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Manhattan project faqs—from the minds of students.

Thousands of students ask—we answer! Let's dig into the top five questions about the Manhattan Project.

In February 2020, the Museum debuted its Manhattan Project Electronic Field Trip. Streaming into classrooms in all 50 states with over 83,000 students tuning in, viewers explored the Museum and important Manhattan Project sites through the eyes of student reporters and experts. These sites included the B Reactor in Hanford, Washington, Los Alamos National Laboratory, and the Trinity site in New Mexico.

Students were not just sitting and watching during the webcast, but could ask questions of our host, Dee-1, nuclear research professor, Sharon Squassoni , and Museum educators. And students were definitely curious! With over 2,000 questions posed, we couldn’t answer them all!

We’ve compiled the most-commonly asked questions (and their answers!) during the Electronic Field Trip from our inquisitive young audience.

1. Did anyone who worked on the Manhattan Project get hurt or die during manufacturing or testing?  

Yes. There were a few incidences that resulted in injury or death during the development of the atomic bomb.

The first major accident came in September of 1944 at the Philadelphia Navy Yard, where three men were attempting to fix a clogged tube containing liquid uranium hexafluoride. Unexpectedly, the tube exploded, causing a huge blast in the liquid thermal diffusion transfer room, killing two of the three men and sending uranium hexafluoride into the air. The USS Wisconsin [Italics] battleship was stationed near the semi-works, and sailors on the ship were not alerted that were exposed to this toxic cloud.

After the dropping of the bombs on Hiroshima and Nagasaki, work on the Manhattan Project continued well into 1946. Two scientists, Harry Daghlian  and Louis Slotin  were killed in separate criticality experiments during this time period, when both were exposed by accident to lethal doses of radiation. The deaths of Daghlian and Slotin led to enactment of new health and safety measures at the lab for the years to come.

2. Does radiation still exist at the Trinity site? 

According to White Sands Missile Range (WSMR) , formerly the Trinity test site, very low levels of radiation still exist at the site. Civilians can only visit twice a year during open houses that usually take place in April and October.

WSMR estimates that an individual would be exposed to about ½ of a millirem of radiation by spending an hour at the site. In comparison, the American Nuclear Society estimates we receive between 26 and 96 millirems every year from the sun’s exposure. The green glass-like byproduct of the test, Trinitite, also emits radiation. Listen to Professor Squassoni’s explanation during the Electronic Field Trip if trinitite is safe to touch.

3. Why were uranium and plutonium used as fuel for the bombs?  

Uranium and plutonium are both large and unstable elements, two factors that make fission, or splitting of the nucleus of an atom, easier and more likely. However, certain isotopes of uranium and plutonium are best suited for fission, U-235 and P-239. These isotopes are highly unstable, ensuring that in the right environment their nuclei will split and emit neutrons that will then cause the atoms around them to also split. What’s an isotope? Check out the answer from Rob and Julia in the Electronic Field Trip.

4. Were displaced people compensated when the Manhattan Project sites were constructed? 

It depends. Generally, people were compensated, but the majority of the time their property was appraised at a much lower value than its actual worth. In some cases, people appealed the amount they were given and later settled with the government to receive an additional sum.

Hispano homesteaders in Los Alamos were paid very little for their land. In 2004, Congress allocated 10 million dollars to the surviving homesteaders and their family members to compensate for the low payments or no payments at all to relocate.

At the Hanford site, American Indians tribes like the Yakima, Nez Perce, and Umatilla used the area surrounding the Columbia River for hunting, fishing, and wintering grounds. The Wanapum were permanent residents. They received no financial compensation from the government for their eviction from the site. The Wanapum chief arranged site visitation with the Manhattan Project officials, although they weren’t always guaranteed until the state Supreme Court ruled in favor of American Indian fishing rights in 1957.

5. How close was Nazi Germany to producing an atomic bomb? 

Not as close as the US government initially feared. Worries of Germany developing and possessing a nuclear weapon provided a major impetus for the federal government to green light the Manhattan Project. Watch here for more detail on Einstein’s warning letter to FDR about the potential Germany capability to develop an atomic bomb.

Several factors led to Germany’s early investigation into nuclear weapons production to fizzle out. Many scientists who were Europe’s brightest minds at the time escaped from Nazi controlled territory, refused to work on the development of the bomb, or emigrated to the United States and even worked on the Manhattan Project. There was never a fully-coordinated effort between the German government, military, and their scientific community develop a weapon. Germany invested in using less-effective heavy water, not graphite, to moderate reactions. As the war continued, Germany’s industrial capacity became increasingly limited, and resources were allocated away from the project in order to keep Germany fighting in the war.

Be sure to tune into the entire archived broadcast for answers to even more student questions or search #mpeft  on Twitter to check out conversation. Additional curriculum materials  are also available to extend the lesson of the Electronic Field Trip in your classroom.

Electronic Field Trips

View more cross-country WWII explorations that you can stream right from your device. 

Chrissy Gregg

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Manhattan Project

By: History.com Editors

Updated: July 21, 2023 | Original: July 26, 2017

The Manhattan Project was the code name for the American-led effort to develop a functional atomic weapon during World War II. The controversial creation and eventual use of the atomic bomb engaged some of the world’s leading scientific minds, as well as the U.S. military—and most of the work was done in Los Alamos, New Mexico, not the borough of New York City for which it was originally named.

The Manhattan Project was started in response to fears that German scientists had been working on a weapon using nuclear technology since the 1930s—and that Adolf Hitler was prepared to use it.

America Declares War

The agencies leading up to the Manhattan Project were first formed in 1939 by President Franklin D. Roosevelt after U.S. intelligence operatives reported that scientists working for Adolf Hitler were already working on a nuclear weapon.

At first, Roosevelt set up the Advisory Committee on Uranium, a team of scientists and military officials tasked with researching uranium’s potential role as a weapon. Based on the committee’s findings, the U.S. government started funding research by Enrico Fermi and Leo Szilard at Columbia University , which was focused on radioactive isotope separation (also known as uranium enrichment) and nuclear chain reactions.

The Advisory Committee on Uranium’s name was changed in 1940 to the National Defense Research Committee, before finally being renamed the Office of Scientific Research and Development (OSRD) in 1941 and adding Fermi to its list of members.

That same year, following the Japanese attack on Pearl Harbor , President Roosevelt declared that the U.S. would enter World War II and align with Great Britain, France and Russia to fight against the Germans in Europe and the Japanese in the Pacific theater.

The Army Corps of Engineers joined the OSRD in 1942 with President Roosevelt’s approval, and the project officially morphed into a military initiative, with scientists serving in a supporting role.

The Manhattan Project Begins

The OSRD formed the Manhattan Engineer District in 1942 and based it in the New York City borough of the same name. U.S. Army Colonel Leslie R. Groves was appointed to lead the project.

Fermi and Szilard were still engaged in research on nuclear chain reactions, the process by which atoms separate and interact, now at the University of Chicago , and successfully enriching uranium to produce uranium-235.

Meanwhile, scientists like Glenn Seaborg were producing microscopic samples of pure plutonium, and Canadian government and military officials were working on nuclear research at several sites in Canada.

On December 28, 1942, President Roosevelt authorized the formation of the Manhattan Project to combine these various research efforts with the goal of weaponizing nuclear energy. Facilities were set up in remote locations in New Mexico , Tennessee and Washington , as well as sites in Canada, for this research and related atomic tests to be performed.

The Unsung African American Scientists of the Manhattan Project

At least 12 Black chemists and physicists worked as primary researchers on the team that developed the technology behind the atomic bomb.

The Trinity Test

In the early 1940s, the U.S. government authorized a top‑secret program of nuclear bomb testing and development, codenamed “The Manhattan Project.”

J. Robert Oppenheimer: 5 Facts About the ‘Father of the Atomic Bomb’

The theoretical physicist read Sanskrit, loved horseback riding in New Mexico and was targeted during the Red Scare.

Robert Oppenheimer and Project Y

Theoretical physicist J. Robert Oppenheimer was already working on the concept of nuclear fission (along with Edward Teller and others) when he was named director of the Los Alamos Laboratory in northern New Mexico in 1943.

Los Alamos Laboratory—the creation of which was known as Project Y—was formally established on January 1, 1943. The complex is where the first Manhattan Project bombs were built and tested.

On July 16, 1945, in a remote desert location near Alamogordo, New Mexico, the first atomic bomb was successfully detonated—the Trinity Test —creating an enormous mushroom cloud some 40,000 feet high and ushering in the Atomic Age.

Scientists working under Oppenheimer had developed two distinct types of bombs: a uranium-based design called “the Little Boy” and a plutonium-based weapon called “the Fat Man.” With both designs in the works at Los Alamos, they became an important part of U.S. strategy aimed at bringing an end to World War II.

The Potsdam Conference

With the Germans sustaining heavy losses in Europe and nearing surrender, the consensus among U.S. military leaders in 1945 was that the Japanese would fight to the bitter end and force a full-scale invasion of the island nation, resulting in significant casualties on both sides.

On July 26, 1945, at the Potsdam Conference in the Allied-occupied city of Potsdam, Germany, the U.S. delivered an ultimatum to Japan—surrender under the terms outlined in the Potsdam Declaration (which, among other provisions, called for the Japanese to form a new, democratic and peaceful government) or face “prompt and utter destruction.”

As the Potsdam Declaration provided no role for the emperor in Japan’s future, the ruler of the island nation was unwilling to accept its terms.

Hiroshima and Nagasaki

Meanwhile, the military leaders of the Manhattan Project had identified Hiroshima , Japan, as an ideal target for an atomic bomb, given its size and the fact that there were no known American prisoners of war in the area. A forceful demonstration of the technology developed in New Mexico was deemed necessary to encourage the Japanese to surrender.

With no surrender agreement in place, on August 6, 1945, the Enola Gay bomber plane dropped the as-yet untested “Little Boy” bomb some 1,900 feet above Hiroshima, causing unprecedented destruction and death over an area of five square miles. Three days later, with still no surrender declared, on August 9th, the “Fat Man” bomb was dropped over Nagasaki , the site of a torpedo-building plant, destroying more than three square miles of the city.

The two bombs combined killed more than 100,000 people and leveled the two Japanese cities to the ground.

The Japanese informed Washington, which following Roosevelt’s death was under the new leadership of President Harry Truman , of their intention to surrender on August 10th, and formally surrendered on August 14, 1945.

Legacy of the Manhattan Project

With the development of weapons designed to bring about the end of World War II as its stated mission, it’s easy to think that the story of the Manhattan Project ends in August 1945. However, that’s far from the case.

Following the end of the war, the United States formed the Atomic Energy Commission to oversee research efforts designed to apply the technologies developed under the Manhattan Project to other fields.

Ultimately, in 1964, then-President Lyndon B. Johnson put an end to the U.S. government’s effective monopoly over nuclear energy by allowing for private ownership of nuclear materials.

The nuclear fission technology perfected by the Manhattan Project engineers has since become the basis for the development of nuclear reactors, power generators, as well as other innovations, including medical imaging systems and radiation therapies for various forms of cancer.

Manhattan: The Army and the Atomic Bomb. U.S. Army Center of Military History . The Manhattan Project—Its Story. U.S. Department of Energy: Office of Scientific and Technical Information . Leo Szilárd, a traffic light and a slice of nuclear history. Scientific American . J. Robert Oppenheimer (1904—1967). Atomic Archive .

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The Manhattan Project

Written by: edward g. lengel, the national world war ii museum, by the end of this section, you will:.

• Explain the causes and effects of the victory of the United States and its allies over the Axis Powers

Suggested Sequencing

Use this narrative with the Dropping the Atomic Bomb Decision Point and the Was the Use of the Atomic Bomb Justified? DBQ Lesson to show the development of the United States’ nuclear program and subsequent use in the Hiroshima and Nagasaki bombings.

Fundamental discoveries about the nature of the atom took place during the most war-torn century in human history. By the 1920s and 1930s, scientists were intensively studying the military ramifications of atomic power. In 1938, German chemist Otto Hahn scored a breakthrough by not only splitting the uranium atom but also discovering the immense explosive potential of the process. He and other German scientists immediately moved on to focus their research on creating an atomic bomb for the Nazi state.

Scientists in other nations quickly became aware of the German work in this field and initiated atomic programs of their own. Nuclear research in Britain, led by German scientists who had fled the Nazi regime, surged ahead with the discovery that it would be possible to build a bomb with only small quantities of the rare isotope uranium-235. Lacking this knowledge, and assuming it would take many years to acquire the supplies necessary to build a bomb, German scientists had slowed their work by the early 1940s. But other scientists did not know this. On August 2, 1939, famed scientist Albert Einstein wrote to President Franklin Roosevelt urging him to accelerate his country’s atomic program to ensure that the Germans did not develop the bomb first.

An alarmed Roosevelt responded energetically, especially after the Japanese attack on Pearl Harbor and the American entry into World War II in Europe and Asia. Led by his scientific advisors to believe that, with great effort, an atomic weapon could be developed by 1944, on June 17, 1942, the president initiated the atomic program that came to be called the Manhattan Project. Unlike the Germans, who assumed they would win the war quickly and that continuing their atomic program was thus not worth the trouble, the Americans and British anticipated a long conflict and so were deeply committed to their projects. They shared information with each other along the way, but not with the Soviet Union. Soviet espionage nevertheless monitored the Anglo-American programs with a degree of success that was not known until many years later.

The Manhattan Project, named after a supervisory district of the U.S. Army Corps of Engineers in Manhattan, New York, oversaw the U.S. atomic program. It was headed by General Leslie R. Groves and carried out its work at facilities in Illinois, Tennessee, Washington state, and New Mexico ([link]Figure_12_03_ManProjMap[/link]). Progress was rapid, thanks not just to scientific work but to America’s vast industrial capacity. In December 1942, scientists Enrico Fermi and Arthur Compton created the first-ever uranium chain reaction in the basement of the University of Chicago’s football stadium. In a facility built the following year on a mesa at Los Alamos, New Mexico, meanwhile, scientist J. Robert Oppenheimer and his team worked to create the first atomic bomb.

(a) Enrico Fermi, one of the Manhattan Project scientists, created the first nuclear reactor, the Chicago Pile-1. (b) Important sites associated with the Manhattan Project were scattered across the country.

The expenses of the top-secret Manhattan Project were concealed from Congress, subsumed in appropriations for the War Department. By the time the war ended, they totaled approximately $2 billion, dwarfing every other wartime military project except the creation of the B-29 Superfortress bomber. Roosevelt ensured that his atomic scientists were never short of funds, however, knowing that if the project succeeded, no one would question the cost.

The first bomb was nearly complete at the time of President Roosevelt’s death on April 12, 1945. New president Harry S. Truman ordered the program to move forward despite Germany’s impending surrender, with a view toward possibly using the weapon against Japan. While the interim committee Truman created considered the military, political, and moral advisability of using the bomb, Oppenheimer’s team completed the first-ever atomic weapon and prepared it for testing.

The test, codenamed “Trinity,” took place on July 16, 1945, in the desert at Alamogordo, New Mexico, 200 miles south of Los Alamos. The device, mounted on a metal tower, consisted of just 13.5 pounds of plutonium encased in two-and-a-half tons of explosives. It exploded at 5:29 a.m. to devastating effect, equal to the detonation of almost 20,000 tons of TNT. Groves and Oppenheimer witnessed the atomic fireball expand into a mushroom cloud visible 60 miles away. Horrified by what he saw, Oppenheimer called to mind words from the Bhagavad Gita: “Now I am become Death, the destroyer of worlds.” But it was too late to turn back. The world had entered the nuclear age.

(a) In 1945, the mushroom cloud from the first atomic weapon test, “Trinity,” could be seen as far as 60 miles away. (b) J. Robert Oppenheimer and General Leslie Groves inspect the aftermath of the explosion at Alamogordo, New Mexico, in July 1945.

On August 6, the Enola Gay , a B-29 Superfortress, dropped the uranium bomb nicknamed Little Boy, which exploded with the force of 12,500 tons of TNT 1,900 feet above the Japanese city of Hiroshima. With a blinding flash and rising mushroom cloud, the blast and resulting firestorm obliterated the city and destroyed 70,000 buildings. People were vaporized from the blast and their shadows imprinted on walls. An estimated 70,000 to 80,000 civilians and soldiers were immediately killed, and thousands later died of radiation poisoning and burns. Tormented survivors were disfigured with hanging skin and burns. President Truman sent public messages announcing the dropping of an atomic bomb and threatened more if Japan refused to surrender. Still, the Japanese government fought on.

On August 9, another B-29 bomber dropped a plutonium bomb called Fat Man on Nagasaki, with an even larger blast equivalent to 22,000 tons of TNT. Due to significant cloud cover this second bomb missed its target by a wide margin, somewhat limiting its destructive impact. Nevertheless, it killed at least 30,000 people and caused suffering for thousands of survivors. Over the next five days, conventional bombings of other major cities killed an additional 15,000 Japanese. Finally, on August 14, Japan surrendered and World War II ended.

The development of the atomic bomb and the ensuing arms race between the United States and the Soviet Union, along with their allies, ushered in the nuclear age and imperiled all humanity. Although the only atomic bombs ever used were those dropped on Hiroshima and Nagasaki during World War II, the Cold War led to the credible threat of their additional use and the fear of widespread destruction.

Review Questions

1. The costs associated with the Manhattan Project did not lead to protest primarily because

• Congress considered the costs to be justified
• President Roosevelt overruled any objections
• atomic bombs were inexpensive to build
• they were concealed from Congress

2. The atomic explosion at Alamogordo, New Mexico, on July 16, 1945

• failed to produce the desired results
• ended World War II
• proved the success of the Manhattan Project
• convinced President Truman the atomic bomb was too powerful to use

3. Development of the atomic bomb in the United States during the 1940s occurred

• at various locations throughout the United States
• primarily in Manhattan, New York
• exclusively under civilian leadership
• primarily using the research generated by American scientists

4. The American scientist who oversaw the Manhattan Project was

• Leslie Groves
• Robert Oppenheimer
• Enrico Fermi

5. The scientific advances behind the Manhattan Project primarily benefited from

• the work of émigré scientists from totalitarian regimes
• Anglo-American military cooperation
• American anticipation of a short military conflict
• exchange of nuclear scientific knowledge between the United States and the Soviet Union

Free Response Questions

• Analyze the factors that led the United States to build the first atomic bomb.
• Describe the organization of the Manhattan Project.

AP Practice Questions

“Sir: Some recent work by E. Fermi and L. Szilard . . . leads me to expect that the element uranium may be turned into a new and important source of energy in the immediate future. . . . I believe therefore that it is my duty to bring to your attention the following facts and recommendations. . . . It may be possible to set up a nuclear chain reaction in a large mass of uranium . . . This new phenomenon would also lead to the construction of bombs . . . A single bomb of this type, carried by boat and exploded in a port, might very well destroy the whole port together with some of the surrounding territory. However, such bombs might very well prove too heavy for transportation by air. . . . In view of this situation you may think it desirable to have some permanent contact maintained between the Administration and the group of physicists working on chain reactions in America.”

Albert Einstein, Letter to President Franklin Roosevelt, August 2, 1939

1. The sentiments expressed in the excerpt most directly led to the

• creation of the Manhattan Project
• implementation of the island-hopping strategy
• D-Day invasion
• defeat of Nazi Germany

2. Which group would most likely support the argument made in the excerpt?

• Critics of the military-industrial complex
• Opponents of the Treaty of Versailles
• Proponents of the Lend-Lease Act
• Isolationists such as the America First group

3. This excerpt was written in response to the

• federal programs created by the New Deal
• rise of fascism in Europe
• debates about the morality of using atomic weapons
• expansion of communist ideology in Southeast Asia

Primary Sources

Einstein, Albert. 1939 letter to President Roosevelt. http://www.fdrlibrary.marist.edu/archives/pdfs/docsworldwar.pdf

“Trinity Test Eyewitnesses.” Atomic Heritage Foundation . https://www.atomicheritage.org/key-documents/trinity-test-eyewitnesses

Suggested Resources

Bird, Kai, and Martin J. Sherwin. American Prometheus: The Triumph and Tragedy of J. Robert Oppenheimer . New York: Knopf, 2005.

Chambers, John Whiteclay, ed. The Oxford Companion to American Military History . Oxford, UK: Oxford University Press, 1999.

Conant, Jennet. 109 East Palace: Robert Oppenheimer and the Secret City of Los Alamos . New York: Simon and Schuster, 2005.

Kelly, Cynthia C., ed. Manhattan Project: The Birth of the Atomic Bomb in the Words of its Creators, Eyewitnesses, and Historians . New York: Black Dog & Leventhal, 2009.

Kunetka, James. The General and the Genius: Groves and Oppenheimer – The Unlikely Partnership that Built the Atom Bomb . New York: Regnery, 2015.

Rhodes, Richard. The Making of the Atomic Bomb . New York: Simon and Schuster, 1987.

Weinberg, Gerhard L. A World at Arms: A Global History of World War II . Cambridge, UK: Cambridge University Press, 1994.

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The Manhattan Project

Lesson plan  .

Introduction

Part 1: making the bomb.

Part 2: Immediate Effects 

Part 3: legacy of the bomb , further reading:.

Home — Essay Samples — Philosophy — Ethics — Julius Oppenheimer And The Manhattan Project

Julius Oppenheimer and The Manhattan Project

• Categories: Ethics

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Published: Mar 16, 2024

Words: 521 | Page: 1 | 3 min read

Table of contents

Julius oppenheimer: the "father of the atomic bomb", ethical and moral implications.

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National Museum of Nuclear Science & History

Document Based Question on the Manhattan Project

• Middle School

Students are introduced to the Manhattan Project with film and open discussion, then use primary source documents to write an essay about the Manhattan Project.  Submitted by Jeff Carr.

• " The American Pageant," 13th Ed.
• "A Sense of Place" DVD
• "The Story of US" DVD by The History Channel
• The Manhattan Project by Cynthia C. Kelly

Assignment:

Students will achieve and understanding of:

• The science that led to the atomic bomb
• The comparisons to other scientific achievements
• The historical significance
• Problem-solving issues
• The future ramifications
• Viewing of "A Sense of Place,"  a clip of the explosion over Hiroshima and its aftermath
• Read about Harry Truman and his decision to drop the bomb
• Socratic dialogue of the decision to drop the bomb.
• Introduction to the Document Based Question (DBQ) Essay
• Writing of DBQ
• Optional field trip to Los Alamos
• Students produce an original DBQ Essay based on the DBQ Essay Packet that is provided at class.
• Students will participate in an open discussion on how to approach the DBQ process.

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How to Get the Perfect Hook for Your College Essay

What’s covered:, developing your hook.

• 5 College Essay Hook Examples

5 Tips and Examples for Crafting a Great Hook

Your essay is one of the best tools available for standing out in a crowded field of college applicants (many with academic portfolios similar to yours) when applying to your dream school. A college essay is your opportunity to show admissions committees the person behind the grades, test scores, and resume. To ensure your college essay receives the full attention of admissions committees, you need to lure them in with a great hook—that is, a compelling opening that makes your audience hungry for more.

You need a strong start to capture the attention of the admission committees. When it comes to college essays, first impressions are everything. In fact, there’s no guarantee that anyone is going to read more than your first sentence if you bore them to tears within a few words, which is why it’s essential to craft an effective and engaging hook.

There’s no one-size-fits-all strategy for composing an attention-grabbing hook. A well-crafted hook can be anything from an image to an anecdote to an interesting fact while factors like writing style, essay structure, and prompt can all influence what makes for a good hook. That said, memorable hooks share a number of attributes, most notably they draw readers in,  connect with the topic you’re writing about, and leave a lasting impression, often in a creative or unexpected way.

For example, let’s construct a hypothetical essay. Let’s say that after some careful consideration, Jane Doe has decided to write her personal essay about her experience running canine obedience classes. She isn’t quite sure how to start her essay, so she’s practicing with some proven essay hooks. If you’re ready to develop your own hook, check out four of our favorite college essay hook strategies and how they work for Jane below!

College Essay Hook Examples

There are a number of proven strategies that Jane can use to craft a compelling hook. A few tried-and-true hooks include:

1. Open with an Anecdote

People love stories, so it makes sense that telling one is a great way to attract readers. Detailing a relevant anecdote provides context for your essay and can give the reader an idea of what you are up against if you’re overcoming an obstacle or rising to a challenge.

On the day that I told my mother I wanted to start my own canine obedience school, she smiled and muttered something under her breath about the irony of my youthful disobedience and my newfound passion for enforcing rules. What she didn’t know then was that it was not in spite of, but rather because of, my tendency to push the boundaries that I was confident in my ability to succeed.

2. Set the Scene

One fantastic way to get your essay moving and to draw your readers in is to plunge them into the middle of an important scene. Provide readers with descriptive details and dialogue to make them feel like they’re watching a movie from your life and have just tuned in at a critical moment.

I jumped back as the dog lunged for my leg, teeth bared and snarling. “It’s okay, Smokey, it’s okay,” I soothed as I tried to maneuver closer to the post where I had tied his leash. In the back of my head, I heard my brother’s taunts swirling around.

“A dog trainer?” he had scoffed. “What kind of person would hire you as a dog trainer?!”

I pushed the thoughts away and grasped the leash, pulling it tightly to my side as Smokey, surprised by my sudden confidence, fell into stride beside me.

3. Ask a Question

Asking a question at the beginning of your essay can activate your reader’s critical thinking and get them hungry for the answer that you won’t offer until later. Try to come up with a question that’s broad enough that they won’t know the answer right away, but specific enough that it isn’t a generic hook that could work on just any college essay.

How do you respond when you’re faced with a very real physical threat to your safety, yet you literally can’t afford to back down? This is the question I faced on my very first day as a dog trainer.

4. Use a Metaphor or Simile

A metaphor or simile can pull readers in by helping them make connections between seemingly unrelated topics or by encouraging them to think about topics from a different point of view.

Running canine obedience classes is a lot like navigating high school. It’s a dog-eat-dog world with a lot to learn, many personalities to manage, peril around every corner, and everyone anxious to graduate.

Selecting the right hook is a great first step for writing a winning college essay, but the execution is also important.

1. Narrow Down Your Scope

Sometimes the best way to tackle big projects like writing an attention-grabbing hook or captivating college essay is to think small. Narrow down on a specific incident or even a moment that leads into your topic.

It’s my first time teaching a canine obedience class. I’m surrounded by strangers and the dogs are barking so loud I can’t hear myself think, but I have a gnawing feeling that I’m losing control. I put my fingers to my lips and let out the loudest whistle I’m capable of. Suddenly there was silence.

2. Use Adjectives

Adjectives are used to add a description and make your writing clearer and more specific. In other words, they’re the details that make your writing stand out and suck readers in. Jane didn’t simply reward the dog for sitting, she…

It was a battle of wills between me and the eight-month-old Australian Shepherd—defiance was in his sparkling blue eyes, but so was desire for the bit of hot dog hiding in my hand. Reluctantly he sat, earning his treat while I claimed my alpha status.

3. Use Emotion

Use emotion to connect and entice your reader. Emotions make readers feel, pulling them into your essay, and are memorable. You can use them for everything from sharing a fact about yourself to putting the reader in your shoes.

When I was young, I would have been extremely lonely if not for my dog Trevor. I struggled to make friends and Trevor provided companionship, helped me overcome my shyness (he was a great icebreaker), and is responsible for shaping who I am today. When Trevor passed away in high school, I set out to train canine obedience and help dogs become the best versions of themselves—just like what Trevor did for me.

4. Short and Sweet

Admissions committees have a lot of essays to read, so the quicker you get to the point and capture their attention, the better.

Mere moments into my dream job, someone had already peed on the floor and another had bitten a person. Welcome to the life of a dog trainer.

5. Just Start Writing

Sometimes the hook of your college essay isn’t clear. Rather than getting hung up, start developing your essay and see if it adds clarity as to how to best implement a hook. Some students even find that it’s easiest to write a hook last, after writing the body of the personal statement.

Where to Get Feedback on Your Essay Hook

Wondering if you created an effective hook? It’s difficult to evaluate your own writing, especially a line or two you read and reworked numerous times. CollegeVine can help. Through our free Peer Essay Review tool , you can get a free review of your hook, and overall essay, from another student. Then you can pay it forward and improve your own writing skills by reviewing other students’ essays.

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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• Writing Tips

How to Write the Ultimate Essay Hook

4-minute read

• 6th May 2023

Never underestimate the power of an essay hook . This opening statement is meant to grab the reader’s attention and convince them to keep reading. But how do you write one that’ll pack a punch? In this article, we’ll break this down.

What Is an Essay Hook?

An essay hook is the first thing your audience will read. If it doesn’t hook them right off the bat, they might decide not to keep reading. It’s important that your opening statement is impactful while not being too wordy or presumptuous.

It’s also crucial that it clearly relates to your topic. You don’t want to mislead your readers into thinking your essay is about something it’s not. So, what kind of essay hook should you write? Here are seven ideas to choose from:

1.   Story

Everyone likes a good story. If an interesting story or anecdote relates to your essay topic, the hook is a great place to include it. For example:

The key to a good story hook is keeping it short and sweet. You’re not writing a novel in addition to an essay!

2.   Fact

Another great essay hook idea is to lay out a compelling fact or statistic. For example:

There are a few things to keep in mind when doing this. Make sure it’s relevant to your topic, accurate, and something your audience will care about. And, of course, be sure to cite your sources properly.

3.   Metaphor or Simile

If you want to get a little more creative with your essay hook, try using a metaphor or simile . A metaphor states that something is something else in a figurative sense, while a simile states that something is like something else.

Metaphors and similes are effective because they provide a visual for your readers, making them think about a concept in a different way. However, be careful not to make them too far-fetched or overly exaggerated.

4.   Question

Asking your audience a question is a great way to hook them. Not only does it make them think, but they’ll also want to keep reading because you will have sparked their curiosity. For example:

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Try to avoid using questions that start with something along the lines of “Have you ever wondered…?” Instead, try to think of a question they may never have wondered about. And be sure not to answer it right away, at least not fully. Use your essay to do that!

5.   Declaration

Making a bold statement or declaring a strong opinion can immediately catch people’s attention. For example:

Regardless of whether your reader agrees with you, they’ll probably want to keep reading to find out how you will back up your claim. Just make sure your declaration isn’t too controversial, or you might scare readers away!

6.   Common Misconception

Laying out a common misconception is another useful way to hook your reader. For example:

If your readers don’t know that a common belief is actually a misconception, they’ll likely be interested in learning more. And if they are already aware, it’s probably a topic they’re interested in, so they’ll want to read more.

7.   Description

You can put your descriptive powers into action with your essay hook. Creating interesting or compelling imagery places your reader into a scene, making the words come alive.

A description can be something beautiful and appealing or emotionally charged and provoking. Either way, descriptive writing is a powerful way to immerse your audience and keep them reading.

When writing an essay, don’t skimp on the essay hook! The opening statement has the potential to convince your audience to hear what you have to say or to let them walk away. We hope our ideas have given you some inspiration.

And once you finish writing your essay, make sure to send it to our editors. We’ll check it for grammar, spelling, word choice, references, and more. Try it out for free today with a 500-word sample !

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How to Write a Hook: Start Off Your Essay Strong with This Guide

What is a Hook for an Essay: Importance and Purpose

Which section of your essay can make your readers dip their toes into your writing? Is it the body paragraphs where all the analysis is laid out? Or maybe the introduction, where you present your thesis statement and voice your perspective on the subject? Well, if you think it is the latter, then we must agree with your decision. However, let's get more specific; if we take the introductory paragraph to pieces, which piece gets the most recognition? You must have guessed from the article's title that we're talking about a hook. But first, let's define what is a hook for an essay before we walk you through the reasons why it deserves our pat on the back.

The hook is the initial sentence in a written work. Whether you're asking how to write a hook for a song, blog post, or term paper, know that the purpose of any effective hook is to seize the reader's attention. It can be one sentence long, often for shorter pieces, or composed of several lines - usually for larger pieces. Making the reader want to keep reading is what an essay hook accomplishes for your paper, just as an intriguing introduction does for any piece.

Our main emphasis in this guide is on creating a good hook for an essay. Nonetheless, these fundamental guidelines apply to nearly every format for communicating with your audience. Whether writing a personal statement, a speech, or a presentation, making a solid first impression is crucial to spur your readers into action.

How to Write a Hook for Different Kinds of Writing

Although it is a tough skill to master, understanding how to write a hook is crucial for academic writing success. By reviewing the most prevalent kinds of essay hooks, you can discover how to effectively captivate readers from the start and generate a hook that is ideal for your article. To do so, let's head over to the following sections prepared by our dissertation writers .

How to Write a Hook for a College Essay?

By mastering how to write a hook for a college essay, you have the opportunity to stand out from the hundreds of applicants with identical academic portfolios to yours in your college essay. It should shed light on who you are, represent your true nature, and show your individuality. But first, you need an attention-grabbing start if you want the admissions committee to read more of yours than theirs. For this, you'll require a strong hook.

Set the Scene

When wondering how to write a good hook for an essay, consider setting the scene. Open in the middle of a key moment, plunge in with vivid details and conversation to keep your essay flowing and attract the reader. Make the reader feel like they are seeing a moment from your life and have just tuned in.

Open with an Example

Starting with a specific example is also a great idea if you're explaining how you acquired a particular skill or unique accomplishment. Then, similar to how you established the scenario above, you may return to this point later and discuss its significance throughout the remaining sections.

Open with an Anecdote

Using an anecdotal hook doesn't necessarily mean that your essay should also be humorous. The joke should be short and well-aimed to achieve the best results. To assist the reader in visualizing the situation and understanding what you are up against when tackling a task or overcoming a challenge, you might also use a funny irony. And if this sounds too overwhelming to compose, buy an essay on our platform and let our expert writers convey your unmatched story!

How to Write a Hook for an Argumentative Essay?

If you write a strong hook, your instructor will be compelled to read your argument in the following paragraphs. So, put your creative thinking cap on while crafting the hook, and write in a way that entices readers to continue reading the essay.

Use Statistics

Statistics serve as a useful hook because they encourage research. When used in argumentative writing, statistics can introduce readers to previously undiscovered details and data. That can greatly increase their desire to read your article from start to finish. You can also consider this advice when unsure how to write a good hook for a research paper. Especially if you're conducting a quantitative study, a statistic hook can be a solid start.

Use a Common Misconception

Another answer to your 'how to write a hook for an argumentative essay' question is to use a common misconception. What could be a better way to construct an interesting hook, which should grab readers' attention, than to incorporate a widely held misconception? A widespread false belief is one that many people hold to be true. When you create a hook with a misinterpretation, you startle your readers and immediately capture their interest.

How to Write a Hook for a Persuasive Essay?

The finest hooks for a persuasive essay capture the reader's interest while leading them to almost unconsciously support your position even before they are aware of it. You can accomplish this by employing the following hook ideas for an essay:

Ask a Rhetorical Question

By posing a query at the outset of your essay, you may engage the reader's critical thinking and whet their appetite for the solution you won't provide until later. Try to formulate a question wide enough for them to not immediately know the answer and detailed enough to avoid becoming a generic hook.

Use an Emotional Appeal

This is a fantastic approach to arouse sympathy and draw the reader into your cause. By appealing to the reader's emotions, you may establish a bond that encourages them to read more and get invested in the subject you cover.

Using these strategies, you won't have to wonder how to write a hook for a persuasive essay anymore!

How to Write a Hook for a Literary Analysis Essay?

Finding strong essay openers might be particularly challenging when writing a literary analysis. Coming up with something very remarkable on your own while writing about someone else's work is no easy feat. But we have some expert solutions below:

Use Literary Quotes

Using a literary quote sounds like the best option when unsure how to write a hook for a literary analysis essay. Nonetheless, its use is not restricted to that and is mostly determined by the style and meaning of the quotes. Still, when employing literary quotes, it's crucial to show two things at once: first, how well you understand the textual information. And second, you know how to capture the reader's interest right away.

Employ Quotes from Famous People

This is another style of hook that is frequently employed in literary analysis. But if you wonder how to write a good essay hook without sounding boring, choose a historical person with notable accomplishments and keep your readers intrigued and inspired to read more.

How to Write a Hook for an Informative Essay?

In an informative essay, your ultimate goal is to not only educate your audience but also engage and keep them interested from the very beginning. For this, consider the following:

Start with a Fact or Definition

You might begin your essay with an interesting fact or by giving a definition related to your subject. The same standard applies here for most types mentioned above: it must be intriguing, surprising, and/or alarming.

Ask Questions that Relate to Your Topic

Another solution to 'How to write a hook for an informative essay?' is to introduce your essay with a relevant question. This hook lets you pique a reader's interest in your essay and urge them to keep reading as they ponder the answer.

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Expert-Approved Tips for Writing an Essay Hook

Are you still struggling with the ideal opening sentence for your essay? Check out some advice from our essay helper on how to write a hook sentence and make your opening stand out.

• Keep your essay type in mind . Remember to keep your hook relevant. An effective hook for an argumentative or descriptive essay format will differ greatly. Therefore, the relevancy of the hook might be even more important than the content it conveys.
• Decide on the purpose of your hook . When unsure how to write a hook for an essay, try asking the following questions: What result are you hoping to get from it? Would you like your readers to be curious? Or, even better, surprised? Perhaps even somewhat caught off guard? Determine the effect you wish to accomplish before selecting a hook.
• Choose a hook at the end of the writing process. Even though it should be the first sentence of your paper, it doesn't mean you should write your hook first. Writing an essay is a long and creative process. So, if you can't think of an effective hook at the beginning, just keep writing according to your plan, and it will eventually come into your head. If you were lucky enough to concoct your hook immediately, double-check your writing to see if it still fits into the whole text and its style once you've finished writing.
• Make it short . The shorter, the better – this rule works for essay hooks. Keeping your hook to a minimum size will ensure that readers will read it at the same moment they start looking at your essay. Even before thinking if they want or don't want to read it, their attention will be captured, and their curiosity will get the best of them. So, they will continue reading the entire text to discover as much as possible.

Now you know how to write a good hook and understand that a solid hook is the difference between someone delving further into your work or abandoning it immediately. With our hook examples for an essay, you can do more than just write a great paper. We do not doubt that you can even write a winning term paper example right away!

Try to become an even better writer with the help of our paper writing service . Give them the freedom to write superior hooks and full essays for you so you may learn from them!

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What Is A Good Hook For An Essay?

How to write a hook for an essay, what is a good hook for an argumentative essay.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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Essay Hooks: How to Grab Your Reader With Your Writing

April 18, 2019

Imagine an admissions officer reading your application: they start with the mundane, beginning with your home address and biographical information, then moving down your application to your test scores and activities list next. What exactly have you been doing for the past four years? Are you a student leader, community game-changer, future tech mogul? And then - your personal statement .

It’s not much of an exaggeration to say that this essay is the soul of your application. With 650 allotted words, you have the power to craft a captivating narrative about who you are, what you value, and most importantly - where you see yourself going. The very first sentence of your essay - commonly referred to as the ‘hook’ - is a direct invitation to the reader to walk into your world for the next few minutes. Essay hooks can also simultaneously be the hardest piece of your essay to write.

For most high school writers, composing essay hooks can take some practice. It’s hard to know what will feel appropriate for your essay, and what captures someone’s attention is so innately personal. What you find humorous or intellectual might come across to your reader as boring or overdrawn. In this blog, I’ll introduce common “hook” styles that have been successful for past students, caution against the pitfalls that many applicants fall into, and share my top strategies for practicing writing your own essay hooks .

What Types of Hooks Are There?

Open with the unexpected.

“On the day my first novel was rejected, I was baking pies.” (Hamilton)

“Not all sons of doctors raise baby ducks and chickens in their kitchen. But I do. My dad taught me.” (NYT)

Starting your essay with a contradiction or surprising juxtaposition immediately catches any reader’s intrigue. These essay hooks work well because they’re unusual, but not hyper dramatized: both of the hooks above read as genuine. There’s also an implicit sense of humor here: who catches themselves baking pies when they receive upsetting news? These hooks position the speaker as quirky, likable, and ready to offer some insight about what their unique life experiences have taught them. Simply put, this is a great way to grab your reader’s attention.

However, these types of hooks can also be more difficult to write. Unless you have a clear (or funny) story to tell from the beginning, they can be harder to write naturally. Try reflecting on the story you plan to tell: what about your identity, circumstances, or surroundings provides an insightful and unexpected angle into what you want to say? Jot down a few ideas and try several approaches before settling on your final opening line.

Details, Details, Details

“The way the light shined on her skin as she sewed the quilt emphasized the details of every wrinkle, burn and cut. While she completed the overcast stitch, the thimble on her index finger protected her from the needle pokes. She wore rings on every finger of her right hand, but on her left she only wore her wedding ring.” (NYT)

“My grandmother hovers over the stove flame, fanning it as she melodically hums Kikuyu spirituals. She kneads the dough and places it on the stove, her veins throbbing with every movement: a living masterpiece painted by a life of poverty and motherhood. The air becomes thick with smoke and I am soon forced out of the walls of the mud-brick house while she laughs.” (NYT)

Both of these opening paragraphs have successful essay hooks because they jump straight into the thick of it - there’s no time for slow building action here. They rely on the speaker’s senses, drawing from details that are visual, tactile, or auditory to draw the reader into the essay.

While both of these hooks center a female relative, the reader is ultimately learning about you: how do you perceive the world around you, what do you direct your attention towards, and what details matter to you ? This style of hook is perfect for a speaker who is insightful, self-aware, and nuanced. It’s also a great approach to showcase young writers’ creative capacities.

If you’re unsure about how to start writing this hook, try writing your essay as you see fit from start to finish. Then, look for ways to rearrange your structure - a lot of times it’s easier to find detailed imagery in the middle of an essay before moving it to the beginning. Another hint: opening with dialogue can always be a great way to jump right into the meat of your essay.

Bring a Fresh Perspective

“For as long as I can remember, one of my favorite pastimes has been manipulating those tricky permutations of 26 letters to fill in that signature, bright green gridded board of Wheel of Fortune.” (Johns Hopkins)

“I have old hands.” (Stanford)

One of my favorite personal strategies for tackling essay hooks is to bring light to something that happens every day. What’s such a normal experience of your daily occurrence that it’s led you to new insight, perspective, or thought? Do you spend every day watching Wheel of Fortune, or investigating your hands? Have you experimented with perfecting the best sandwich ever, harnessed inspiration from mowing the lawn, or made an art form out of writing moving birthday cards to your friends? Drawing focus towards moments that most people take for granted shapes your persona as a speaker - it shows you as creative, mature, and a forward-thinker.

This style of hook grabs your reader’s attention by signaling that you’re about to add a new twist on something that’s already established and it maintains a high level of authenticity, too. A lot of students writing their essays will try to talk about something big that makes them seem impressive - but actually, zoning in for the “small” moments that have been meaningful to you showcases more of your positive qualities as an applicant, and better demonstrates who you are.

If All Else Fails - Try Going Simple

“I always assumed my father wished I had been born a boy.” (NYT)

What’s the bare-bones, unshakable truth of your essay? This hook is effective because it’s moving - it speaks to the essay’s truth, and foreshadows content (the speaker’s relationship with her father, gender expectations and/or dynamics, navigating assumptions). In this case, simple is better: in one sentence, the speaker is able to distill the emotional core of her essay. The speaker’s voice reads as reflective, mature, and confident - she’s not afraid to be vulnerable, and has a clear voice.

This approach is perfect for students who aren’t sure what strategy might work for them, because it’s easy to tell when you’ve been successful. Try writing a single sentence that captures the emotional weight of your essay - then read it back to yourself (and others!). Do you have chills? Great - keep writing.

Common Pitfalls

You can’t win an oscar.

“Blood-soaked. 3am.”

Okay, there are two things that need to be addressed here. First - this is not a screenplay! You don’t need a shot-by-shot action take. Secondly - this is not the type of detail (or imagery) that’s going to work in your favor. While I’m a proponent for the “detailed” approach to hooking your audience, this isn’t quite what admissions officers are looking for. The essay in this case is actually about playing video games, so the dramatic (and violent) start is unnecessary. It also feels a little cheap - as if the speaker is trying too hard to grab the reader’s attention without putting thought into the impact of their words.

You Don’t Have to Prove Yourself

Please don’t open your essay with a really convoluted, philosophical, or critical outlook on the state of humankind, technology, or any other large-scale topics. Sure, you want to seem intellectually curious and come across as a deep thinker, but it shouldn’t feel contrived. Worst of all, these essays aren’t about you . The college essay isn’t the time to try and prove your intellectual prowess - it’s a space for introspection and mature reflection. By forcing your (intense) opinions on a reader, you come across as arrogant. What can colleges teach someone who is proclaiming to already know everything?

Use Your Own Words

While I’m sure there have been many works - poems, songs, memoirs, or plays - that have had a vast impact on your personal development, your reader wants to know more about you , not a writer that’s already established. Using quotes as essay hooks is a huge risk. For me, it elicits an immediate sigh and (depending on the quote), eye roll.

You’re Not En(titled) to Do This

If you only have 650 words to make your mark: don’t use a title! It’s a waste of space that disrupts your essay’s formatting and seems uninformed. Titling your essay isn’t a part of the personal statement’s typical conventions, so it’s completely unnecessary. Thumbs down.

How To Write Your Own Essay Hooks

So, how do you create your own?

Here are my best suggestions:

• Try several points of entry. Different styles are going to work with different students - it’s going to depend on your writing style, personality, sense of humor, experience with creative or reflective writing, and what your essay is about. Not everything will land the way you want it to - but that’s okay! Try writing essay hooks that model each of the styles above. Which feels most sincere for your piece and most true to you?
• Get feedback - the right kind. While too many different critics can agitate the writing process, feedback is important. Try a peer share or mini writing seminar with some of your friends - you all have to write essays, after all. Why not do it together? Try sharing a few different hooks and see what works best for your crowd. Make sure you keep your sanity by not sharing too much of your essay - just the pieces that you truly want feedback on. Most importantly, make sure you know when to incorporate the feedback, and when to use your best judgment and keep something you believe is an essential part of your essay.
• Write, write, write. It’s not fair to assume that because essay hooks come first, that you must write it first. That’s almost never the case! I personally always draft introductions before the rest of any piece, then circle back at the end to rewrite the beginning. You may have to keep writing before you land your point of entry - that’s how it should be!

After learning more about what types of essay hooks there are, and how to craft your own, I hope you’re ready to take on the hardest piece of the writing process with ease. You may surprise yourself with where your story begins.

• JHU: https://apply.jhu.edu/application-process/essays-that-worked/
• Stanford: https://stanfordmag.org/contents/let-me-introduce-myself
• Hamilton:  https://www.hamilton.edu/admission/apply/college-essays-that-worked/2014-essays-that-worked
• NYT: https://www.nytimes.com/2018/05/11/your-money/college-essay-topic-money-social-class.html

Tags : Personal Essay , Personal Statement , college essay tips , essay hooks , college application tips , college application essay

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