Moscow). The expedition, which began and ended in Novosibirsk, covered 7,000 kilometers and included stops in Biisk, Gorno-Altaisk, Ust-Koksa, Ust-Kan, Ongudai, Ulagan, Kosh-Agach, Tahsanta, Aktahs, Buiisk--Kemerovo, Abakan, Kazanovka, Askiz, Kyzyl and Maiskii, Talon, Tulesh, Kilinsk, and Belovo. Private Archive of Sergei Nikolaevich Chashchin (85 items) Firefighting in irkutsk province (85 items). This collection of photographs and documents from the private archive of Sergei Mikhailovich Chashchin relates to the establishment of a firefighting service in eastern Siberia in the nineteenth and early twentieth centuries. It includes materials about early firefighting equipment, the organization of a Siberian firefighting team, and the leaders of Siberia’s first firefighting service. Siberian Museum Agency (247 items) The russian far east in modern photography (165 items). A collection entitled “The Russian Far East in Modern Photography,” which documents several regions of the Russian Far East at the beginning of the 21st century. The Russian Far East encompasses a large geographical area that borders the Pacific Ocean and stretches from the Chukotka Autonomous Okrug in the northeast to Primorsky Krai in the southeast, along the borders with China and North Korea. The collection includes several photographs by the famed researcher and photographer Vitalii Aleksandrovich Nikolaenko (1938–2003), who spent more than 30 years observing and studying the brown bears of the Kamchatka Peninsula and was eventually killed by a bear while carrying out his work. Also included are photographs of Sakhalin Island by Moscow-based photographer Aleksandr Vladimirovich Sorin, of Kamchatka and the Kuril Islands by Aleksandr Mikhailovich Bermant, of Primorsky Krai by Vladimir Mikhailovich Kobzar’, and of Kamchatka by Irina Vladimirovna Stakhanova. The photographs depict the varied natural landscapes of the Russian Far East, including the geysers and volcanoes of Kamchatka and the coastlines of Russia’s Pacific islands. The collection also captures the work of the region’s fishermen, daily life and recreation in its settlements, and its wildlife, including Kamchatka bears and Amur tigers. The collection was gathered for the Meeting of Frontiers digital library project in the early 2000s. Timeless Chukotka (82 items) This collection entitled “Timeless Chukotka,” which was created by Moscow photographer Aleksandr Vladimirovich Sorin (born 1965) and Novosibirsk journalist Artem Gotlib. In June and July of 2003, Sorin and Gotlib undertook an expedition to the Chukotka Autonomous Okrug, the most northeasterly region of the Russian Federation. Chukotka is characterized by a low population density, an untouched and mostly mountainous natural landscape, and a harsh Arctic climate. About half of the region’s territory lies north of the Arctic Circle. Transportation by airplane is more efficient and more widespread than travel on the region’s few roads. Sorin and Gotlib initially planned to travel by barge along the Anadyr’ River, but the complications of transportation in Chukotka led them to alter their plans. Their eventual route took them from Anadyr’, the administrative center of the region, to the tundra settlement of Ust’-Belaya, and on to the settlements of Bukhta Provideniya, Sireniki, and Novoye Chaplino on the shores of the Bering Sea. Sorin and Gotlib concluded that conventional concepts of time and punctuality have little meaning in Chukotka, which explains the word “timeless” that they used in naming their collection. The photographs depict the daily lives of the people of Chukotka, as well as its settlements, coastlines, and natural landscapes. The collection was gathered for the Meeting of Frontiers digital library project in the early 2000s. State Archives of Novosibirsk Oblast (130 items) Construction and views of the circumbaikal railroad. 1900-1904 (58 items). In the second half of the 19th century, Russia underwent a period of extensive rail development that culminated in the construction of the Trans-Siberian Railroad. Akin to the great railroads to the Pacific in both the United States and Canada, Russia's transcontinental line was intended to supply and populate Siberia as well as deliver raw materials to the rapidly developing industries west of the Urals. Working against an ambitious timetable and under severe conditions of climate and terrain, the Russians effectively united the European and Asian parts of the empire by completing this herculean project. The engineering plans provided for the sequential construction of six basic segments. The fourth of these was the Circum-Baikal Railroad from Irkutsk to the eastern side of Lake Baikal. This album of 56 photographs in the Collection of Documentary Materials on the History of the West-Siberian Railroad (1890s–1978) in the Novosibirsk Oblast State Archive documents the construction of this part of the line. The photographs focus on engineers and workmen building tunnels and trestles along the route. Construction of the Middle-Siberian Railroad. 1893-1898 (20 items) This photographic collage is from an 18-page album in the Collection of Documentary Materials on the History of the West-Siberian Railroad (1890s–1978) in the Novosibirsk Oblast State Archive that documents the construction of the Mid-Siberian Railroad from Novo-Nikolaevsk (present-day Novosibirsk) to Innokentievskaia near Irkutsk, with a spur line to Tomsk. The collage features portraits of the men responsible for the construction of the line, overlaid on photographs showing the construction process. Views of the West-Siberian and Ekateringburg-Cheliabinsk Railroad (52 items) This album of 50 photographs from the Collection of Documentary Materials on the History of the West-Siberian Railroad (1890s–1978) in the Novosibirsk Oblast State Archive documents the construction of the West Siberian railroad and the railroad between the cities of Ekaterinburg and Chelyabinsk. The images, by the artist and printer Artur Ivanovich Vil’borg (born 1856), include views of railroad bridges over the Ushaika, Tom’, and Lebiazh’ia Rivers, the passenger depots at the Tomsk, Ob', and Oiash stations, and portraits of engineers and other personnel involved in the railroad construction. The State Public Scientific and Technical Library of the Siberian Branch of the Russian Academy of Sciences (113 items) Tsarist patents, 1899-1917: urals, siberia, and the russian far east (113 items). This collection consists of a selection of tsarist patents awarded to residents of the Urals, Siberia, and the Russian Far East in the final years of the empire. These documents are a valuable source of information about the opening of the Siberian and Far Eastern regions in the nineteenth and early twentieth centuries and technological progress in Russia--the state of industrial development, the organization of industry, and the extent of mining and mineral excavation. Tobolsk Museum of History, Architecture, and Preservation (239 items) Drawings and illustrations by mikhail stepanovich znamenskii, 1858-1891 (239 items). A collection of 239 drawings and illustrations made by the 19th century Siberian artist Mikhail Stepanovich Znamenskii(1833–92) between 1858 and 1891. From the West Siberian city of Tobolsk, Znamenskii was a well-known local historian, archaeologist, ethnographer, artist, and master of satirical prints and drawings. The collection reflects almost all aspects of his work. It includes drawings of artifacts from archaeological finds in the territory of West Siberia, sketches of nature, people, and cities, a few maps, and several satirical albums with caricatures and humorous sketches of everyday life of the people. Together, the illustrations in the collection give a portrait of the people of and physical conditions in West Siberia in the second half of the 19th century. Tomsk Oblast Museum of Regional History and Folklife (422 items) Photographs by i. s. fateev: the tym river selkups in 1938 and 1940 (177 items). This is a collection of prints from glass negatives shot by Ivan Stepanovich Fateev. The photos were taken in the Tym River region on two expeditions organized by the museum director, Petr Ivanovich Kutaf’evyi. Fateev captured the way of life of a group of Narym (southern) Selkups living in close proximity with their Evenki neighbors during the period of aggressive Sovietization of West Siberian native peoples. The Civil War in West Siberia (45 items) This collection contains unique documentary photographs relating to the Russian Civil War in Siberia. The photographs highlight the anti-Bolshevik (“White”) movements, underground and partisan activities in Tomsk Province, and the establishment of Soviet rule in Tomsk. The collection also includes material about the punitive expeditions of Admiral Aleksandr Kolchak. Most of the photographs were acquired by the Tomsk Oblast Museum of Regional History and Folklife in the 1920s and 1930s from the Research Commission on the History of the October Revolution and the Communist Party of the Soviet Union. The Grigorii Nikolaevich Potanin and Nikolai Mikhailovich Iadrintsev Collection (110 items) This collection consists of diverse materials belonging to Grigorii Nikolaevich Potanin (1835–1920) and Nikolai Mikhailovich Iadrintsev (1842–94), two prominent Siberian scholars, social and political activists, and leaders of the regional-studies movement. The materials include their correspondence with friends and social activists (eighty-five items), photographs from N. G. Potanin’s expedition to Mongolia in 1899 (seventeen items), and photographs from the journal of Nina Aleksandrovna Adrianova, who was the daughter of Aleksandr Vasil’evich Adrianov, a specialist in regional studies (eight items). Maps from the Tomsk Oblast Museum of Regional History and Folklife (48 items) The Tomsk Oblast Museum of Regional History and Folklife (TOKM) map collection represented in the Meeting of Frontiers project numbers forty-nine items on 117 pages. The collection was built quietly throughout the history of the museum. The bulk of the collection consists of nineteenth-century regional maps of Tomsk, Tobolsk, Irkutsk, and Enisei guberniias, land-use and road maps, and maps of Siberian cities. V. I. Surikov Museum of Art in Krasnoiarsk (321 items) Works of d. i. karatanov, a. g. vargin, and a. p. lekarenko from their expeditions to siberia (321 items). This collection presents sketches, drawings, watercolors, and paintings by three well-known Krasnoiarsk artists, Dmitri Innokent’evich Karatanov, A. G. Vargin, and Andrei Prokofievich Lekarenko, produced during their expeditions to Siberia in the 1910s and 1920s. These works are located at two institutions: V. I. Surikov Museum of Art in Krasnoiarsk and Krasnoiarsk Krai Museum of Regional History and Folklife. Karatanov (1872-1952) studied at the St. Petersburg Academy of Fine Arts but left the Academy in 1896 before finishing his course of study to return to Krasnoiarsk. He began teaching at the High School of Arts in Krasnoiarsk in 1910; many well-known local artists studied under him. The main theme of his work was the Siberian landscape. He was named an “Honored Artist of the RSFSR (Russian Soviet Federated Socialist Republic)” in 1948.  Very little is known about Vargin. The 110 drawings that he made during his trip to Siberia with A. A. Savel’ev are his only surviving works.  Lekarenko (1895-1974) studied under Karatanov and V. A. Favorskii, and was one of the founders of the local artists union “New Siberia.” He also taught at the High School of the Arts in Krasnoiarsk as well as at the Surikov Academy of Arts in that city. In 1967 Lekarenko was awarded the “Order of Honor” and named “Honored Artist of the RSFSR” for his dedication to educational work. V.A. Obruchev Museum of Kyakhta Regional History and Folklife (71 items) Russian-chinese cross-border trade (71 items). A collection of 71 items (photographs and negatives on glass) made in the late 19th century and early 20th century by the famous revolutionary-populist and social and political activist N.A. Charushin (1851–1937) and by N. Petrov. Charushin began serving a hard labor sentence in the Transbaikal Territory in 1878. The materials in the collection illustrate aspects of Transbaikal history in this period, with a particular emphasis on the tea trade with China, which at that time was one of the main branches of the economy of the region. The photographs show various technological processes of growing and preparing tea, sections of trade routes, as well as views of China, Mongolia, Buryatia, and various towns and villages of Transbaikal, as well as images of local people of different ethnicities and nationalities. Several of the photographs, including one of the large and imposing Russian consulate, were taken in Urga, at that time the capital of Outer Mongolia (and known today as Ulaanbaatar, the capital of Mongolia). V.K. Arseniev Primorsky Regional Unified Museum (267 items) Photo archive of geologist mikhail alekseevich pavlov (125 items). A collection from the family archive of prominent geologist Mikhail Alekseevich Pavlov (1884–1938). Pavlov was born near Ekaterinburg and completed his schooling at the Nikolai Gymnasium in Tsarskoe Selo (present-day Pushkin) in 1905. He went on to study geology at Saint Petersburg University and participated in many field expeditions. While still a student, Pavlov took part in the attempted expedition to the North Pole in 1912‒14, which was led by the Arctic explorer Georgii Iakovlevich Sedov (1877–1914). Along with his school and university friend Vladimir Iul’evich Vize (1886–1954), who served as the expedition’s geographer, Pavlov collected a large body of scientific data on the northern archipelago of Novaya Zemlya. After finishing his education, Pavlov worked as a geologist and teacher of geology. He devoted most of his career to the geology of the Far East, working as an employee of the Far East Geological Committee (Dal’geolkom) in 1919–31. Pavlov was arrested in 1931 and in 1938 was executed after exhaustion prevented him from reporting for work in the labor camp where he was a prisoner. Such a fate was typical for representatives of the Russian intelligentsia in Stalinist Russia. Many photographs in this collection were taken by Pavlov himself, while others are unattributed. The photographs date from approximately 1875–1929. They depict Pavlov’s geological expeditions in Siberia and the Far East, expedition participants, views of nature, Pavlov during his school and university years, and his family members in various years. Photographs of Georgii Iakovlevich Sedov's Expedition to the North Pole (59 items) Senior Lieutenant Georgii Iakovlevich Sedov (1877–1914) was a hydrographer and surveyor who devoted much of his career to exploration of the Northern Sea Route north of Siberia. The son of a poor fisherman, Sedov succeeded in becoming an officer of the Imperial Russian Navy, an unprecedented achievement for someone of his modest origins. This collection, consisting of an album and individual photographs from the family archive of geologist Mikhail Alekseevich Pavlov (1884–1938), depicts the expedition undertaken by Sedov in the years 1912–14. The members of the expedition departed from Arkhangelsk in August of 1912 on the sailing vessel Saint Martyr Foka, intending to travel to Zemlya Frantsa Iosifa, from where they would attempt to reach the North Pole by dog sled. The expedition relied on private means, which contributed to the shortages of fuel and food that led to its failure. Sedov, whose health was already failing when he set out for the pole by sled in early 1914, died before reaching his objective. The members of the expedition nonetheless carried out extensive surveying and scientific observations while wintering on Novaya Zemlya in 1912–13 and made significant contributions to knowledge of northern geography. Many photographs in the collection were taken by Nikolaj Vasil’evich Pinegin (1883–1940), the artist and photographer of the expedition. Other photographs are attributed to Pavlov, the expedition’s geologist, who over the course of his career conducted a great deal of geological research in Siberia and the Russian Far East. The photographs show the expedition’s departure from Arkhangelsk, the members of the expedition on the Saint Martyr Foka, the harsh conditions endured by the expedition in winter, and views of the Arctic. The Family of Yul Brynner Photo Album (83 items) A collection of 82 photos from the archive of Yul Brynner (1920–85), the famous Hollywood actor, Academy Award winner, and Vladivostok native, preserved in the V.K. Arseniev Primorsky Regional Unified Museum in Vladivostok. Yul Brynner, whose real name was Iulii Borisovich Briner, was the grandson of the Vladivostok businessman and public figure of the turn of the 19th and 20th centuries Iulii Ivanovich Briner (1849–1920), the owner of the lead and zinc mines in Tetiukh (present-day Dalnegorsk) and the shipping company and ship-repair shops in Vladivostok. Iulii Ivanovich had six children: Leonid, Boris, Felix, Margarita, Maria, and Nina. Boris Iul’evich (1889–1949), the father of the future Oscar-winner Yul Brynner, continued his father's business. Most of the Briner family emigrated from Primor’e (the Primorskiy region) in 1931 and lived subsequently in China, France, and the United States. The collection dates from 1923 and the photographs, from different years, depict Yul Brynner himself and his numerous relatives. Yakutsk State Museum of the History and Culture of Northern Peoples (123 items) Yakut material culture in ethnographic sketches of the 1920s-1940s (123 items). A collection of ethnographic sketches created in the Yakut Autonomous Soviet Socialist Republic during the 1930s–1940s. The Yakut ASSR—informally referred to as Yakutia and known today as the Sakha Republic—covered a large region in eastern Siberia. It is the historical home of the Yakut (Sakha) people, a Turkic people who arrived in the region around the 13th century and still make up almost half of its population. This collection of sketches was created by Ivan Vasil’evich Popov (1874‒1945), an artist and teacher who was born near Yakutsk and received his education in Yakutsk and Saint Petersburg. Popov was born into a family of priests who had been among the first to give sermons in the Yakut language and had taken part in the writing of a Yakut dictionary. Accordingly, some of his first works of art were icons that he painted as a seminary student. Although Popov had to work as a teacher throughout his adult life, unable to support his family through his artistic activities alone, he made a significant contribution to the documentation of Yakut material culture. In addition to recording Yakut culture in his drawings and paintings, Popov documented Yakut life in photographs and contributed to the recording of oral history and folklore. This collection of Popov’s drawings depicts Yakut material culture of the 17th‒20th centuries. Featured items include furniture, interiors and exteriors of dwellings, grave monuments, hats, footwear, tools, and hunting equipment. 37 Facts About Novosibirsk Written by Adelice Lindemann Modified & Updated: 05 Sep 2024 Reviewed by Sherman Smith Novosibirsk, often referred to as the “Capital of Siberia,” is a vibrant and dynamic city located in southwestern Russia. With a population exceeding 1.5 million residents, it is the third most populous city in Russia and serves as the administrative center of the Novosibirsk Oblast. Nestled along the banks of the Ob River, Novosibirsk is renowned for its rich cultural heritage, scientific advancements, and picturesque landscapes. As the largest city in Siberia, it offers a perfect blend of modern and traditional attractions, making it a fascinating destination for both locals and tourists. In this article, we will delve into 37 interesting facts about Novosibirsk, shedding light on its history, architecture, natural wonders, and cultural significance. Whether you are planning a visit or simply curious about this intriguing city, these facts will give you a deeper understanding of what Novosibirsk has to offer. Key Takeaways: Novosibirsk, the “Capital of Siberia,” is a vibrant city with a rich cultural scene, stunning natural landscapes, and a strong sense of community, offering a high quality of life for its residents. From being a major industrial and transportation hub to hosting world-class cultural institutions and scientific research centers, Novosibirsk is a dynamic city with a diverse culinary scene and a thriving IT and tech industry. Novosibirsk is the third-largest city in Russia. Situated in southwestern Siberia, Novosibirsk has a population of over 1.6 million people, making it one of the largest and most vibrant cities in the country. The city was founded in 1893. Novosibirsk was established as a railway junction on the Trans-Siberian Railway, playing a significant role in the development of Siberia. It is known as the “Capital of Siberia”. Due to its economic and cultural significance, Novosibirsk is often referred to as the capital of Siberia. Novosibirsk is a major industrial center. The city is home to a wide range of industries, including machinery manufacturing, chemical production, energy, and metallurgy . It is famous for its scientific and research institutions. Novosibirsk hosts several renowned scientific and research institutions, contributing to advancements in various fields including nuclear physics, chemistry, and biotechnology. The Novosibirsk Opera and Ballet Theatre is one of the largest in Russia. This iconic cultural institution showcases world-class ballet and opera performances and is a must-visit for art enthusiasts visiting the city . The city has a vibrant theater scene. Novosibirsk boasts numerous theaters, showcasing a wide variety of performances from traditional plays to experimental productions. Novosibirsk is a major transportation hub. Thanks to its strategic location on the Trans-Siberian Railway, the city serves as a crucial transportation hub connecting Siberia with other regions of Russia . The Ob River flows through Novosibirsk. The majestic Ob River adds to the city’s natural beauty and provides opportunities for recreational activities such as boating and fishing. Novosibirsk is known for its harsh winter climate. With temperatures dropping well below freezing in winter, the city experiences a true Siberian winter with snowy landscapes. The Novosibirsk Zoo is one of the largest and oldest in Russia. Home to a wide variety of animal species, including rare and endangered ones, the Novosibirsk Zoo attracts visitors from near and far. Novosibirsk is a center for academic excellence. The city is home to Novosibirsk State University, one of the top universities in Russia, renowned for its research and education programs. The Novosibirsk Metro is the newest metro system in Russia. Opened in 1985, the Novosibirsk Metro provides efficient transportation for residents and visitors alike. Novosibirsk is surrounded by picturesque nature. Surrounded by stunning landscapes, including the Altai Mountains and the Novosibirsk Reservoir, the city offers numerous opportunities for outdoor activities. The Novosibirsk State Circus is famous for its performances. Showcasing talented acrobats , clowns, and animal acts, the Novosibirsk State Circus offers entertaining shows for all ages. Novosibirsk is home to a thriving art scene. The city is dotted with art galleries, showcasing the works of local and international artists . Novosibirsk has a diverse culinary scene. From traditional Russian cuisine to international flavors, the city offers a wide range of dining options to satisfy all taste buds. The Novosibirsk State Museum of Local History is a treasure trove of historical artifacts. Exploring the museum gives visitors an insight into the rich history and culture of the region. Novosibirsk is known for its vibrant nightlife. The city is home to numerous bars, clubs, and entertainment venues, ensuring a lively atmosphere after dark. Novosibirsk has a strong ice hockey tradition. Ice hockey is a popular sport in the city, with local teams competing in national and international tournaments. The Novosibirsk State Philharmonic Hall hosts world-class musical performances. Music lovers can enjoy classical concerts and symphony orchestra performances in this renowned venue. Novosibirsk is home to the Akademgorodok, a scientific research town. Akademgorodok is a unique scientific community located near Novosibirsk, housing numerous research institutes and academic organizations. Novosibirsk has a unique blend of architectural styles. The city features a mix of Soviet-era buildings, modern skyscrapers, and historic structures, creating an eclectic cityscape. Novosibirsk is an important center for ballet training and education. The city’s ballet schools and academies attract aspiring dancers from across Russia and abroad. Novosibirsk is a gateway to the stunning Altai Mountains. Located nearby, the Altai Mountains offer breathtaking landscapes, hiking trails, and opportunities for outdoor adventures. Novosibirsk hosts various cultural festivals throughout the year. From music and theater festivals to art exhibitions, the city’s cultural calendar is always packed with exciting events. Novosibirsk is a green city with numerous parks and gardens. Residents and visitors can enjoy the beauty of nature in the city’s well-maintained parks and botanical gardens. Novosibirsk is a center for technology and innovation. The city is home to several technology parks and innovation centers, fostering the development of cutting-edge technologies. Novosibirsk has a strong sense of community. The residents of Novosibirsk are known for their hospitality and friendly nature, making visitors feel welcome. Novosibirsk is a paradise for shopping enthusiasts. The city is dotted with shopping malls, boutiques, and markets, offering a wide range of shopping options. Novosibirsk has a rich literary heritage. The city has been home to many famous Russian writers and poets, and their works are celebrated in literary circles. Novosibirsk is a popular destination for medical tourism. The city is known for its advanced medical facilities and expertise, attracting patients from around the world. Novosibirsk has a well-developed public transportation system. With buses, trams, trolleybuses, and the metro, getting around the city is convenient and efficient. Novosibirsk is a city of sport. The city has a strong sports culture, with numerous sports facilities and opportunities for athletic activities . Novosibirsk has a thriving IT and tech industry. The city is home to numerous IT companies and startups, contributing to the development of the digital economy. Novosibirsk celebrates its anniversary every year on July 12th. The city comes alive with festivities, including concerts, fireworks, and cultural events, to commemorate its foundation. Novosibirsk offers a high quality of life. With its excellent educational and healthcare systems, cultural amenities, and vibrant community, Novosibirsk provides a great living environment for its residents. Novosibirsk is a fascinating city filled with rich history, stunning architecture, and a vibrant cultural scene. From its origins as a small village to becoming the third-largest city in Russia, Novosibirsk has emerged as a major economic and cultural hub in Siberia . With its world-class universities, theaters, museums, and natural attractions, Novosibirsk offers a myriad of experiences for visitors. Whether you’re exploring the impressive Novosibirsk Opera and Ballet Theater, strolling along the picturesque banks of the Ob River, or immersing yourself in the city’s scientific and technological achievements at the Akademgorodok, Novosibirsk has something for everyone. From its iconic landmarks such as the Alexander Nevsky Cathedral to its vibrant festivals like the International Jazz Festival , Novosibirsk has a unique charm that will captivate any traveler. So, make sure to include Novosibirsk in your travel itinerary and discover the hidden gems of this remarkable city. Q: What is the population of Novosibirsk? A: As of 2021, the estimated population of Novosibirsk is around 1.6 million people. Q: Is Novosibirsk a safe city to visit? A: Novosibirsk is generally considered a safe city for tourists. However, it is always recommended to take standard precautions such as avoiding unfamiliar areas at night and keeping your belongings secure. Q: What is the best time to visit Novosibirsk? A: The best time to visit Novosibirsk is during the summer months of June to September when the weather is pleasant and suitable for outdoor activities. However, if you enjoy the winter chill and snow, visiting during the winter season can also be a unique experience. Q: Are there any interesting cultural events in Novosibirsk? A: Yes, Novosibirsk is known for its vibrant cultural scene. The city hosts various festivals throughout the year, including the International Jazz Festival, Novosibirsk International Film Festival, and the Siberian Ice March Festival. Q: Can I visit Novosibirsk without knowing Russian? A: While knowing some basic Russian phrases can be helpful, many establishments in Novosibirsk, especially tourist areas, have English signage and staff who can communicate in English. However, learning a few essential Russian phrases can enhance your travel experience. Novosibirsk's captivating history and vibrant culture make it a must-visit destination for any traveler. From its humble beginnings as a small settlement to its current status as Russia's third-largest city, Novosibirsk has a story worth exploring. If you're a sports enthusiast, don't miss the opportunity to learn more about the city's beloved football club , FC Sibir Novosibirsk. With its rich heritage and passionate fan base, the club has become an integral part of Novosibirsk's identity. Was this page helpful? Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. 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Official Site of the city of Novosibirsk, Russia Official Tourism Site of Novosibirsk, Russia Novosibirsk - Student Encyclopedia (Ages 11 and up) Novosibirsk , city, administrative centre of Novosibirsk oblast (region) and the chief city of western Siberia , in south-central Russia . It lies along the Ob River where the latter is crossed by the Trans-Siberian Railroad . It developed after the village of Krivoshchekovo on the left bank was chosen as the crossing point of the Ob for the Trans-Siberian Railroad in 1893. The settlement was known variously as Gusevka or Aleksandrovsky, but in 1895 it was renamed Novonikolayevsk in honour of the accession of Tsar Nicholas II . The bridge was completed in 1897, and in 1903 town status was conferred . The continued development of the town was based chiefly on its proximity to the Kuznetsk ( Kuzbass ) coalfield to the east and the establishment of important railway routes. In 1925 the town was renamed Novosibirsk (“New Siberia”). The city’s industry was especially stimulated in World War II , when many factories were evacuated from European Russia to the area. It is now the largest city in Siberia. Novosibirsk is a major manufacturing centre. Although it has a wide range of industries, engineering, non-ferrous metallurgy, and food processing predominate. The old, pre-Revolutionary iron industry has been transformed into the modern Kuzmin steelworks, which has monopolized Russia’s production of special kinds of alloyed steel and small-diameter pipes. The city also has a large tin smelter and a highly specialized gold refinery. Engineering works produce heavy machinery, military aircraft , hydraulic presses, electrothermal equipment, ore-concentrating and mining machinery, and agricultural machinery. Precision- and light-engineering plants make machine tools, instruments, radios, and automatic looms. There are also ship and locomotive repair shops. The chemical industry has developed rapidly. Consumer products include furniture, pianos, shoes, textiles, knitwear, and foodstuffs. Power is provided by a dam and hydroelectric station above Novosibirsk and by several thermal stations in the city itself. In addition to the trunk railway services via the Trans-Siberian, Kuzbass, and Turksib lines, local electric commuter trains link the suburbs to the city centre. There are two airports, a smaller one serving local air connections and a large main airport with direct flights to Moscow and other major cities of Russia. The Ob River is navigable. Transportation within the city is by bus, streetcar, and trolleybus. Novosibirsk is the principal cultural and educational centre in Siberia. It has an opera and ballet theatre, botanical gardens, an art gallery, and museums, as well as a symphony orchestra . There are some two dozen institutions of higher learning, including the Novosibirsk State University, founded in 1959; other higher-education establishments include railway engineering, electrotechnical, medical, agricultural, and teacher-training institutes. With the large number of educational institutions, the proportion of students enrolled in higher education in the city is among the highest in Russia. The university and a number of these institutes are located in the satellite town of Akademgorodok (“Academic Town”), south of the city. From the 1960s Akademgorodok has comprised Russia’s largest cluster of basic science research institutes and personnel outside Moscow and St. Petersburg . Most of these institutes belong to the Siberian Branch of the Russian Academy of Sciences . During the 1990s many scientists left the area and relocated outside Russia, though some of these researchers remained affiliated with their home institutions. Pop. 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Novosibirsk Novosibirsk, city, administrative centre of Novosibirsk oblast (region) and the chief city of western Siberia, in south-central Russia.It lies along the Ob River where the latter is crossed by the Trans-Siberian Railroad.It developed after the village of Krivoshchekovo on the left bank was chosen as the crossing point of the Ob for the Trans-Siberian Railroad in 1893. assignment essay homework paper phd report resume review speech thesis