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SAT Essay Samples | Low vs High-Scoring Examples

The SAT Essay is often used as an extra way to impress admissions officers with your overall academic preparedness. But what does a good essay look like vs a bad one? To make life easier, the College Board has provided some helpful SAT essay samples that you can study over.

Besides helping you get into college, here are a number of other SAT Essay benefits to consider .

SAT Essay Samples Prompt

Expect to see prompt directions like the ones below:

“As you read the passage below, consider how Paul Bogard uses:

• evidence, such as facts or examples, to support claims.
• reasoning to develop ideas and to connect claims and evidence.
• stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.”

SAT Essay Samples Passage

“ Adapted from Paul Bogard, “Let There Be Dark.” ©2012 by Los Angeles Times. Originally published December 21, 2012.

At my family’s cabin on a Minnesota lake, I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars. But now, when 8 of 10 children born in the United States will never know a sky dark enough for the Milky Way, I worry we are rapidly losing night’s natural darkness before realizing its worth. This winter solstice, as we cheer the days’ gradual movement back toward light, let us also remember the irreplaceable value of darkness.

All life evolved to the steady rhythm of bright days and dark nights. Today, though, when we feel the closeness of nightfall, we reach quickly for a light switch. And too little darkness, meaning too much artificial light at night, spells trouble for all.

Already the World Health Organization classifies working the night shift as a probable human carcinogen, and the American Medical Association has voiced its unanimous support for “light pollution reduction efforts and glare reduction efforts at both the national and state levels.” Our bodies need darkness to produce the hormone melatonin, which keeps certain cancers from developing, and our bodies need darkness for sleep. Sleep disorders have been linked to diabetes, obesity, cardiovascular disease and depression, and recent research suggests one main cause of “short sleep” is “long light.” Whether we work at night or simply take our tablets, notebooks and smartphones to bed, there isn’t a place for this much artificial light in our lives.

The rest of the world depends on darkness as well, including nocturnal and crepuscular species of birds, insects, mammals, fish and reptiles. Some examples are well known—the 400 species of birds that migrate at night in North America, the sea turtles that come ashore to lay their eggs—and some are not, such as the bats that save American farmers billions in pest control and the moths that pollinate 80% of the world’s flora. Ecological light pollution is like the bulldozer of the night, wrecking habitat and disrupting ecosystems several billion years in the making. Simply put, without darkness, Earth’s ecology would collapse…

In today’s crowded, louder, more fast-paced world, night’s darkness can provide solitude, quiet and stillness, qualities increasingly in short supply. Every religious tradition has considered darkness invaluable for a soulful life, and the chance to witness the universe has inspired artists, philosophers and everyday stargazers since time began. In a world awash with electric light…how would Van Gogh have given the world his “Starry Night”? Who knows what this vision of the night sky might inspire in each of us, in our children or grandchildren?

Yet all over the world, our nights are growing brighter. In the United States and Western Europe, the amount of light in the sky increases an average of about 6% every year. Computer images of the United States at night, based on NASA photographs, show that what was a very dark country as recently as the 1950s is now nearly covered with a blanket of light. Much of this light is wasted energy, which means wasted dollars. Those of us over 35 are perhaps among the last generation to have known truly dark nights. Even the northern lake where I was lucky to spend my summers has seen its darkness diminish.

It doesn’t have to be this way. Light pollution is readily within our ability to solve, using new lighting technologies and shielding existing lights. Already, many cities and towns across North America and Europe are changing to LED streetlights, which offer dramatic possibilities for controlling wasted light. Other communities are finding success with simply turning off portions of their public lighting after midnight. Even Paris, the famed “city of light,” which already turns off its monument lighting after 1 a.m., will this summer start to require its shops, offices and public buildings to turn off lights after 2 a.m. Though primarily designed to save energy, such reductions in light will also go far in addressing light pollution. But we will never truly address the problem of light pollution until we become aware of the irreplaceable value and beauty of the darkness we are losing.”

SAT Essay Samples Directions

Here is how the essay directions will be worded format-wise on test day.

“Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage.

Your essay should not explain whether you agree with Bogard’s claims, but rather explain how Bogard builds an argument to persuade his audience.”

Essay Sample Response (Low Scoring)

“In “Let there be dark,” Paul Bogard talks about the importance of darkness.

Darkness is essential to humans. Bogard states, “Our bodies need darkness to produce the hormone melatonin, which keeps certain cancers from developing, and our bodies need darkness for sleep, sleep. Sleep disorders have been linked to diabetes, obesity, cardiovascular disease and depression and recent research suggests are main cause of “short sleep” is “long light.” Whether we work at night or simply take our tablets, notebooks and smartphones to bed, there isn’t a place for this much artificial light in our lives.” (Bogard 2). Here, Bogard talks about the importance of darkness to humans. Humans need darkness to sleep in order to be healthy.

Animals also need darkness. Bogard states, “The rest of the world depends on darkness as well, including nocturnal and crepuscular species of birds, insects, mammals, fish and reptiles. Some examples are well known—the 400 species of birds that migrate at night in North America, the sea turtles that come ashore to lay their eggs—and some are not, such as the bats that save American farmers billions in pest control and the moths that pollinate 80% of the world’s flora. Ecological light pollution is like the bulldozer of the night, wrecking habitat and disrupting ecosystems several billion years in the making. Simply put, without darkness, Earth’s ecology would collapse…” (Bogard 2). Here Bogard explains that animals, too, need darkness to survive.”

Essay Sample Response (High Scoring)

“In response to our world’s growing reliance on artificial light, writer Paul Bogard argues that natural darkness should be preserved in his article “Let There be dark”. He effectively builds his argument by using a personal anecdote, allusions to art and history, and rhetorical questions.

Bogard starts his article off by recounting a personal story – a summer spent on a Minnesota lake where there was “woods so dark that [his] hands disappeared before [his] eyes.” In telling this brief anecdote, Bogard challenges the audience to remember a time where they could fully amass themselves in natural darkness void of artificial light. By drawing in his readers with a personal encounter about night darkness, the author means to establish the potential for beauty, glamour, and awe-inspiring mystery that genuine darkness can possess. He builds his argument for the preservation of natural darkness by reminiscing for his readers a first-hand encounter that proves the “irreplaceable value of darkness.” This anecdote provides a baseline of sorts for readers to find credence with the author’s claims.

Bogard’s argument is also furthered by his use of allusion to art – Van Gogh’s “Starry Night” – and modern history – Paris’ reputation as “The City of Light”. By first referencing “Starry Night”, a painting generally considered to be undoubtedly beautiful, Bogard establishes that the natural magnificence of stars in a dark sky is definite. A world absent of excess artificial light could potentially hold the key to a grand, glorious night sky like Van Gogh’s according to the writer. This urges the readers to weigh the disadvantages of our world consumed by unnatural, vapid lighting. Furthermore, Bogard’s alludes to Paris as “the famed ‘city of light’”. He then goes on to state how Paris has taken steps to exercise more sustainable lighting practices. By doing this, Bogard creates a dichotomy between Paris’ traditionally alluded-to name and the reality of what Paris is becoming – no longer “the city of light”, but more so “the city of light…before 2 AM”. This furthers his line of argumentation because it shows how steps can be and are being taken to preserve natural darkness. It shows that even a city that is literally famous for being constantly lit can practically address light pollution in a manner that preserves the beauty of both the city itself and the universe as a whole.

Finally, Bogard makes subtle yet efficient use of rhetorical questioning to persuade his audience that natural darkness preservation is essential. He asks the readers to consider “what the vision of the night sky might inspire in each of us, in our children or grandchildren?” in a way that brutally plays to each of our emotions. By asking this question, Bogard draws out heartfelt ponderance from his readers about the affecting power of an untainted night sky. This rhetorical question tugs at the readers’ heartstrings; while the reader may have seen an unobscured night skyline before, the possibility that their child or grandchild will never get the chance sways them to see as Bogard sees. This strategy is definitively an appeal to pathos, forcing the audience to directly face an emotionally-charged inquiry that will surely spur some kind of response. By doing this, Bogard develops his argument, adding guttural power to the idea that the issue of maintaining natural darkness is relevant and multifaceted.

Writing as a reaction to his disappointment that artificial light has largely permeated the presence of natural darkness, Paul Bogard argues that we must preserve true, unaffected darkness. He builds this claim by making use of a personal anecdote, allusions, and rhetorical questioning.”

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6 SAT Essay Examples to Answer Every Prompt

Just as with most essays, the major secret to excelling on the SAT essay is to pre-plan the examples and evidence you want to use.

"But wait!" I hear you cry. "Can you do that on the new SAT essay? Isn’t the point of the essay that you’re supposed to be using information from the passage in your answer, which you don’t know about ahead of time?"

The answer: Yes and no. While the specifics of each example will obviously change, depending on the passage, the types of examples you choose to discuss (and the way you explain each example builds the author’s argument) can be defined, and thus prepared for, ahead of time.

In this article, we give you 6 good SAT essay examples you’ll be able to find in nearly every prompt the SAT throws at you. By assembling a collection of these reliable types of evidence that can be used to answer most prompts, you'll cut down on planning time and significantly increase the amount you can write, making you able to walk into every SAT essay confident in your abilities.

feature image credit: 1 to 9 mosaic , cropped/Used under CC BY-NC-SA 2.0 .

UPDATE: SAT Essay No Longer Offered

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In January 2021, the College Board announced that after June 2021, it would no longer offer the Essay portion of the SAT (except at schools who opt in during School Day Testing). It is now no longer possible to take the SAT Essay, unless your school is one of the small number who choose to offer it during SAT School Day Testing.

While most colleges had already made SAT Essay scores optional, this move by the College Board means no colleges now require the SAT Essay. It will also likely lead to additional college application changes such not looking at essay scores at all for the SAT or ACT, as well as potentially requiring additional writing samples for placement.

What does the end of the SAT Essay mean for your college applications? Check out our article on the College Board's SAT Essay decision for everything you need to know.

Why You Can Prep SAT Essay Examples Before Test Day

The SAT essay prompts have several important things in common:

• They’re all passages that try to convince the reader of the veracity of the author’s claim
• They’re all around the same length (650-750 words)
• They’re all meant to be analyzed and written about in a relatively short period of time (50 minutes)

This means that you can have a pretty good idea ahead of time of what types of argument-building techniques you might see when you open the booklet on test day.

The main techniques the author uses aren't going to be overly complex (like the first letter of every word spelling out a secret code), because you just don’t have the time to analyze and write about complex techniques. B ecause of that, you can prepare yourself with SAT essay examples that’ll be likely found across persuasive passages about many different issues .

Naturally, for each passage you're going to want to play to its particular strengths—if there are a lot of facts/statistics, make sure to discuss that; if it dwells more on personal anecdotes/appeals to emotion, discuss those. However, if you struggle with analysis in a short period of time, memorizing these categories of examples ahead of time can give you a helpful checklist to go through when reading the SAT essay prompt and point you in the right direction.

Below, we've chosen two examples of evidence, two examples of reasoning, and two examples of stylistic/persuasive elements you can use as stellar evidence to support your thesis .

For each example below, we also show you how you can use the type of evidence to support your thesis across a range of prompts. This flexibility should prove to you how effective pre-planned examples are.

So, without further ado, onto our list of multipurpose support for any SAT Essay prompt.

Examples of Evidence

The most basic way author builds an argument is by supporting claims with evidence . There are many different kinds of evidence author might use to support her/his point, but I'm just going to discuss the two big ones I've seen in various official SAT Essay prompts. These two types of evidence are Facts and Statistics and Anecdotes .

Example Type 1: Facts and Statistics

Employing statistics and facts to bolster one's argument is one of the most unassailable methods authors can use to build an argument. This argument-building technique is particularly common in essays written about scientific or social studies-related topics, where specific data and facts are readily available.

How Can You Identify It?

Statistics usually show up in the form of specific numbers related to the topic at hand —maybe as percents, or maybe as a way to communicate other data.

Here are a couple of examples of statistics from an official SAT essay prompt, "Let There Be Dark" by Paul Bogard :

Example : 8 of 10 children born in the United States will never know a sky dark enough for the Milky Way

Example : In the United States and Western Europe, the amount of light in the sky increases an average of about 6% every year.

Factual evidence can also be in the form of non-numerical information. Often, you'll see facts presented with references to the research study, survey, expert, or other source from which they're drawn. Here's another example from "Let There Be Dark":

Example : Already the World Health Organization classifies working the night shift as a probable human carcinogen[.]

Why Is It Persuasive?

Facts and statistics are persuasive argument building techniques because the author isn't just making up reasons for why his/her argument could possibly be true— there's actually something (data, research, other events/information) that backs up the author's claim .

In the case of the examples above, Bogard presents specific data about issues with light pollution (8 in 10 children won't be able to see the Milky Way, light in the sky increases 6% annually) to back up his statements that light pollution is real, then goes on to present further information that indicates light pollution is a problem (working the night shift puts humans at risk for cancer).

By presenting information and facts, rather than just opinion and spin, Bogard empowers the reader to connect the dots on her own, which in turn gives the reader ownership over the argument and makes it more persuasive (since the reader is coming to the same conclusions on her own, rather than entirely relying on Bogard to tell her what to think).

Example Type 2: Anecdotes

Another form of evidence that is often used as an alternative to actual facts or statistics is the anecdote. This type of evidence is most often found in speeches or other sorts of essay prompts that are written as a personal address to the reader.

An anecdote is a short story about a real person or event . When an author discusses own personal experience or personal experience of someone they know or have heard of, that's anecdotal evidence.

Here's an example of (part of) an anecdote from an official SAT essay prompt that was adapted from a foreword by former U.S. President Jimmy Carter :

One of the most unforgettable and humbling experiences of our lives occurred on the coastal plain. We had hoped to see caribou during our trip, but to our amazement, we witnessed the migration of tens of thousands of caribou with their newborn calves. In a matter of a few minutes, the sweep of tundra before us became flooded with life, with the sounds of grunting animals and clicking hooves filling the air. The dramatic procession of the Porcupine caribou herd was a once-in-a-lifetime wildlife spectacle. We understand firsthand why some have described this special birthplace as “America’s Serengeti.”

Even though anecdotes aren't statistics or facts, they can be powerful because it’s more relatable/interesting to the reader to read an anecdote than to be presented with dry, boring facts. People tend to put more faith in experiences if they can personally connect with the experiences (even though that doesn't actually affect how likely or not a statement is to be true).

In the example above, rather than discussing the statistics that support the creation of wildlife refuges, Jimmy Carter instead uses an anecdote about experiencing the wonder of nature to illustrate the same point—probably more effectively.

By inviting the reader to experience vicariously the majesty of witnessing the migration of the Porcupine caribou, Carter activates the reader's empathy towards wildlife preservation and so makes it more likely that the reader will agree with him that wildlife refuges are important.

Examples of Reasoning

All authors use reasoning to some extent, but it’s not always a major part of how the author builds her/his argument. Sometimes, though, the support for a claim on its own might not seem that persuasive—in those cases, an author might then choose to use reasoning to explain how the evidence presented actually builds the argument.

Example Type 3: Counterarguments and Counterclaims

One way in which an author might use reasoning to persuade the reader to accept the claim being put forward is to discuss a counterargument, or counterclaim, to the author's main point. The discussion (and subsequent neutralization) of counterarguments is found in prompts across all subject areas.

A counterargument or counterclaim is simply another point of view that contradicts (either fully or partially) the author's own argument. When "some might claim," "however," or other contrast words and phrases show up in an essay prompt, the author is likely presenting a counterclaim.

Here's an example of an effective presentation (and negation) of a counter claim from an official SAT essay prompt, "The Digital Parent Trap" by Eliana Dockterman :

“You could say some computer games develop creativity,” says Lucy Wurtz, an administrator at the Waldorf School in Los Altos, Calif., minutes from Silicon Valley. “But I don’t see any benefit. Waldorf kids knit and build things and paint—a lot of really practical and creative endeavors.”

But it’s not that simple. While there are dangers inherent in access to Facebook, new research suggests that social-networking sites also offer unprecedented learning opportunities.

So how does bringing up an opposing point of view help an author build her argument? It may seem counterintuitive that discussing a counterargument actually strengthens the main argument. However, as you can see in the brief example above, giving some space to another point of view serves to make it seem as if the discussion’s going to be more “fair.” This is still true whether the author delves into the counterargument or if the author only briefly mentions an opposing point of view before moving on.

A true discussion of the counterargument  (as is present in Dockterman's article) will   also show a deeper understanding of the topic than if the article only presented a one-sided argument . And because the presence of a counterargument demonstrates that the author knows the topic well enough to be able to see the issue from multiple sides, the reader's more likely to trust that the author's claims are well-thought out and worth believing.

In the case of the Dockterman article, the author not only mentions the opposite point of view but also takes the time to get a quote from someone who supports the opposing viewpoint. This even-handedness makes her following claim that "it's not that simple" more believable, since she doesn't appear to be presenting a one-sided argument.

Example Type 4: Explanation of Evidence

In some cases, the clarity with which the author links her evidence and her claims is integral to the author's argument. As the College Board Official SAT Study Guide says,

Reasoning is the connective tissue that holds an argument together. It’s the “thinking” — the logic, the analysis — that develops the argument and ties the claim and evidence together."

Explanation of evidence is one of the trickier argument-building techniques to discuss (at least in my opinion), because while it is present in many essay prompts, it isn't always a major persuasive feature. You can pretty easily identify an author's explanation of evidence if the author connects a claim to support and explains it , rather than just throwing out evidence without much ceremony or linking to the claim; however, whether or not the explanation of the evidence is a major contributing factor to the author's argument is somewhat subjective.

Here's a pretty clear instance of a case where an author uses explanations of each piece of evidence she discusses to logically advance her argument (again from the Dockterman passage):

And at MIT’s Education Arcade, playing the empire-building game Civilization piqued students’ interest in history and was directly linked to an improvement in the quality of their history-class reports. The reason: engagement. On average, according to research cited by MIT, students can remember only 10% of what they read, 20% of what they hear and 50% of what they see demonstrated. But when they’re actually doing something themselves—in the virtual worlds on iPads or laptops—that retention rate skyrockets to 90%. This is a main reason researchers like Ito say the American Academy of Pediatrics’ recommendation of a two-hour screen-time limit is an outdated concept: actively browsing pages on a computer or tablet is way more brain-stimulating than vegging out in front of the TV.

Unfortunately, the explanation the Official SAT Study Guide gives for how to discuss an author's "reasoning" is a little vague:

You may decide to discuss how the author uses (or fails to use) clear, logical reasoning to draw a connection between a claim and the evidence supporting that claim.

But how exactly you should go about doing this? And wh y is it persuasive to clearly explain the link between evidence and claim?

In general, when an author explains the logic behind her argument or point, the reader can follow along and understand the author’s argument better (which in some cases makes it more likely the reader will agree with the author).

In the Dockterman example above, the author clearly lays out data ( Civilization leads to improvements in history class), a claim (this is because of engagement with the game and thus the subject material), provides data that back up that claim (retention rate skyrockets when students do things for themselves), and links that smaller claim to a larger concept (actively browsing pages on a computer or tablet is way more brain-stimulating than vegging out in front of the TV).  This clear pattern of data-explanation-more data-more explanation enables the reader to follow along with Dockterman's points. It's more persuasive because, rather than just being told " Civilization leads to improvements in history" and having to take it on faith, the reader is forced to reenact the thinking processes that led to the argument, engaging with the topic on a deeper level.

Examples of Stylistic/Persuasive Elements

This final category of examples is the top layer of argument building. The foundation of a good argument is evidence, which is often explained and elucidated by reasoning, but it is often the addition of stylistic or persuasive elements like an ironic tone or a rhetorical flourish that seals the deal.

Example Type 5: Vivid Language

Vivid language is truly the icing on the persuasive cake. As with explanations of evidence, vivid language can be found across all topics of essay prompts (although it usually plays a larger role when the passage is lacking in more convincing facts or logic).

Vivid language is pretty easy to spot—it shows itself in similes, metaphors, adjectives, or any words that jump out at you that don’t seem to have purely functional purposes . Here are a couple of examples—the first is Paul Bogard again:

…show that what was a very dark country as recently as the 1950s is now nearly covered with a blanket of light.

This example is relatively restrained, using the metaphor of "a blanket of light" to add emphasis to Bogard's discussion of light pollution. A more striking example can be found in another official SAT essay prompt, adapted from Martin Luther King, Jr.'s speech "Beyond Vietnam—A Time To Break Silence":

Vietnam continued to draw men and skills and money like some demonic destructive suction tube.

Vivid language is an effective argument building device because it puts the reader in the author’s shoes and draws them into the passage . If used in moderation, vivid language will also make the topic more interesting for the reader to read, thus engaging them further.

In the excerpt taken from Martin Luther King Jr.'s speech above, the phrase "demonic destructive suction tube" is startling and provocative, meant to rouse the audience's indignation at the injustice and waste of the Vietnam war. If King had left out the second part of the sentence and only said, "Vietnam continued to draw men and skills and money," his point would not have had as big of an impact.

Example Type 6: Direct Addresses and Appeals to the Reader

The last category I'll be discussing in this article are direct addresses and appeals to the reader. These stylistic elements are found across all sorts of different passage topics, although as with the previous category, these elements usually play a larger role when the passage is light on facts or logic.

Direct addresses and appeals to the reader are wordings or other stylistic devices specifically designed to provoke a response (often emotional) in the reader . This category covers many different elements, from appeals to emotion to rhetorical questions. Here's an example of an appeal to emotion, taken again from Martin Luther King, Jr.'s speech:

Perhaps a more tragic recognition of reality took place when it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and to die in extraordinarily high proportions relative to the rest of the population.

And here's an example of a rhetorical question (from the Paul Bogard article):

Who knows what this vision of the night sky might inspire in each of us, in our children or grandchildren?

Appealing to the emotions , as Martin Luther King, Jr. does in his speech, is an alternate route to persuasion, as it causes readers to emotionally (rather than logically) agree with the author . By describing how the war was causing "their sons and their brothers and their husbands to fight and die," King reminds the reader of the terrible costs of war, playing upon their emotions to get them to agree that the Vietnam War is a mistake, particularly for the poor.

Rhetorical questions , on the other hand, get the readers to step into the author's world. By reading and thinking about the author's question, the reader engages with the topic on a deeper level than if the reader were just given a statement of what the author thinks . In the case of the Bogard example above, the rhetorical question draws the reader into thinking about his/her descendants, a group of people for whom the reader (presumably) only wishes the best, which then puts the reader into a positive mood (assuming the reader likes his/her descendants).

As you can see, these examples of different argumentative techniques can be extracted from a lot of different article types for a wide range of topics . This is because the examples themselves are so meaningful and complex that they can be used to discuss a lot of issues.

The main point is, you don't have to wait until you see the prompt to develop an arsenal of types of argument-building techniques you can use to support your points. Instead, preparing beforehand how you’ll discuss these techniques will save you a lot of time and anxiety when the test rolls around .

What's Next?

If you're reading this article, you probably want to excel on the SAT essay. We've written a bunch of detailed guides to make sure you do.

Start to scratch the surface with our 15 tips to improve your SAT essay score .

Follow our step-by-step guide to writing a high-scoring essay and learn how to get a perfect 8/8/8 on the SAT essay .

Took the old SAT and not sure how the new essay compares to the old? Start with our article about what’s changed with the new SAT essay , then follow along as we  investigate the SAT essay rubric .

Want to score a perfect SAT score? Check out our guide on how to score a perfect SAT score , written by our resident perfect scorer.

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Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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SAT Essay Examples With Explanations and Recommendations

• Icon Calendar 18 May 2024
• Icon Page 3990 words
• Icon Clock 18 min read

Joining an undergraduate program is a dream of many people, particularly high schoolers. Traditionally, colleges and universities require applicants to take SAT assessments to qualify for admission. In this case, SAT essays are one form of these assessments and need students to analyze an author’s argument. Then, a new SAT essay has three requirements: convince the reader of the accuracy of the author’s claim, be between 650 and 750 words, and a 50-minute completion timeline. Basically, the main features of the SAT essay include prompt, response, and grading. In turn, the SAT prompt requires students to consider the use of evidence in the text, the author’s reasoning in linking evidence with the central claim, and the author’s use of language in defending the primary claim. Hence, these SAT essay examples may help students to get higher scores.

General Aspects of SAT Essay Examples

Admission into a higher learning institution is the dream of every high schooler. Basically, formerly known as the Scholastic Aptitude Test, the Scholastic Assessment Test (SAT) is an academic exercise that assesses candidates for admission into undergraduate programs. As such, the SAT essay assesses individuals’ ability to analyze an author’s argument. In this case, good practice dictates that doing so requires students to analyze how the author utilizes evidence, reasoning, and language to make a convincing claim. Apart from the reading (the essay), SAT essay assessments take a similar structure in terms of prompt, response, and grading. In turn, the new SAT essay has three main characteristics: it tries to convince the reader of the accuracy of the author’s claim, has a word count of between 650 and 750, and should be analyzed within 50 minutes. Thus, these SAT essay examples are developed for students who want to learn more.

Elements of SAT Essay Examples

When attending to the SAT essay, a student should pay close attention to the prompt, which invites the reader to consider how the author incorporates evidence (facts and examples) to support their claim. Basically, the prompt also asks the reader to consider how the author uses reasoning to construct ideas and link claims and evidence. Also, it asks them to analyze the author’s use of language persuasively. Here, the reader should pay close attention to word choice or appeals to emotion and how the author employs this language to strengthen their main ideas. In this sense, a critical evaluation of the text is necessary if the student is to identify such language.

Example 1: SAT Essay Prompt

As you read the passage below, consider how Jimmy Carter uses

• evidence, such as facts or examples, to support claims.
• reasoning to develop ideas and to connect claims and evidence.
• stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Adapted from former US President Jimmy Carter, Foreword to Arctic National Wildlife Refuge: Seasons of Life and Land, A Photographic Journey by Subhankar Banerjee. ©2003 by Subhankar Banerjee.

Link: https://collegereadiness.collegeboard.org/pdf/sat-practice-test-1-essay.pdf for other SAT essay examples.

Example of the SAT Essay Response

In his foreword to the wildlife photography book, Arctic National Wildlife Refuge: Seasons of Life and Land, A Photographic Journey, former US President Jimmy Carter defends the Arctic National Wildlife Refuge in Alaska vehemently. Through logical reasoning, emotional appeals, personal anecdotes, and specific references to evidence, Carter argues for the need for urgent action by wildlife enthusiasts to save endangered precious animals and plants. In the first paragraph, Carter describes the Arctic Refuge as a magnificent terrain, characterized by awesome animals that roam the scenic landscapes. This description captures the wildlife sanctuary’s vivid imagery, thus giving readers a memorable introduction into the text. In essence, it makes readers feel like they are roaming in the terrain, enjoying a spectacular view of the majestic landscapes and wildlife.

Author’s personal anecdote . In the second and third paragraphs, Carter continues his captivating description of the Arctic National Wildlife Refuge. He uses a personal anecdote when he narrates about a trip he took with his wife Rosalynn to the Refuge, about a decade before Subhankar Banerjee penned the book. The anecdote introduces the beauty of the terrain by describing the migration of caribou. By using evocative and descriptive language, Carter draws his readers into the story. He further makes readers interested in understanding the fates of the animals in the sanctuary through careful use of emotional appeals. In short, the author understands that the best and most effective way of getting his audience interested in the text is to make them part of the adventure. The details that he provides in his encounter with the natural habitat give readers this essential feeling.

Appeal to emotions, ethics, and logic . In the fourth paragraph, Carterzeroes in on his primary concern: the threat facing the Refuge, as developers seek to build pipelines and drill for oil. Here, the author makes an emotional appeal by using evocative and descriptive phrases and terms. This language compels readers to sense the urgency of the author’s primary concern. In paragraph five, Carter shifts from using emotional appeals to appealing to the logic and ethics of his readers. In emphasizing the Arctic Refuge’s uniqueness, he reminds his readers that both sides of the American political divide have acted in ways aimed at preserving the heritage of this natural habitat. In short, the author shifts from using evocative language to applying evidence in backing up his claims.

A shift in focus . In the sixth paragraph, Carter continues using facts, while at the same time appealing to the readers’ ethics. He explains that since he left the presidency, many attempts have been made to operationalize oil drilling in the Refuge, only to be resisted the Natives. These Indigenous Americans include the Gwich’in Athabascan Indians, whom he describes as a people dependent on the natural habitat for thousands of years. Ideally, Carter shifts the readers’ focus from concern for nature and animals to the fate of the Indigenous communities that depend on the Refuge. In doing so, he makes his case more than an environmental issue; it is also a human rights issue. This shift in focus is vital in winning the hearts of the audience, who now have to assume that the author’s arguments are valid and justified.

Logos, ethos, and pathos . In the seventh paragraph, the former US president addresses his concerns from the perspective of three-criterion of an argumentative essay: logos, ethos, and pathos.  Firstly, he breaks down the issue from a logical standpoint. Here, he uses data to support his claims, such as the percentage of oil that Americans consume each day. Such facts compel readers to evaluate the relative political, economic, and social insignificance of the Refuge.  Secondly, he appeals to readers’ ethics by stating that it is only by being mindful of the environment, through conservation, that America can make up for the gap. Lastly, he appeals to readers’ emotions by cautioning against hurting the “heart” of the Refuge. This reasoning indicates that the Refuge is like a human being, an aspect that helps the author to appeals to the emotions and ethics of his audience.

The urgency of the issue . In the last two shorter paragraphs, Carter summarizes his writing by reminding readers that the issue at hand requires urgent attention. By taking a stand on the matter vividly and clearly, he appeals to his readers’ emotions, ethics, and logic about environmental conservation. These two brief paragraphs are the author’s way of conveying his confidence in the position he has taken, reminding readers of his most salient arguments. Most importantly, the paragraphs bring to a close an educational journey that the author takes his readers through. This journey compels readers that Carter is concerned not only about the integrity of the natural habitat but also the lives of those who depend on it. In this sense, he maintains an objective mindset about the dilemma of the government and other stakeholders.

Grading an Example of the First SAT Essay

Reading (score— 4).

This SAT essay example demonstrates that the reader had a thorough understanding of the writing, including the interrelation between the author’s central idea and essential supporting details. Basically, the reader provides an accurate paraphrase of the central focus of Carter’s text. In this case, the reader’s response provides many details to emphasize the author’s focus, including Carter’s personal anecdote that vividly describes the terrain. Also, given that the response is free of errors of fact or interpretation, it demonstrates the reader’s ability to read and comprehend is advanced.

Analysis (Score— 4)

The essay example of the SAT test demonstrates the reader’s useful review of Carter’s text, reflecting a good understanding of the analytical task. In analyzing Carter’s use of a personal anecdote, the reader goes a step further to show how this strategy exemplifies the Refuge’s marvels Basically, he not only makes assertions about the analytical elements in Carter’s text but also discusses how these elements advance the author’s argument. For example, in mentioning the Gwich’in Athabascan Indians, he shows his readers that his concern is not only about the landscape and the animals in the Refuge, but also about the people who depend on the environment. In turn, the use of insightful analysis throughout the response indicates an advanced analytical skill on the part of the reader.

Writing (Score— 4)

This example of the SAT essay is cohesive in its entirely and demonstrates the reader’s effective use and command of the English language. Basically, the response captures Carter’s primary claim. In this case, the body paragraphs focus on justifying this claim by appealing to emotions, ethics, and logic. Moreover, the effective use of the conventions of written English indicates the reader’s advanced proficiency in writing.

Sample 2: SAT Essay Prompt

As you read the passage below, consider how Dana Gioia uses

Adapted from Dana Gioia, “Why Literature Matters” ©2005 by The New York Times Company. Originally published April 10, 2005.

Link: https://collegereadiness.collegeboard.org/sample-questions/essay/2 for other SAT essay examples.

Example of the SAT Essay

The article “Why Literature Matters” by Dana Gioia argues that young Americans’ level of interest in the disciplines of art and language has declined during the last 25 years. From the start, the reader recognizes that the author intends to analyze a social phenomenon that affects the American youth. His concern is that young Americans are no longer interested in the arts. In supporting this claim, he cites compelling polls and reports and also quotes a prominent author. The author’s primary purpose is to highlight shortcomings in the American arts industry, with Millenials being his primary concern.

The problem . In the introductory paragraph, Gioia contrasts Americans’ involvement with arts with several positive changes, including improved college attendance and income levels. In essence, the author uses this element to emphasize his primary point, which he highlights as a negative trend in the American context. One can argue that by inviting his readers to consider the positive changes (improved income and college attendance and increased access to information), Gioia seeks to justify his claim. This claim involves the strange thing that has happened in America in the last 25 years: the diminished interest in the arts by young Americans.

The citation of facts . In the second paragraph, the author cements his assertions by citing a study commissioned by the National Endowment for the Arts, which established the truth of the “strange” thing that the author mentions in his first sentence in the introduction. Therefore, after arousing his readers’ interest in the first paragraph, Gioia shifts their attention to evidence. This strategy is meant to make readers convinced of the legitimacy of his central argument. In the third paragraph, he appeals to the readers’ emotions by suggesting that ignoring arts and literature is problematic to America, a progressive nation. In other words, the author builds a case for his reasoning by making readers aware that he recognizes engaging with literature has its ups and downs.

Comparison of evidence . In the fifth paragraph, the author refers to two separate information sources to advance his claim. The first involves a citation of author Daniel Pinks’ quote that suggests the talents individuals require to succeed in the 21 st century enable individuals to create beauty through art and emotion, to identify and exploit opportunities. Here, Gioia uses the thinking of a respected scholar to build a salient argument. To strengthen this argument, the author provides evidence of what the industry seeks: imagination, innovation, and critical thinking. He suggests that these are the qualities that guarantee success in management. By capturing two sets of claims from two separate sources, the author sensitizes his audience that immersion in the arts fosters vital skill sets that enable one to succeed in the modern workplace.

Factual support . In the sixth paragraph, the author furthers an argument from the fifth paragraph by providing a negative example of the consequences of diminished interest in the arts. Focusing on literacy, he cites a 2001 poll on the National Association of American Manufactures that established poor reading skills ranked second among employees’ skill deficiencies. Thirty-eight percent of respondents believed local schools teach reading comprehension inadequately. Using a numerical statistic based on a survey, which indicates the effects of diminished experience in art and literature, enables Gioia to make his argument logical. This strategy gives his readers an accurate depiction of the “strange thing” that has happened in America during the past 25 years.

A summary of the author’s claims . Overall, the text indicates Gioia’s strong logical argument that exemplifies the danger of disconnecting with the arts. Throughout the text, he uses descriptions and evidence that suggest this trend is troubling for America. The effective logical connections between the central claim and proof, establish Gioia’s claim as a real-world trend. To convince the audience that his claim is legitimate, the author traces the origin of the current trend- almost 25 years back. This fact arouses the readers’ interest as they want to know what happened in those years. One can argue that this element of the text gives readers a reason to believe that the author is not merely complaining about a social trend, but has conducted research that warrants their attention.

Evaluation of the Second SAT Essay Example

This SAT essay example demonstrates the reader’s comprehensive understanding of Gioia’s text, illustrating the connection between the central idea and evidence. Concerning the introductory paragraph, the reader paraphrases Gioia’s main argument. Basically, the reader also exhibits an understanding of evidence in the text, including compelling polls and reports, and quotes a prominent author. In turn, the reader connects this evidence with the text’s central argument that exemplifies the diminishing interest in the arts by young Americans during the last 25 years. With no identifiable errors of fact or interpretation, the response is an example of advanced reading comprehension.

The essay example of the SAT test demonstrates that the reader has a good grasp of the analytical task, judging by how effectively they analyze Gioia’s text. Beyond assertions that reflect the analytical elements in Gioia’s text, the response discusses the contribution that these elements make in supporting and strengthening Gioia’s main argument. For example, the response indicates the use of the element of contrast to help the reader understand the seriousness of the author’s assertion. Here, the response shows that the author uses this element to emphasize his central argument and highlight it as a negative development. In turn, the reader’s insightful analysis of the text shows advanced analytical skills.

The example of the SAT essay indicates that the reader uses and commands language effectively. In introducing their response, the reader captures Gioia’s central claim precisely, which he justifies through evidence from surveys, reports, and other author’s sentiments. Basically, the use of a sophisticated sentence structure, notable vocabulary, and correct word choice demonstrates sufficient analytical work. In this regard, the response conveys to the audience the importance of the arts, thus compelling readers to conclude that diminished involvement in the arts by Millenials foreshadows troubling results. Overall, the response shows the reader’s advanced writing ability. 

Example of the SAT Essay Prompt 3

As you read the passage below, consider how Eliana Dockterman uses

Adapted from Eliana Dockterman, “The Digital Parent Trap.” ©2013 by Time Inc. Originally published August 19, 2013.

Link: https://collegereadiness.collegeboard.org/pdf/sat-practice-test-3-essay.pdf for other SAT essay examples.

Sample SAT Essay Response

In “The Digital Parent Trap,” Eliana Dockterman responds to the skepticism among parents about their children’s early exposure to technology. In his multifaceted argument, the author attempts to dispel the misunderstandings surrounding technology and its relevance in education. In demonstrating the psychological barriers to technology and education, the author uses facts and statistics to cement her argument. Despite the negativity that her claim exemplifies – the obstacles to technology-based learning for young students – Dockterman is optimistic that parents’ cooperation can facilitate the adoption of technology for educational purposes.

The use of evidence . In the introduction, the author discusses how the new generation of children is proficient in using technology than previous generations. Here, she cites evidence, in the form of statistics, to show readers the increasing technology use among children. Rather than seeing it as harmful or grounds for a moral decline, the author perceives this development as a sign of progress. It is for this reason that her argument proposes the need for parents to adopt a new mindset regarding technology use in education. In essence, she says that parents must cease seeing the use of technology in a negative light- a distraction and poor replacement for traditional learning. Instead, she refers to evidence showing the increasing adoption of technology in education. By indicating that many schools are planning to adopt technology use, Dockterman convinces his audience that technology can play a facilitative role in learning.

Logos, ethos, and pathos . Dockterman uses ethos and logos to persuade her audience, relying on facts to establish and cement her claims. At various points, she uses pathos to induce her words with influencing power. For example, her initial words indicate the singularity of her objective- to establish the potential of technology in facilitating adolescent education. Throughout the text, she spells out the dilemma facing parents and children in a world where technology is increasingly becoming a game-changer. On the one hand, she shows that while children and schools may be eager to adopt technology, evidence shows that a good proportion of parents are not convinced that this change is necessary. Ideally, these parents are unwilling to let go of the status quo because they see technology as an addiction. They would rather spend resources to keep their children away from digital gadgets.

Literary elements . Dockterman uses imagery to make her text exciting and engaging. She questions parents’ and counselors’ wisdom to keep a child, who has spent much of their growing up with technology, away from gadgets. She argues that the average American family still does not understand value technology as a tool for education; it only doubts its potential and sees it as a distraction to children. She wonders who’s right between the mother who protects her children from the dangers of new technology and the father who coaches them on how to use it. This question reflects the dilemma of American families in today’s digital age. The author uses real-world statistics showing that few people embrace technology despite notable technological change happening to strengthen her claim.

The gist of the author’s argument . In short, her argument indicates that the limited adoption of technology is based on people’s limited awareness of technology and its potential in education. People seem to be more conversant with the drawbacks of technology and not with the power it holds as a facilitator of children’s learning. In his subtle indication of parents’ skepticism, the author blames their traditional mindset as the obstacle, claiming that it does not allow them to move beyond convenient answers. In other words, many parents it is convenient to blame technology for their lack of understanding of its positive influences. Beyond highlighting parents’ ignorance, Dockterman uses a compare and contrast approach to introduce her audience to the advantages and disadvantages, if there are any, of technology use in education.

Scores of the Third SAT Essay Example

This SAT essay example demonstrates the reader’s thorough comprehension of Dockterman’s text and illustrates their firm understanding of the connection between the central idea and evidence. Basically, the response captures an accurate paraphrase of Dockterman’s central idea, with evidence playing a key role in establishing and cementing the claim. Reading through the response, it is evident the reader comprehends the main focus of Dockterman’s text. In this case, the paragraphs show a progressive understanding of the author’s line of thought. For example, the response shows the connection between the argument in the fifth and sixth paragraphs, with the latter advancing the former. Without notable errors of fact or interpretation, the response indicates advanced reading comprehension.

Analysis (Score— 3)

The essay example of the SAT test demonstrates a good understanding of the analytical task by offering a compelling analysis of Dockterman’s text. In particular, the response utilizes quotes and evidence to establish and strengthen the author’s central claim. For example, the use of facts and statistics exemplifies the psychological barriers related to the relation between technology and education. In this case, such evidence helps the author cement her argument about the misplacement of parental concern about children’s involvement with technology. Moreover, the response highlights the author’s effort to dispel the confusion and misunderstanding that parents exhibit concerning the essence of technology in children’s development. In turn, the insightful analysis evident in the response indicates an advanced analytical skill.

The example of the SAT essay demonstrates effective use and command of the English language. Basically, the response begins with a concise paraphrase of Dockterman’s central claim. Throughout the response, the reader demonstrates a skillful structure of the argument. For example, the response utilizes imagery and questions to convey the primary concerns in Dockterman’s text. In this case, the use of a compare and contrast approach exemplifies the reader’s understanding of language elements that create a compelling, objective, and logical arguments. Overall, the response indicates an advanced writing ability.

Summing Up on SAT Essay Examples

Joining an undergraduate program is the dream of many students, suggesting the importance of learning about SAT prompts. Regarding SAT essay examples, students must note expectations. Although these essays may differ in content, they tend to assume a similar structure in terms of the prompt, response, and grading. To excel in the SAT essay, a student must read the prompt and understand what it requires. Typically, the requirement is to consider the use of evidence (facts and examples) in the text and how it supports the author’s central claim. Moroever, it requires students to consider how reasoning helps the author construct ideas and show an interrelation between the central claim and evidence. Finally, SAT essay examples require applicants to analyze the persuasive use of language by the author, such as word choice or appeals to emotion, to strengthen the main ideas.

In essence, SAT essay examples entail the following details:

• a response with a plausible claim that convinces the reader of the accuracy of the author’s claim;
• a response with a word count of between 650 and 750 words;
• a time allocation of about 50 minutes, within which the student must thoroughly analyze and respond to the text;
• a grading criterion that addresses three dimensions: reading, analysis, and writing.

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New SAT Sample Essays

One of the biggest changes that was made to the New  SAT is that the Essay portion is now optional.  This means that you can now choose whether  or not you want to complete the Essay section  based on the requirements of the schools you are applying to.  Your Essay score will not factor into your final numerical score for the SAT; instead, it will be reported separately .  Learn more

CollegeBoard Essay Information

Key Changes: CollegeBoard's Essay Analyzing a Source (PDF)

College policies for the new essay

Colleges that require the essay

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