how to do a header for a essay

Whose last name should you use in your MLA header if you’re writing a group paper?

The MLA Style Guide has no specific guidelines for group projects. You should always include the names of all members of the group project in the first line of your heading, but you don’t necessarily need to do this for the header on every page.

If there are only two or three authors collaborating on your paper, you can include all of your last names in the MLA header, e.g., “Granger, Potter, and Weasley 2.”

If you’re part of a bigger group and it would take up too much space to include all of your last names, you can write the name that comes first in the alphabet and then add “ et al. ”, e.g., “Granger et al. 2.” (The term “et al.” is short for the Latin term “et alia”, which means “and others.” You’ll often see it used in academic papers with multiple authors.)

Should you include your class period in your MLA heading or just the class name?

There’s no MLA rule about this, but when in doubt, it’s always better to err on the side of including too much information in your heading rather than not enough.

If your instructor teaches more than one version of the same course, they’ll probably find it helpful if you specify the class period you’re in. You can either include your class period after the class name, e.g., “History of Magic—2nd period”, or before the class name, e.g., “2nd Period History of Magic.”

What should you write in your MLA heading if you don’t have an instructor?

If you have no instructor, you can explain the situation in the line where you would normally put the instructor’s name, e.g., “Independent Study” or “No Instructor.”

What should you write in your MLA heading if you have multiple instructors?

If you have multiple instructors, you can include both of their names in the line where you would put the instructor’s name. If you’re in a college course where you have a professor and a TA, you should choose whose name to include in the header depending on who will ultimately be reading your paper.

Should you include the date you started writing the paper or the date the paper is due?

The MLA Style Guide has no specific guidelines about which date you need to put in the heading. In general, however, the best practice is to put the date the assignment is due.

This is because all the papers for the same assignment will have the same due date, even if different students begin writing their assignments on different days, so it’s easier for your instructor to use the due date to determine what assignment the paper is for.

Should you format the date as Day Month Year or Month Day Year?

In MLA format, you should write the date in the order of Day Month Year. Instead of writing May 31 2021, for example, you would write 31 May 2021.

What font should you use for your MLA heading and header?

Both the heading and the header should be in the same font as the rest of your paper. If you haven’t chosen a font for your paper yet, remember that the key thing to aim for is readability. If you choose a font where your teachers have to squint to read it, or one where your teachers can’t figure out the difference between what’s italicized and what isn’t, you should rethink your choice.

When in doubt, go with Times New Roman, 12 pt. It’s always a safe bet for MLA papers unless your instructor specifically tells you otherwise.

Do you need to italicize or bold the title of your MLA paper?

No. There’s no need to use any special styling on the title of an MLA paper, such as bold or italics.

How do you format section titles in your MLA paper?

If you’re writing a paper with multiple sections, you may need to include a subtitle at the top of each section.

The MLA Style Guide gives you two options for using subtitles in a paper: one-level section titles or several-level subtitles (for papers with subsections within each section).

For one-level section titles, the formatting is simple. Every subtitle should look the same as the title (centered and double-spaced, with no special formatting).

The only difference is that instead of using title case, you should capitalize only the first word of each subtitle. For example, a title would be spelled “How to Turn a Matchstick into a Needle”, while a subtitle would be spelled “How to turn a matchstick into a needle.”

For several-level subtitles, you will need to format each level in a different way to show which level each section is at. You can use boldface, italics, and underlining to differentiate between levels. For example, subtitles at the highest level should be bolded, while subtitles at the next level down should be italicized.

See the chart below for MLA’s suggested formats.

What is the difference between MLA format and APA format?

MLA and APA are two sets of guidelines for formatting papers and citing research.

MLA stands for the Modern Language Association. The MLA handbook is most often used in fields related to the humanities, such as literature, history, and philosophy.

APA stands for the American Psychological Association. The APA format is most often used in fields related to the social sciences, such as psychology, sociology, and nursing.

The APA manual includes a heading format similar to the MLA heading format with a few key differences, such as using a separate cover page instead of simply including the heading at the top of the first page. Both heading formats ensure that all of your papers include all your key identifying information in a clear and consistent way.

Where can you learn more about MLA style?

If you have questions about how to format a specific assignment or paper, it’s always best to consult your instructor first. Your school may also have a writing center that can help you with formatting questions.

In addition, Purdue has fantastic resources for all kinds of formatting topics, from MLA headings to MLA citations and everything in between.

If you would like to find out more directly from the Modern Language Association, consult the MLA Style Center or the MLA Handbook (8th edition).

Now you’re ready to write an MLA paper with a fantastic heading. Make sure your essay does your heading justice by checking it over with ProWritingAid.

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MLA Format Heading

This page contains guidelines on how to properly format the headings of your research paper using the MLA format.

1. The Opening Page:

On the opening page or the first page, you would include the whole heading and your paper’s title. The whole heading would include the following information:

• Your Instructor’s Name
• Your Class Information
• Your Paper’s Due Date
• Font: choose an easy to read font such as Times New Roman.
• Font Size: set the font size to be twelve (12) throughout your research paper, including your paper’s title. Never set the font site larger than 12.
• Margins: 1-inch for top/bottom/right/left throughout your paper.
• Double-space: double-space throughout your paper. Don’t add extra spaces (besides double-space) between your headings, your title and your paragraphs.

Sample of the Opening Page:

A sample of the first page of your paper.

2. The Inner Pages:

For the pages that follow the first page, set the heading like this: instead of the whole heading, you would use the header feature on your word processing program and including the following information: Your Last Name and the Page Number.

Sample of the Inner Page:

Example of the heading for inner pages.

3. The Works Cited Page:

Every research paper must include a works cited page.

• The works cited list is placed at the end of your paper, on a new page.
• The heading for your works cited pages should be the same as the heading for your inner pages, which include your name and the page number at the top.
• Enter the title as “ Works Cited ” and place this title 1-inch from the top of the page, see more details in the example illustration picture below.

Sample of the Works Cited Page:

Example of the works cited page.

– MLA Handbook, 8th edition

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So for the works cited page, you don’t need the name, teacher, date, and period heading at all?

No. It should only be on the first page of the essay.

This is some good stuff to know.

I have to write a paper for an application and they want it to be in MLA format. I don’t know how to do the heading because it’s not going to one teacher in particular and it is not for one class.

I don’t think you need a heading besides the “Last name-1” on the inner pages.

Hey Shannon. You might try “To Whom it may concern” or something like that. Don’t trust me on this because I am not for sure on that and if you did do this you might get it wrong and whoever might not accept your application. I hope you figure out how to do it and do great on that application! 😀 – Christopher

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How to Write Essay Titles and Headers

The deadline for your latest writing assignment is mere minutes away. You’re rushing to get the final details together and suddenly realize you’ve forgotten a title. You quickly throw something random on top of the page and submit it to your teacher.

You’re not satisfied with your title, but you vow to do better next time. And you will!

You’ve learned from your mistake: essay titles are not a last-minute detail. They’re an integral part of any piece of written work and should be planned out earlier on in the writing process.

Titles lead to your reader’s first impression of your essay, and the headings help organize your thoughts and make the essay easier to read. Let’s take a look at how you can turn your titles from an afterthought into a well-thought-out writing element.

How Do You Write a Great Title?

People DO judge a book by its cover, and they will judge your essay by its title. So writing a strong title is an important part of starting your writing off on the right foot.

Your essay title has two main functions:

• Inform your reader
• Spark your reader’s interest

Additionally, keep in mind these three pointers:

Be clear and concise

Vague titles do not inform the reader. Provide a specific description of what your focus will be. Your audience wants to know precisely what they will be reading.

Bad Example: Oceans

Good Example: Disappearing Ocean Life in the Pacific Rim

Offer an exciting tidbit or interesting fact

If your title is boring, readers will not want to keep reading. Offer them something that will get attention.

Bad Example: How Consumers are Wrongly Spending Money

Good Example: The Seven Million Dollar Mistake

Everyone may be writing a college admissions essay, but don’t title yours: My College Admissions Essay . No matter what the prompt, make your title something that stands out from the stack.

Bad Example: My Research Project

Good Example: Relocating the Human Race to Mars

How Do You Create a Great Header?

Essay headers are often overlooked by writers, but they can really help your readers as they journey through your essay. While the title may get the reader hooked, the headers keep them moving smoothly through your paper. They enhance readability and help explain what is most relevant in the essay.

Each essay header should answer these two questions:

• What will I learn?
• What is the focus?

When readers approach a new section of your essay, they will have a better reading experience if they have a small preview of what’s to come.

Writing a useful header should be relatively easy. Read through your paragraphs and see what the main idea of is. From here, make a list of sub-topics that are discussed in each section. The best way to do this is to pull from the main points you listed out in your outline (which you, of course, remembered to do!).

Remember the following details about writing a header:

Be simple, but informative

You don’t want to give away all of your ideas here, but you need to give some guiding information.

Bad Example: Eating Too Many Fatty Foods Can Increase Your Cholesterol Levels

Good Example: How Your Diet Affects Your Health

Be consistent throughout your essay.

Choose a pattern and stick with it throughout the entirety of the assignment. If you start off by having a heading for each paragraph, keep it that way until the end. Also, make sure the format remains the same. If your first heading is in the form of a question, all of the rest should be as well.

Bad Example: Beaches, What is Up With Littering?, I Want to Clean Up the Planet

Good Example: Neglected Beaches, Effects of Litter, Motivated Activists

Just like when you are writing a title, there are generic headings you can lean on to get it done quick and easy. But don’t use these. Your conclusion shouldn’t have the header, "Conclusion." Come up with something unique for each part of your essay to keep your reader from feeling fatigued as they read on.

Bad Example: Conclusion

Good Example: Will the Pandas Survive?

Be organized and helpful

Your essay should be scannable. This means that if someone needs information fast, they can find it without having to read every word of your piece.

Although titles and headers are often neglected, they are very important to your pieces of writing. They grab your reader’s attention from the start and keep them focused throughout the rest of your essay. Taking the time to craft great titles and headers can advance your writing to the next level.

Don’t overlook the title and section headers when putting together your next writing assignment. Follow these pointers for keeping your writing organized and effective.

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How to Write an MLA Style Heading on a Literature Essay

Last Updated: March 29, 2019 References

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. This article has been viewed 159,082 times.

MLA style refers to the guidelines put out by the Modern Language Association for writing essays. [1] X Research source It specifies how you should write your headings for any type of essay that asks you to use MLA style, including literature essays. You should also use the guidelines to format other parts of your paper, including your title and headers.

Formatting the Title, Header, and Your Personal Information

• Put your name at the top. Underneath it, add your professor's name, and underneath that, add the class. The date goes underneath the class.
• This information should be double-spaced.

• You should also use title-case capitalization for your title, where you capitalize the first and last word, as well as all other important words.
• The title should be descriptive of your paper. Try to give the reader an idea of what your paper is about, though it can be a pun or funny, as well, such as "What's at Stake: Symbolism in Dracula "
• If you have a sub-title, it should be set off with a semicolon, as in the example.

• To double-space your document in Word, highlight the text and then open the "Paragraph" dialog box in Microsoft Word. Click on the "Line Spacing" drop-down menu and select "Double." This will automatically double-space your text.
• Do not manually enter spaces into your document. Doing this will add too much space between the lines and it will make your document look a little odd.

• You don't need to add "p" or "pg." in front of the page number. You just need the page number. Unless otherwise specified, the header goes on every page, including the first one.
• Always follow your teacher's instructions. For example, your teacher may ask you to place the page number under your name.
• You can create a header with your word-processing software. For example, in Microsoft Word, you can just double click in the space at the top of the page to edit the header.
• To insert page numbers in MS Word, select the "Insert" tab. Then, click on the "Page Number" drop down menu. Hover your cursor over the "Top of the Page" option and then select "Plain Number 3." The page number will appear on the current page of your document. Type your last name in front of the page number, and then check the box next to "Different First Page."
• You can also highlight the text and change it to match your document's text. For example, if you have used Times New Roman, then you could highlight the page number and your last name on the current page and then select Times New Roman from the font menu. Exit the header by clicking on a different part of your document.

Writing Section Headings

• Try saying something to your teacher like, "Just to clarify, do we need section headings for this paper?" If the teacher says yes, then you might ask, "Are there any special instructions for the section headings that I should keep in mind?"

• If you wrote the paper from an outline, use that to create your sections from.
• If you didn't use an outline, look at the main ideas that you outlined in your introduction. Each main idea should have its own section.

• For example, your first heading would be numbered like this: 1.

• For example, if your section is about the use of blood in Dracula , you could write something purely descriptive, such as "The Use of Blood in Dracula ."
• Use title capitalization, meaning you capitalize the first and last words in the heading, as well as all the other important words in the heading. Don't capitalize unimportant words, such as articles (a, an, the), prepositions (to, with, through, about, etc.), and conjunctions (and, yet, but, for, so, etc.).
• Place the heading after the number: 1. The Use of Blood in Dracula .

• Another example of parallelism would be changing the titles "The Blood in Dracula ," " Dracula's Symbolism," and "Finding Religion" to " Dracula's Blood," " Dracula's Symbolism," and " Dracula's Religion."

• For example, under "The Use of Blood in Dracula ," you could have the following subheadings: "1.1 Blood as Sexuality" and "1.2 Blood as Symbol of Immorality."

• For example, your headings could look like the ones below: 1. The Use of Blood in Dracula 1.1 Blood as Sexuality [text] 1.2 Blood as Symbol of Immortality [text]

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• ↑ https://www.mla.org/MLA-Style
• ↑ https://owl.english.purdue.edu/owl/resource/747/01/
• ↑ https://historyprofessor.org/organization/the-anatomy-of-a-ten-page-paper/

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MLA General Format 

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MLA Style specifies guidelines for formatting manuscripts and citing research in writing. MLA Style also provides writers with a system for referencing their sources through parenthetical citation in their essays and Works Cited pages. 

Writers who properly use MLA also build their credibility by demonstrating accountability to their source material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism, which is the purposeful or accidental uncredited use of source material produced by other writers. 

If you are asked to use MLA format, be sure to consult the  MLA Handbook  (9th edition). Publishing scholars and graduate students should also consult the  MLA Style Manual and Guide to Scholarly Publishing  (3rd edition). The  MLA Handbook  is available in most writing centers and reference libraries. It is also widely available in bookstores, libraries, and at the MLA web site. See the Additional Resources section of this page for a list of helpful books and sites about using MLA Style.

Paper Format

The preparation of papers and manuscripts in MLA Style is covered in part four of the  MLA Style Manual . Below are some basic guidelines for formatting a paper in  MLA Style :

General Guidelines

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.
• Double-space the text of your paper and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are each distinct from one another. The font size should be 12 pt.
• Leave only one space after periods or other punctuation marks (unless otherwise prompted by your instructor).
• Set the margins of your document to 1 inch on all sides.
• Indent the first line of each paragraph one half-inch from the left margin. MLA recommends that you use the “Tab” key as opposed to pushing the space bar five times.
• Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)
• Use italics throughout your essay to indicate the titles of longer works and, only when absolutely necessary, provide emphasis.
• If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted).

Formatting the First Page of Your Paper

• Do not make a title page for your paper unless specifically requested or the paper is assigned as a group project. In the case of a group project, list all names of the contributors, giving each name its own line in the header, followed by the remaining MLA header requirements as described below. Format the remainder of the page as requested by the instructor.
• In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text.
• Double space again and center the title. Do not underline, italicize, or place your title in quotation marks. Write the title in Title Case (standard capitalization), not in all capital letters.
• Use quotation marks and/or italics when referring to other works in your title, just as you would in your text. For example:  Fear and Loathing in Las Vegas  as Morality Play; Human Weariness in "After Apple Picking"
• Double space between the title and the first line of the text.
• Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number. Number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other readers may ask that you omit the last name/page number header on your first page. Always follow instructor guidelines.)

Here is a sample of the first page of a paper in MLA style:

The First Page of an MLA Paper

Section Headings

Writers sometimes use section headings to improve a document’s readability. These sections may include individual chapters or other named parts of a book or essay.

MLA recommends that when dividing an essay into sections you number those sections with an Arabic number and a period followed by a space and the section name.

MLA does not have a prescribed system of headings for books (for more information on headings, please see page 146 in the MLA Style Manual and Guide to Scholarly Publishing , 3rd edition). If you are only using one level of headings, meaning that all of the sections are distinct and parallel and have no additional sections that fit within them, MLA recommends that these sections resemble one another grammatically. For instance, if your headings are typically short phrases, make all of the headings short phrases (and not, for example, full sentences). Otherwise, the formatting is up to you. It should, however, be consistent throughout the document.

If you employ multiple levels of headings (some of your sections have sections within sections), you may want to provide a key of your chosen level headings and their formatting to your instructor or editor.

Sample Section Headings

The following sample headings are meant to be used only as a reference. You may employ whatever system of formatting that works best for you so long as it remains consistent throughout the document.

Formatted, unnumbered:

Level 1 Heading: bold, flush left

Level 2 Heading: italics, flush left

Level 3 Heading: centered, bold

Level 4 Heading: centered, italics

Level 5 Heading: underlined, flush left

Microsoft 365 Life Hacks > Writing > How To Format An MLA Heading

How To Format An MLA Heading

Putting together an essay requires knowing the anatomy of a paper. You’ll need to understand the difference between a title and a title page, a Works Cited and Bibliography, as well as headers and a heading. While the title and Works Cited are important parts of your essay, this article will focus on MLA format headings, how they differ from your headers, and what they do for your MLA essay .

Sound complicated? We’ll break it all down for you.

Headings vs. headers: what’s the difference? It’s not uncommon to use the words headings and headers synonymously. You might refer to the top of your paper as your headings, then break apart the different sections of your essay with what you’re calling headers. However, headings and headers are two different components that serve entirely different purposes.

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Let’s first start with headers. The header of your essay is the area between half an inch and an inch down from the top edge of the paper. Your header will include your personal information and page numbers. You often have to use a special feature within your word processor to edit the headers.

Headings, on the other hand, are meant to break up your essay and improve readability. In fact, each section in this article is broken up using headings. This section’s heading is “Headings vs. headers: what’s the difference?” Your headings should be brief and descriptive, so the reader knows what’s coming next.

What is the correct MLA format for a heading? As with everything else, there’s a specific MLA format for headings you need to know. Headings should be center-aligned with size 12 font. Headings don’t need to be bolded, underlined, italicized, or put in quotation marks for emphasis. Writing them in title case ensures they stand out. (Note: Articles, conjunctions, prepositions, and most words with fewer than four letters shouldn’t be capitalized in title case.) Again, your headings should be brief but descriptive. Try to keep them to fewer than 12 words. In some cases, you might have only a single heading on your essay, which would be the title, simplifying phrasing and formatting.

How do I use subheadings? If your essay covers a broad topic with several subtopics, it’s a good idea to include some subheadings . Each subheading will break the essay into bite-sized pieces. They also make it easy for the reader to skim through the essay to find what they’re looking for. When using subheadings, it’s essential that you follow a few simple rules:

• Use title case for subheadings.
• If your subheading is at the bottom of a page, move it to the next page.
• There should be at least two lines of text following a subheading.

With MLA format headings, your subheadings (and your subheadings’ subheadings, and so forth) will have different formats. Changing the format will help to create a hierarchy of information within the essay and make it more organized. Your subheadings fall into levels as you go through your essay. For instance, your first subheadings will be your Level 1 subheadings and will be formatted left-justified with bold typeface. If you choose to break down your Level-1 subheadings into smaller groups, the next would be your Level-2 subheadings, which will be left-justified and italicized. Level-3 subheadings will be centered with bold typeface, Level-4 subheadings will be centered and italic typeface, and your Level 5 subheadings will be left-justified and underlined. It’s not likely that you’ll need to reach Level-4 or Level-5 subheadings and beyond with most essays.

Some MLA format heading examples. Creating a catchy and descriptive heading for an essay will set the tone for the rest of the paper and keep the reader engaged . For instance, if you’re writing about a serious matter, like the state of homelessness in the U.S., you’re not looking to make your audience laugh. Don’t write a heading that’s funny or snarky. An MLA format heading example could be something as simple as “The Current State of Homelessness in the U.S.”

In contrast, an essay about something fun or light-hearted, like why elves are better at making toys than humans could have a heading like, “A Little Secret About Elves and Toy-Making.” You’re including a tease about elves making toys and making a reference to the size of Santa’s helpers. Let your heading set the tone of your essay while giving a one-sentence synopsis of the topic.

Need more help? Take advantage of the many free MLA templates and tools out there that help make essay writing a breeze.

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College essays are an entirely new type of writing for high school seniors. For that reason, many students are confused about proper formatting and essay structure. Should you double-space or single-space? Do you need a title? What kind of narrative style is best-suited for your topic?

In this post, we’ll be going over proper college essay format, traditional and unconventional essay structures (plus sample essays!), and which structure might work best for you. 

General College Essay Formatting Guidelines

How you format your essay will depend on whether you’re submitting in a text box, or attaching a document. We’ll go over the different best practices for both, but regardless of how you’re submitting, here are some general formatting tips:

• There’s no need for a title; it takes up unnecessary space and eats into your word count
• Stay within the word count as much as possible (+/- 10% of the upper limit). For further discussion on college essay length, see our post How Long Should Your College Essay Be?
• Indent or double space to separate paragraphs clearly

If you’re submitting in a text box:

• Avoid italics and bold, since formatting often doesn’t transfer over in text boxes
• Be careful with essays meant to be a certain shape (like a balloon); text boxes will likely not respect that formatting. Beyond that, this technique can also seem gimmicky, so proceed with caution
• Make sure that paragraphs are clearly separated, as text boxes can also undo indents and double spacing

If you’re attaching a document:

• Use a standard font and size like Times New Roman, 12 point
• Make your lines 1.5-spaced or double-spaced
• Use 1-inch margins
• Save as a PDF since it can’t be edited. This also prevents any formatting issues that come with Microsoft Word, since older versions are sometimes incompatible with the newer formatting
• Number each page with your last name in the header or footer (like “Smith 1”)
• Pay extra attention to any word limits, as you won’t be cut off automatically, unlike with most text boxes

Conventional College Essay Structures

Now that we’ve gone over the logistical aspects of your essay, let’s talk about how you should structure your writing. There are three traditional college essay structures. They are:

• In-the-moment narrative
• Narrative told over an extended period of time
• Series of anecdotes, or montage

Let’s go over what each one is exactly, and take a look at some real essays using these structures.

1. In-the-moment narrative

This is where you tell the story one moment at a time, sharing the events as they occur. In the moment narrative is a powerful essay format, as your reader experiences the events, your thoughts, and your emotions with you . This structure is ideal for a specific experience involving extensive internal dialogue, emotions, and reflections.

Here’s an example:

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, it now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example of in-the-moment narration. The student openly shares their internal state with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

For in-the-moment essays, overloading on descriptions is a common mistake students make. This writer provides just the right amount of background and details to help us understand the situation, however, and balances out the actual event with reflection on the significance of this experience. 

One main area of improvement is that the writer sometimes makes explicit statements that could be better illustrated through their thoughts, actions, and feelings. For instance, they say they “spoke articulately” after recovering from their initial inability to speak, and they also claim that adaptability has helped them in other situations. This is not as engaging as actual examples that convey the same meaning. Still, this essay overall is a strong example of in-the-moment narration, and gives us a relatable look into the writer’s life and personality.

2. Narrative told over an extended period of time

In this essay structure, you share a story that takes place across several different experiences. This narrative style is well-suited for any story arc with multiple parts. If you want to highlight your development over time, you might consider this structure. 

When I was younger, I was adamant that no two foods on my plate touch. As a result, I often used a second plate to prevent such an atrocity. In many ways, I learned to separate different things this way from my older brothers, Nate and Rob. Growing up, I idolized both of them. Nate was a performer, and I insisted on arriving early to his shows to secure front row seats, refusing to budge during intermission for fear of missing anything. Rob was a three-sport athlete, and I attended his games religiously, waving worn-out foam cougar paws and cheering until my voice was hoarse. My brothers were my role models. However, while each was talented, neither was interested in the other’s passion. To me, they represented two contrasting ideals of what I could become: artist or athlete. I believed I had to choose.

And for a long time, I chose athlete. I played soccer, basketball, and lacrosse and viewed myself exclusively as an athlete, believing the arts were not for me. I conveniently overlooked that since the age of five, I had been composing stories for my family for Christmas, gifts that were as much for me as them, as I loved writing. So when in tenth grade, I had the option of taking a creative writing class, I was faced with a question: could I be an athlete and a writer? After much debate, I enrolled in the class, feeling both apprehensive and excited. When I arrived on the first day of school, my teacher, Ms. Jenkins, asked us to write down our expectations for the class. After a few minutes, eraser shavings stubbornly sunbathing on my now-smudged paper, I finally wrote, “I do not expect to become a published writer from this class. I just want this to be a place where I can write freely.”

Although the purpose of the class never changed for me, on the third “submission day,” – our time to submit writing to upcoming contests and literary magazines – I faced a predicament. For the first two submission days, I had passed the time editing earlier pieces, eventually (pretty quickly) resorting to screen snake when hopelessness made the words look like hieroglyphics. I must not have been as subtle as I thought, as on the third of these days, Ms. Jenkins approached me. After shifting from excuse to excuse as to why I did not submit my writing, I finally recognized the real reason I had withheld my work: I was scared. I did not want to be different, and I did not want to challenge not only others’ perceptions of me, but also my own. I yielded to Ms. Jenkin’s pleas and sent one of my pieces to an upcoming contest.

By the time the letter came, I had already forgotten about the contest. When the flimsy white envelope arrived in the mail, I was shocked and ecstatic to learn that I had received 2nd place in a nationwide writing competition. The next morning, however, I discovered Ms. Jenkins would make an announcement to the whole school exposing me as a poet. I decided to own this identity and embrace my friends’ jokes and playful digs, and over time, they have learned to accept and respect this part of me. I have since seen more boys at my school identifying themselves as writers or artists.

I no longer see myself as an athlete and a poet independently, but rather I see these two aspects forming a single inseparable identity – me. Despite their apparent differences, these two disciplines are quite similar, as each requires creativity and devotion. I am still a poet when I am lacing up my cleats for soccer practice and still an athlete when I am building metaphors in the back of my mind – and I have realized ice cream and gummy bears taste pretty good together.

The timeline of this essay spans from the writer’s childhood all the way to sophomore year, but we only see key moments along this journey. First, we get context for why the writer thought he had to choose one identity: his older brothers had very distinct interests. Then, we learn about the student’s 10th grade creative writing class, writing contest, and results of the contest. Finally, the essay covers the writers’ embarrassment of his identity as a poet, to gradual acceptance and pride in that identity. 

This essay is a great example of a narrative told over an extended period of time. It’s highly personal and reflective, as the piece shares the writer’s conflicting feelings, and takes care to get to the root of those feelings. Furthermore, the overarching story is that of a personal transformation and development, so it’s well-suited to this essay structure.

3. Series of anecdotes, or montage

This essay structure allows you to focus on the most important experiences of a single storyline, or it lets you feature multiple (not necessarily related) stories that highlight your personality. Montage is a structure where you piece together separate scenes to form a whole story. This technique is most commonly associated with film. Just envision your favorite movie—it likely is a montage of various scenes that may not even be chronological. 

Night had robbed the academy of its daytime colors, yet there was comfort in the dim lights that cast shadows of our advances against the bare studio walls. Silhouettes of roundhouse kicks, spin crescent kicks, uppercuts and the occasional butterfly kick danced while we sparred. She approached me, eyes narrowed with the trace of a smirk challenging me. “Ready spar!” Her arm began an upward trajectory targeting my shoulder, a common first move. I sidestepped — only to almost collide with another flying fist. Pivoting my right foot, I snapped my left leg, aiming my heel at her midsection. The center judge raised one finger. 

There was no time to celebrate, not in the traditional sense at least. Master Pollard gave a brief command greeted with a unanimous “Yes, sir” and the thud of 20 hands dropping-down-and-giving-him-30, while the “winners” celebrated their victory with laps as usual. 

Three years ago, seven-thirty in the evening meant I was a warrior. It meant standing up straighter, pushing a little harder, “Yes, sir” and “Yes, ma’am”, celebrating birthdays by breaking boards, never pointing your toes, and familiarity. Three years later, seven-thirty in the morning meant I was nervous. 

The room is uncomfortably large. The sprung floor soaks up the checkerboard of sunlight piercing through the colonial windows. The mirrored walls further illuminate the studio and I feel the light scrutinizing my sorry attempts at a pas de bourrée , while capturing the organic fluidity of the dancers around me. “ Chassé en croix, grand battement, pique, pirouette.” I follow the graceful limbs of the woman in front of me, her legs floating ribbons, as she executes what seems to be a perfect ronds de jambes. Each movement remains a negotiation. With admirable patience, Ms. Tan casts me a sympathetic glance.   

There is no time to wallow in the misery that is my right foot. Taekwondo calls for dorsiflexion; pointed toes are synonymous with broken toes. My thoughts drag me into a flashback of the usual response to this painful mistake: “You might as well grab a tutu and head to the ballet studio next door.” Well, here I am Master Pollard, unfortunately still following your orders to never point my toes, but no longer feeling the satisfaction that comes with being a third degree black belt with 5 years of experience quite literally under her belt. It’s like being a white belt again — just in a leotard and ballet slippers. 

But the appetite for new beginnings that brought me here doesn’t falter. It is only reinforced by the classical rendition of “Dancing Queen” that floods the room and the ghost of familiarity that reassures me that this new beginning does not and will not erase the past. After years spent at the top, it’s hard to start over. But surrendering what you are only leads you to what you may become. In Taekwondo, we started each class reciting the tenets: honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet. 

The thing about change is that it eventually stops making things so different. After nine different schools, four different countries, three different continents, fluency in Tamil, Norwegian, and English, there are more blurred lines than there are clear fragments. My life has not been a tactfully executed, gold medal-worthy Taekwondo form with each movement defined, nor has it been a series of frappés performed by a prima ballerina with each extension identical and precise, but thankfully it has been like the dynamics of a spinning back kick, fluid, and like my chances of landing a pirouette, unpredictable. 

This essay takes a few different anecdotes and weaves them into a coherent narrative about the writer’s penchant for novel experiences. We’re plunged into her universe, in the middle of her Taekwondo spar, three years before the present day. She then transitions into a scene in a ballet studio, present day. By switching from past tense to present tense, the writer clearly demarcates this shift in time. 

The parallel use of the spoken phrase “Point” in the essay ties these two experiences together. The writer also employs a flashback to Master Pollard’s remark about “grabbing a tutu” and her habit of dorsiflexing her toes, which further cements the connection between these anecdotes. 

While some of the descriptions are a little wordy, the piece is well-executed overall, and is a stellar example of the montage structure. The two anecdotes are seamlessly intertwined, and they both clearly illustrate the student’s determination, dedication, reflectiveness, and adaptability. The writer also concludes the essay with a larger reflection on her life, many moves, and multiple languages. 

Unconventional College Essay Structures

Unconventional essay structures are any that don’t fit into the categories above. These tend to be higher risk, as it’s easier to turn off the admissions officer, but they’re also higher reward if executed correctly. 

There are endless possibilities for unconventional structures, but most fall under one of two categories:

1. Playing with essay format

Instead of choosing a traditional narrative format, you might take a more creative route to showcase your interests, writing your essay:

• As a movie script
• With a creative visual format (such as creating a visual pattern with the spaces between your sentences forming a picture)
• As a two-sided Lincoln-Douglas debate
• As a legal brief
• Using song lyrics

2. Linguistic techniques

You could also play with the actual language and sentence structure of your essay, writing it:

• In iambic pentameter
• Partially in your mother tongue
• In code or a programming language

These linguistic techniques are often hybrid, where you write some of the essay with the linguistic variation, then write more of an explanation in English.

Under no circumstances should you feel pressured to use an unconventional structure. Trying to force something unconventional will only hurt your chances. That being said, if a creative structure comes naturally to you, suits your personality, and works with the content of your essay — go for that structure!

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English Composition 1

Inserting headers into essays.

According to the MLA (the Modern Language Association), each page of an essay, including the first page, should include the writer's last name and the page number inserted as a header in the upper right corner of the page, as illustrated below:

The header should not be typed where the text of your papers should be. It should be inserted as a header in your word processor so that your last name and the page number appear slightly above the first line of text on each page.

This page explains how to insert a header using Microsoft Word 2010. The procedure for inserting a header will vary depending on what type of word processor you are using, but a similar approach to what is explained below should work in other word processors.

How to Insert a Header in Microsoft Word

Begin by opening in your word processor the document in which you want to add the header.

• Make the "Insert" ribbon active at the top of the screen.
• Click the "Page Number" icon.
• Click "Top of Page."
• Click "Plain Number 3."

• Type your last name and a space just before the page number that will be added to the upper right of your document.
• If the header is not in the correct fonts, highlight your name and the page number, make the "Home" ribbon active, and choose the correct fonts.

Double left mouse click anywhere outside of the header area to return to the text area of your document.

If you need to make changes to the header after you have added it, just double left mouse click in the header area of the document.

If you do not see the header added to your document, the problem most likely is the "View" you are using. To see the document with the header, just make the "View" ribbon active and click "Print Layout."

Copyright Randy Rambo , 2019.

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Your chance of acceptance, your chancing factors, extracurriculars, how to format a college essay header.

Hi guys, I'm writing my college essays and I was wondering what the proper header format is for a college essay? Should I include my name, date, class, or anything else? Thanks in advance!

Hi there! When it comes to formatting a college essay header, simplicity is key. Most colleges prefer the following format:

- In the top left corner of the first page, include your full name, followed by a space, and then your high school (or the abbreviation of your high school name).

- On the line below your high school's name, type the course title (if applicable) or the purpose of the essay (for example, "Personal Statement" or "X School Supplement").

- Add one more space, and then type the date of submission.

It should look something like this:

City High School

Personal Statement

December 1, 2023

For the body of the essay, use 12-point font, double-spacing, and 1-inch margins. Times New Roman, Arial, or Calibri are common font choices. Don't forget to proofread and check for any specific formatting requirements provided by the colleges you're applying to.

Keep in mind that for schools that use the Common App you won't need to format your essay like this; you just copy and paste your essay into the provided text boxes. Good luck with your essays!

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Generate accurate MLA citations for free

• Knowledge Base
• Creating an MLA title page

MLA Title Page | When You Need One & How to Format It

Published on July 12, 2021 by Jack Caulfield . Revised on March 5, 2024.

In MLA style , a title page is usually not required for your paper. Instead, MLA recommends including a header on your first page listing your name, your instructor’s name, the course name and number, and the submission date, followed by the title of your paper.

However, you should include a separate title page instead in these cases:

• Your instructor requires it
• The paper is a group project (i.e. you need to list multiple authors)

The formats for a separate title page and a first-page header are shown below. You can also use our templates in Word or Google Docs.

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Table of contents

Mla title page format, creating an mla header, frequently asked questions about mla format.

To create an MLA format title page, list the following on separate lines, left-aligned at the top of the page:

• Your co-authors’ names, each on its own line, if it’s a group project
• Your instructor’s name
• The course name and number
• The submission date

Then leave a few blank lines and list the title of the paper, centered and in title case, halfway down the page. All text should be double-spaced and in the same font as the rest of the paper.

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Most MLA papers will instead list this information in a header , which appears on the same page as your opening paragraphs instead of on a separate page before them. In the header, left-aligned, list

Then on the next line, write the title of your paper, centered and in title case. On the line after that, start your first paragraph. The header and title should be double-spaced, like the rest of the paper.

Usually, no title page is needed in an MLA paper . A header is generally included at the top of the first page instead. The exceptions are when:

• Your instructor requires one, or
• Your paper is a group project

In those cases, you should use a title page instead of a header, listing the same information but on a separate page.

If you’re working on a group project and therefore need to list multiple authors for your paper , MLA recommends against including a normal header . Instead, create a separate title page .

On the title page, list each author on a separate line, followed by the other usual information from the header: Instructor, course name and number, and submission date. Then write the title halfway down the page, centered, and start the text of the paper itself on the next page.

MLA recommends using 12-point Times New Roman , since it’s easy to read and installed on every computer. Other standard fonts such as Arial or Georgia are also acceptable. If in doubt, check with your supervisor which font you should be using.

MLA Style  is the second most used citation style (after APA ). It is mainly used by students and researchers in humanities fields such as literature, languages, and philosophy.

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