Abstract

This study draws on Rhetorical Genre Studies (RGS) to examine the role of personal statement prompts in promoting or hindering the effectiveness of holistic review in graduate applications. Our analysis reveals that the content articulated in the personal statement prompts help to reify four ideological values held by the discipline. Through the framing of these ideological values, users are positioned into two major social roles: disciplinary expert and expert-in-training. We argue that, for holistic review to be effective, graduate programs must reconcile the tension between personal statement prompts that demand the writer take on contradictory social roles.