The ‘333’ Essay: A Right of Passage or a One-Way Ticket to Insanity?

By  PHIN GIBBS ‘25

Ever since I began applying to Exeter, daunting stories of the notorious ‘333’ began to arise, students going weeks on end without sleep, delving into the most niche aspects of United States history; the final research project appears to be an incredulous mountain that once scaled, makes Exeter look a lot easier. For many students, the ‘333’ essay can be scary, but the benefits are numerous, as it helps students develop crucial skills that are useful throughout their academic and professional lives.

One of the primary benefits of the ‘333’ essay is that it allows students to engage with primary sources. For example, a student writing a paper on the American Revolution may be able to analyze firsthand accounts of battles, such as the letters of soldiers or the reports of generals. By analyzing these sources, students can gain a deeper understanding of the events, ideas, and people that have shaped U.S. History.

Moreover, the ‘333’ essay helps students develop their writing and analytical skills. Writing a research paper requires students to think carefully about how to structure their argument, use evidence effectively, and cite sources correctly. These skills are not only crucial for success in college but are also valuable in many professions.

For instance, a friend writing his ‘333’ essay on the Civil Rights Movement spent weeks reviewing primary sources, including speeches, court transcripts, and newspaper articles. As he analyzed the authorities, he began to see patterns and connections that he had not seen before. He developed a deeper understanding of the civil rights movement and its impact on U.S. History. Similarly, another friend struggled with the writing process for her ‘333’ essay. She sought feedback from her teacher and peers, and together they identified areas where she could improve her writing. Through this process, she was able to develop her writing skills and produce a well-crafted research paper.

However, the ‘333’ essay has some potential drawbacks. One issue is that many students may find the assignment overwhelming, particularly if they have little experience in researching and writing an utterly free-range paper. Additionally, the emphasis on the ‘333’ essay may mean that other important aspects of the U.S. History sequence, such as class discussion and debate, are sacrificed to give ample time for preparing and writing this essay.

Despite the benefits of the ‘333’ essay, some may argue that it places too much emphasis on individual research rather than collaborative learning. In a time where group work and discussion-based classes are gaining popularity, the ‘333’ essay remains an individual and isolated assignment. While it’s true that individual research allows for deep engagement with a topic, some may argue that it isolates students from one another and discourages the development of teamwork skills.

Another potential criticism of the ‘333’ essay is that it reinforces a Eurocentric perspective on U.S. History. Students are encouraged to research topics that are deemed ‘important’ or ‘relevant,’ which often means focusing on events that involve white, male, and Western perspectives. 

As I look toward my upper year and begin to embark on the United States History sequence, I imagine that the final ‘333’ will be an incredibly stress-induced process, with being in-season for lacrosse and studying for AP exams, all while having to focus on four other classes. Spending over 30 hours in the library to research a passion project would be great in a setting that is not as strenuous as Exeter’s, but given that it is, the ‘333’ creates a hell on earth for those that participate. 

In conclusion, while the ‘333’ essay provides students with valuable skills and insights into U.S. History, it may also have some limitations. It is essential to acknowledge these limitations and strive for a balance between individual research and collaborative learning, as well as diverse perspectives and experiences in the topics students explore. Ultimately, the ‘333’ essay is a challenging but rewarding assignment that can help students develop essential skills and a deeper appreciation for the complexities of U.S. History.