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How To Write a Computer Science Cover Letter That’ll Get You Noticed

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How To Write a Computer Science Cover Letter That’ll Get You Noticed

It’s not uncommon for hiring managers to sift through a hundred applications for a single position — especially for in-demand, well-paid jobs in computer science. When competition is this high, every part of your application matters, including your cover letter. A good one can be the difference between no response and landing an interview.

Of course, writing a cover letter can be daunting, and it’s easy to put it off. So if the task “write cover letter” has been sitting on your to-do list for a while, here are some tips to get you started, including a fully written example.

A few things to keep in mind before you start writing

Keywords

Some recruiters use software that leverages keywords to help them sift through applications. There are a number of different positions you may qualify for if you have a degree in computer science, like Data Scientist, Software Engineer, or Computer Science Engineer. And depending on the position you’re applying to, some of the keywords in your cover letter may change. That’s right — keywords aren’t just for resumes.

A quick way to tell which keywords you should focus on is by reviewing the responsibilities section of a job description. Oftentimes, you’ll find these listed with bullet points, but not always. If a specific programming language or technology is listed, that’s likely a keyword. You might also find certain skills listed that are keywords, like “information retrieval” or “knowledge of distribution systems.”

If you have these in mind before you start writing, they can help you pick out which details to discuss in your cover letter. And this can save you a lot of time and anguish when trying to decide which details to include in your letter. That said, you don’t have to stress too much about stuffing your application full of keywords. More than likely, if you’re a good fit for the role, you’ll end up including many of these keywords in your application without even thinking about it.

Length & tone

It’s easy to get overwhelmed before you even start writing your cover letter, but keep in mind that it’s a pretty short document. In fact, your cover letter shouldn’t be more than one page, so don’t be afraid to get to your point quickly.

As for the tone, keep it professional, but you also want your letter to sound like you — not a robot. Also, you’ll want to adjust the tone depending on the company you’re applying to. For example, if you’re applying to a casual startup, you can use a less formal tone than if you were applying to, say, an international bank.

Customization is important

Remember how hiring managers have tons of applications to go through? Well, one thing that’s sure to land your application in the “no” pile is a form letter, which is a generalized cover letter that’s submitted to each and every job you apply to. Since they aren’t customized to the job, this can be a dead giveaway that you didn’t take the time to learn about the company or the specifics of the role.

Tweaking the text in each cover letter you submit doesn’t have to take long — it could be as quick as a couple minutes. But these quick changes go a long way when applying to jobs.

How to write a computer science cover letter

There are five main sections in a cover letter: heading, greeting, introduction paragraph, body paragraphs, and closing. Here’s what to include in each of these sections.

Heading

The heading includes your name, email address, and phone number. Links to your portfolio and LinkedIn profile can also go here, but those are optional.

Greeting

If the job description doesn’t say who to address your cover letter to, you can look on the company’s website or LinkedIn for the hiring manager’s name. But if you can’t easily find it, just use a general “Dear Hiring Manager.” You don’t need to spend too much time on this — the hiring manager would rather you spend time actually writing your cover letter than looking for their name.

If you’re wondering about the section on some cover letters with the date, applicant’s name and physical address, and the recipient’s name and physical address, you can skip this section. It was standard when applications were submitted by mail, but since they’re sent digitally now, this section isn’t necessary.

Introduction paragraph

The opening paragraph doesn’t need to be more than a couple sentences. It simply let’s the hiring manager know who you are and the position you’re applying to. So your first sentence could be something like, “My name is Johnathan Scott, and I’m excited to apply for the Junior Software Engineer position at LC and Associates.”

And the next sentence could include another bit of information about you, like “My experience building apps for Android and iOS, as well as my proficiency in Python and Java, would make me a great addition to your team and company.”

Body paragraphs

The next two or three paragraphs are where you want to go into detail about why you’d be the best person for this specific job. But don’t just repeat details on your resume. This is your chance to tell the hiring manager something extra.

For example, are you a really fast coder? If so, this is a detail that’s likely not found on your resume but is something that the hiring team would be interested to know. Talk about a time when this skill had an impact on your work, like meeting a big deadline.

You can also pick one or two of your soft skills to highlight in these paragraphs, while also adding in specific results whenever possible. For example, let’s say your team worked to re-architect a multi-page web app to a single-page web app, and that resulted in boosting yearly revenue by $1.4 million. When it came time to present this work, you gave the presentation because you’re a great presenter and often the one on the team who takes on this task. So you’ll want to describe this, and add in that line about boosting revenue.

Another detail you can include here is your passion for the company’s mission. Many companies, particularly startups, are explicitly mission-driven, and you can find their mission on their website. If you’re specifically excited to join the company because of the work they’re doing on a larger scale, say so in your cover letter. It’s a great way to signal the enthusiasm you’d bring to the team.

If there’s an area in your application that might be seen as a red flag, you’ll want to address that in this section as well. This might be an employment gap or if you’re applying without a formal degree.

Closing

Your closing can be a sentence or two showing your excitement for the role, or simply, “Thank you for your time and consideration, and I look forward to speaking with you soon.” Short and sweet is the name of the game here.

Computer science cover letter example

Here’s a sample of a computer science cover letter.

Hello Diana,

I am excited to submit my application for the Junior Software Engineer position at LC and Associates. My B.S. in Computer Science, two years of experience building apps for Windows, Android, and iOS, and proficiency in Python and C++ would make me a valuable addition to your team.

While working as a Software Engineer Intern at Microworks, I became the go-to engineer when one of my teammates needed help finding and fixing bugs in their code. They put their trust in me when something wasn’t working, and I took that responsibility seriously. As I developed this skill, I noticed that my own programming skills improved significantly. And by the end of my internship, I was coding in Python and C++ with ease.

With over a year of experience freelancing on web development projects, I’ve learned how to interact with clients from technical and non-technical backgrounds and meet tight deadlines, as well as how to work within budget constraints. These are also skills I’ll bring to your team working as a Junior Software Engineer.

I’m looking forward to discussing more about how my experience and skills can support the software engineering team at LC and Associates.

Thank you for your time and consideration.

Sincerely,

Johnathan Scott

One more thing: Don’t forget to edit

You’ve heard this before, but it’s worth mentioning again, because a poorly edited cover letter can land your application in the “no” pile. Read your cover letter multiple times to check for typos or sentences that are confusing. Read it out loud. Sleep on it, and then read it again. We even think it’s a great idea to call in a favor and have a friend or family member proofread your letter. Sometimes a fresh set of eyes is all you need.

What’s next?

After you’ve submitted your cover letter, it’s time to start prepping for your interview, which will include both technical and behavioral interview questions. If you’re looking for extra help, our Pass the Technical Interview Skill Paths can help you practice relevant technical skills.

If you want to brush up on other skills that you might be quizzed on during your interview, our courses can help. A few to consider are Discrete Math, Master Statistics with Python, Learn Python, and Learn Complex Data Structures.


Computer Science Courses & Tutorials | Codecademy

Computer Science, often referred to as “CS,” is a broad term that covers many sub-disciplines, including the worlds of software *and* hardware. It can be found in every piece of technology you use, from a smartphone or gaming console to a car or ATM. With so many applications for Computer Science, t…

GUEST POST: The Boxing Technique: Operationalizing Retrieval Practice to Improve Learning

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GUEST POST: The Boxing Technique: Operationalizing Retrieval Practice to Improve Learning

Dr. James Culhane earned his B.A. in Chemistry from Washington and Jefferson College in Washington, Pennsylvania and his Ph.D. in Pharmacology and Toxicology from the Department of Pharmacology and Toxicology at the West Virginia University School of Medicine. Following the completion of his doctoral degree, he accepted a faculty appointment in the Department of Pharmaceutical Sciences, Nesbitt School of Pharmacy and Nursing at Wilkes University, where he served for 10 years. In 2008 he joined the administrative team at Notre Dame of Maryland University School of Pharmacy as the founding Chair of the Department of Pharmaceutical Sciences and is currently a Professor and Assistant Dean for Student Academic Success Programs. Dr. Culhane is an active member of the American Association of Colleges of Pharmacy (AACP), and the American Society for Pharmacology and Experimental Therapeutics. He also holds an advanced academic coaching certification through the National Tutoring Association. He was named several times as an American Association of Colleges of Pharmacy Teacher of the Year and was the recipient of the Wilkes University Carpenter Award for excellence in teaching, service and scholarship in 2007.. Dr. Culhane’s research interests include the use of evidence-based learning strategies in studying, metacognition development and the role of academic coaching in student success. His forthcoming book, Evidence-Based Study Methods for Student Pharmacists, published by the American Pharmacists Association will feature much of the work he has done in these areas.

Several studies of undergraduate and graduate students have demonstrated that most tend to gravitate towards using ineffective and passive learning strategies to include re-reading and recopying notes, reading, highlighting and then re-reading the text, re-listening or re-watching lectures and engaging in cramming or blocking of study when they study (1) (2). In professional degree programs like pharmacy or medicine where students have to quickly learn large amounts of information, these approaches can significantly undermine the development of a durable, working knowledge base that is critical for academic success and effective patient care.

As a faculty member and academic coach, I spend considerable time helping students be more academically successful by improving their metacognition. This includes teaching them about evidence-based learning strategies like retrieval practice, spacing and elaboration and how to monitor and self-regulate their learning (3) (4). I have found that helping students to employ more effective learning strategies is not as simple as telling them to self-test more often or space out their studying so as to avoid cramming and blocking. Many need to be shown how to implement these strategies, allowed to practice and then given feedback. This is especially important when students are learning about retrieval practice.

There are three common pitfalls that I see my students fall into when they are first learning to implement retrieval practice in their study. Many will engage in retrieval immediately following restudy of information rather than spacing it out. This can create an illusion of knowledge and negates the benefits of introducing desirable difficulties into their recall practice (5). I also find that students will spend excessive time converting learning materials to other formats like flash cards in preparation for retrieval practice, rather than using that time to engage in retrieval practice.  Finally, it is not always intuitive to my students that tracking and monitoring the success of their retrieval practice can help provide them with valuable data to gauge the success of their learning and regulate future study.

My students and I have developed an easy to learn and implement methodology for operationalizing retrieval practice, which we call the Boxing Technique. It can be used on any Word or Power Point based learning materials, and can help students to track and monitor their learning in real time, so that they can make more strategic decisions about future study.

To implement the Boxing Technique students must first open a Word or Power Point file that contains information from class that they need to learn. For this example, we will use Power Point slides. As the student goes through each slide they are instructed to critically read and evaluate the information. As part of the evaluation, the student should attempt to briefly summarize important concepts on the slide or page and identify what key concepts need to be learned. Once this has been achieved a blue “box” (square or rectangle) is drawn over information contained in the slide. Students are encouraged to use blue boxes when they initially cover up information as this color designates that active recall on this information has not yet been attempted.

How Much of Your Life Do You Share Online?

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How Much of Your Life Do You Share Online?

Are there times when baring personal details online has helped you connect with others or find community? Are there parts of your life you do not feel comfortable posting about publicly?

Do you think your answers to these questions would be different if you were part of one of Hollywood’s most famous families?

In “Hollywood’s First Family of Putting It Out There,” Jon Caramanica writes about the Smith family, which has shared “unexpectedly vulnerable” conversations with their large online audience:

On the first page of Will Smith’s recent memoir “Will,” the global superstar recounts a gruesome story of watching his father strike his mother in the side of the head so hard that she spit up blood. The early chapters of the book continue in much the same way — a young Will, naturally charismatic and eccentric, takes on the role of family entertainer to save his mother, himself and everyone else.

“I would be the golden child,” he writes. “My mother’s savior. My father’s usurper. It was going to be the performance of a lifetime. And over the next 40 years, I would never break character. Not once.”

That he became a perpetual conqueror in his films starting in the mid-1990s — an alien-defeater in “Men in Black,” a robot-defeater in “I, Robot,” a mutant-defeater in “I Am Legend,” a druglord-defeater in “Bad Boys,” a George Foreman-defeater in “Ali” — might have been a trauma response, but it also turned him into one of the world’s most bankable actors. Off camera, he behaved much as he did on camera, revealing little: an unknowable person beloved by millions.

Over the last couple of years, Smith’s muscles have slackened somewhat. He’s become a loose and only semi-rehearsed presence on Instagram and TikTok. In addition to his uncommonly vulnerable autobiography, he also recently appeared in a six-part YouTube Originals series, “Best Shape of My Life,” ostensibly about losing weight but more about the deepening fissures in the outer shell of his public-facing character. For decades, he became one with his hardened facade; now he’s melting it down.

This pivot to transparency makes him the patriarch of a family that has lately made intimacy its stock in trade. The Smiths — Will, 53; his wife, Jada, 50; their children, Jaden, 23, and Willow, 21 — have become the first family of putting it all out there. Between Will’s newfound chill, Jada and Willow’s cut-to-the-quick chat show “Red Table Talk” and Willow and Jaden’s music, the Smiths have remade an elite old Hollywood unit for the new era of reality-driven celebrity.

Their path has been the opposite of, say, the Kardashians’, the platonic ideal of the reality-TV clan that willed itself into more traditional stardom (forever blurring the lines between old and new fame along the way). The Smiths, by contrast, have downshifted from a conventional style of celebrity into the more fraught and garish one and, crucially, have done so with a kind of grace — shocking, especially given the intensity of some of the revelations at play.

Theirs is a perfectly timed reframing for the age of online confessional and trauma-based personal brands, especially for a family in which the parents are receding from the camera eye, and the children were famous before they ever had a choice to opt out. It is also a profound validation of the power of emotional directness and its destigmatization for the famous, turning the sorts of revelations that would have been relegated to salacious tabloids and unauthorized biographies in earlier eras into the stuff of self-empowerment.

Want more writing prompts? You can find all our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘What Is Black Love Today?’

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Lesson of the Day: ‘What Is Black Love Today?’

Featured Series: “What Is Black Love Today?

In a special collaboration between Modern Love and Black History, Continued, The Times asked readers and well-known writers to respond to the question “What is Black love today?”

In this lesson, you will do a close reading of one of the essays in the collection. Then, you will write a love story or poem about love in your family or community.

Read “What Is Black Love Today?,” a short essay written by Veronica Chambers to introduce the Modern Love collection. As you read, use the following prompts to help you annotate Ms. Chambers’s introduction. You can either take notes in a journal or write directly on this PDF copy.

  • Circle or write down words or phrases that stand out to you.

  • Make one connection with an idea explored in the text.

  • Underline the main idea, or the purpose, of the collection.

Then, reflect: What is your reaction to Ms. Chambers’s words? What are you looking forward to reading or discovering in these essays?

Choose one of the four essays below from the collection and read it in its entirety.

  • Was It Me? Or My Teeth?” by Damon Young
    In America, a smile is like a résumé. I was afraid mine wasn’t closing the deal.

Then, respond to the questions below.

1. How does the author hook you at the beginning of the essay? Describe what engaged you as a reader in the opening paragraph.

2. What is the main idea of the essay? How can that idea be traced through the narrative arc of the essay?

3. Choose one literary device that was used in the essay — metaphor, simile, imagery, symbol and so on — and interpret the meaning. Why do you think the author used that device?

4. Choose one rhetorical device — for example, figurative language, diction, syntax or tone — and interpret one use of it in the essay.

5. Choose one sentence or passage that you found particularly moving or meaningful. What brought that passage to life for you?

6. Return to the purpose of the series and the guiding question “What is Black love today?” How does the writer respond to that question in the essay?

7. How do you feel after reading the essay? What is one question you would ask the author?

Now you’re going to write your own love story or poem about what love looks like in your family or community. You do not necessarily need to write about romantic love; you can also explore the love you have for your friends, family, teachers, pets or anything else.

Once you have identified a love you would like to write about, choose one of the options below to kick off your writing.

Option 1: Write a short story inspired by an image.

Allow the image in this Picture Prompt to inspire a short story about love. (Perhaps the image reminds you of a relationship or connection with someone in your life.) You can share your short story with classmates or in the comments section of the Picture Prompt.

Option 2: Write a love poem.

Read the poem in this Student Opinion prompt that describes an everyday gesture — tying a bow tie — as a “miniature motion of love.” Then, write a poetic response to the question What does love feel like to you? You can share your response in the comments section or with classmates.

Option 3: Write a Tiny Love Story.

The essays you read are from the Modern Love column, whose editors created Tiny Love Stories, a series in which readers share a personal story about love in fewer than 100 words. We have a whole lesson plan to support the process of writing a Tiny Love Story, and you can find some examples from the column in this PDF.

When you’re ready to write, tell us a story about someone or something you love in fewer than 100 words.

You can share your short love story in the comments section or, if you like, you can revise your work and submit it to the Modern Love column for a chance to be published.

Teachers: If you want to learn more about teaching with the “Black, History, Continued” series, join us on March 24 for a webinar with Veronica Chambers to get ideas for the classroom and to discuss the continuing importance of exploring pivotal moments and transformative figures in Black history.


Want more Lessons of the Day? You can find them all here.

Up in a Tree

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Up in a Tree

Use your imagination to write the opening of a short story or poem inspired by this illustration — or, tell us about a memory from your own life that this image makes you think of.

Tell us in the comments, then read the related essay to learn more.


Want more Picture Prompts? Find them all in this column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: slake

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Word of the Day: slake

The word slake has appeared in two articles on NYTimes.com in the past year, including on Aug. 19 in “New Crime Novels from Louise Penny and Silvia Moreno-Garcia” by Sarah Weinman:

With her third novel, Megan Collins may have unlocked a new level of fictional discourse on the true-crime industrial complex. The Family Plot (Atria, 320 pp., $27) is dedicated to “the murderinos,” people who are borderline obsessed with true crime and have created a rich fandom surrounding the many podcasts, documentaries and books that slake true-crime appetites.

Can you correctly use the word slake in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how slake can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

Film Club: ‘The Joy of Cooking (Insects)’

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Film Club: ‘The Joy of Cooking (Insects)’

Melting ice sheets, rampant wildfires, devastating floods. Climate change is a global emergency. The food system? It causes as much as a third of global greenhouse gas emissions, and unless we make major adjustments to the food we eat and how we produce it, we’re cooked. One of those dietary changes we need to consider might even make you a little squeamish. “And we’re going to finish it off with some whole grasshoppers.” Yeah, we’re talking about insects, specifically eating them. We know what you’re feeling: Repulsion, right? For most Americans, insects are signifiers of filth that need to be exterminated, not consumed. Our supermarkets, rather than promoting insect-eating, devote a significant amount of shelf space to products that eradicate them. Fortunately, tastes can change. Foods that were once deemed disgusting are now ordinary fare, even a luxury. We’ll come back to these guys later. But the problem is way bigger than just taste, it’s existential. A growing number of chefs, researchers, and entrepreneurs are urgently working toward a common goal: getting us to eat more bugs. “I don’t think there’s an insect I wouldn’t eat.” Here’s the problem. A growing middle class around the world is driving up the demand for meat, milk and eggs, and that will mean more livestock farming leading to more deforestation and other environmental harm and an increase in greenhouse gas emissions. “The paradox today is that our planet, on the one hand, is rapidly growing in both population and appetite. At the same time, it is shrinking in critical resources required to produce food. And unless this paradox is resolved, we are heading on a very concerning collision course.” And that’s where edible insects come in. They offer a sensible alternative to animals we typically eat. To understand this, we paid a visit to — “Entomo Farms is North America’s largest cricket producer.” — a cricket farm in Norwood, Ontario. “A lot of crickets.” This is Darren Goldin, who founded Entomo with his brothers. “I don’t think that there is a single, silver-bullet solution to the crises facing our planet, but I think insects are a very important piece of the solution.” Research into edible insects is still in its infancy, but the early evidence of their environmental advantages is very promising. Pound for pound, some species of insects produce far fewer greenhouse gas emissions and require far less water and land to raise than some conventional livestock. Insects are also very efficient at converting what they eat into body mass. That is high-quality food for us. They’re also really good for us. “Crickets are fantastic because of their nutritional makeup. The protein is very digestible by the human body. The mineral and vitamin content is super high. The chitin, which is the exoskeleton of the cricket, is a super beneficial fiber.” That’s some good eating. Too much too soon? Well, here’s a little secret. If you live in the United States, you’re chowing down on bug all the time. You just don’t know it. The Food and Drug Administration permits limited quantities of insect parts to slip into foods during the manufacturing process. What that means is — “There are going to be beetle parts in your flour or processed grains.” Do you drink coffee, eat chocolate, how about potato chips? They might all contain bug, but not everyone finds this gross. The United Nations estimates that some two billion people around the world have traditional diets that include insects. “Termites. Grasshoppers. Crickets.” By some accounts, more than 2,000 species of them. “Locusts. Bamboo worms. Cicada. Bee pollen.” [INTERPOSING VOICES] “Mealworms. Scorpions.” Insect eating has historically been more common in tropical countries where bugs are generally larger and more abundant, thus, they supply more protein and are easier to hunt. But that doesn’t fully explain our disgust. “When you’re wanting to understand why we have strong aversion to the idea of eating insects, you have to look at cultural explanations.” This is Julie Lesnik, an associate professor of anthropology at Wayne State University in Detroit. Her research has focused on the evolution of the human diet. “So if we look at the Age of Discovery, if we think of Columbus and other explorers leaving Europe in the 1400s, when they travel to the tropics and encounter people eating insects, what we see in their journals, in their letters is that they describe these people as beast-like. And so we have this association of eating insects as being this animalistic behavior, and that’s been used against the peoples around the world that have had insects as parts of their diets.” The point is, culture, not taste, often defines what’s edible, but that doesn’t mean we can’t change. Remember this guy? The lobster offers a fabulous lesson in rebranding. During the colonial era, lobsters were reviled by some as bottom feeders, suitable only for indentured servants and prisoners. Farmers ground them up to fertilize fields. Fishermen used their meat to bait more profitable catch like mackerel. According to one account, indentured servants in colonial Massachusetts took their masters to court because they were so repulsed by the amount of lobster they were fed. They won. The result? They only had to suffer three lobster servings a week, but by the late 19th century, the lobster’s makeover was well underway. It spread aided, in part, by improvements in refrigeration and by vacationers to New England who acquired a passion for it. A century later, the $30 lobster roll. Still not convinced? Until a few decades ago, sushi was not common outside of Japan. Now, of course, it’s a worldwide delicacy. Shrimp are cousins of locusts and grasshoppers. In fact, bug-eating advocates refer to these as land shrimp and these as sea crickets. But while shrimp are widely eaten in the West, locusts and grasshoppers are despised. See the double standard? It’s all in your head, not in your mouth. Venture capital and government funding is now surging into the edible insect sector. Startups like Entomo are transforming crickets and other bugs into a wide range of products for humans, pets and livestock. But if many insect farms have looked a lot like, well, farms, things are about to get pretty high-tech. In London, Ontario, the Aspire Food Group is building a state-of-the-art cricket breeding facility. “We have invested well over $40 million U.S. on research and development, both looking at the biological aspects of farming and running hundreds of experiments in different trials in different conditions.” Mohammed Ashour is pretty far from a traditional farmer. He’s the C.E.O. of Aspire. “We are expected to generate approximately 27 million data points on a daily basis on everything from temperature, to humidity, to certain types of gases and certain types of sounds to really understand the various parameters that affect and govern the growth of crickets.” In other words, they’re building an 11-story computer that will be raising billions of insects at a time. “Upon completion, it will be one of the most formidable and sustainable and scalable protein-production systems on the planet.” While saving the planet and ourselves are pretty solid rationales for eating more insects, that argument on its own may not carry the day. “Ultimately, what it’s really going to come down to, it’s got to taste delicious. Red peppers, shallots, sweet potatoes, corn, locust, Korean gochu peppers, little lime. Delicious, nutrient-dense and sustainable.’” Joseph Yoon is a chef based in New York City who has dedicated himself to the culinary exploration of edible insects. “’This is a delicious locust succotash, Brood X cicadas, flamed with sake. This cicada nymph kimchi just perfectly complements this egg. Oh, the fennel is popping as well. So you could have everything from lemony, citrusy black ants, nutty crickets, cheesy super worms, the minerality of the vespula flaviceps, or the vegetable nature of the cicadas. What does it taste like when boiled or roasted or fried? How does it taste in American food or in Asian food? Sauteed or fermented? All you need is a little imagination.” “We are now a lot closer to bridging the gap between the promise of crickets and how it translates commercially in the market as a better-for-you, highly affordable protein source.” “We don’t need to cut down any more forests. We don’t need to destroy any more natural ecosystems. We have what we need, not only to feed current population, but to feed the growing population into the future.” “What we need to do as adults is rein in our disgust response so that the kids around us can grow up with this as a viable food source for them.” “I have no doubt that insect protein will be integrated globally in just a matter of time. I mean, it’s inevitable. It’s smart. It’s efficient. It’s delicious.” Because remember, what’s loathed today might be loved tomorrow. Just ask the lobster. “Bug appetit.”

Vocabulary in Context: Halftime Show

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Vocabulary in Context: Halftime Show

Dr. Dre opened up the performance behind a mock mixing board, a nod to the root of his celebrity: the ability to mastermind sound. For the next 12 minutes, vivid and thumping hits followed, including “The Next Episode,” a wiry between Dr. Dre and Snoop Dogg, wearing a blue bandanna-themed sweatsuit; “California Love” (mercifully, delivered without a hologram of Tupac Shakur, as some had rumored); Eminem’s stadium-shaking “Lose Yourself”; Lamar’s pugnacious and proud “Alright”; and a pair of songs from Mary J. Blige, the lone singer on the bill.

Lesson of the Day: ‘How Bad Is the Western Drought? Worst in 12 Centuries, Study Finds.’

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Lesson of the Day: ‘How Bad Is the Western Drought? Worst in 12 Centuries, Study Finds.’

Featured Article: “How Bad Is the Western Drought? Worst in 12 Centuries, Study Finds.” by Henry Fountain

Drought is gripping the American West, which includes California, Nevada, Arizona, New Mexico, Utah, Oregon, Washington, Idaho and Montana. Climate change has fueled a drought that began in 2000, making the past two decades the driest since 800 A.D., according to a new study. That was 1,200 years ago!

In this lesson, you will learn how this megadrought is affecting the Western United States and when it might end. Then, as a choice of Going Further activities, we invite you to make connections between this news and your own community; learn more about the reach and consequences of megadrought; or find ways to inform others about the situation.

Before reading, look at the maps below from the Times interactive “How Severe Is the Western Drought? See For Yourself.” Published in June 2021, these maps visualize the drought crisis in the Western United States since 2000. Then, respond by answering the same questions we ask weekly in our What’s Going On in This Graph? feature:

Finally, make a prediction: Based on the series of maps, do you think the drought will continue to grow in severity? How long do you think it might last?

Read the featured article, then answer the following questions:

1. What is a megadrought? How did climate scientists determine that the current megadrought in the American Southwest is the worst in 12 centuries?

2. What factors lead to severe drought? What role has human-caused climate change played, according to the new study?

3. What are three ways the drought has affected people and communities?

4. How long do scientists believe the drought will last and why? What do projections show about the future?

5. Why didn’t last year’s monsoon rains in the desert Southwest or the heavy rain and snow in California end the drought?

6. The article concludes with a quote from Samantha Stevenson, a climate modeler at the University of California, Santa Barbara:

We’re sort of shifting into basically unprecedented times relative to anything we’ve seen in the last several hundred years.

What is your reaction to the article and to these “unprecedented times”? What does it make you think and feel? Do you think that learning about the extreme drought conditions gripping the West will cause you and other Americans to take the climate change crisis more seriously? Why or why not? What questions do you still have about drought or climate change?

Option 1: Discuss the effect of the drought, and extreme weather, on you.

  • Do you live in a state that is experiencing drought? If so, how is it affecting you, your family and your community? What would you like others to know? What’s missing from the news coverage you have read, heard or seen?

  • If your state is not in the middle of a drought, have you experienced extreme weather such as wildfires, heat waves, hurricanes, floods or anything else where you live? If so, what was it like? How has it affected your life and the lives of those in your community?

  • How do you feel about the increase in frequency of extreme weather around the world and the intensifying effects of climate change? Is this something you discuss with your classmates, friends or parents? Why or why not?

  • What questions do you still have about climate change and its impact on your community and the world?

If you are interested in joining a conversation with other teenagers about extreme weather conditions and climate change, please share your thoughts in the comments section of our related Student Opinion question. You can also read what other students have posted and respond to them. Did you learn anything from others’ responses that you didn’t already know?

Option 2: Learn more about the human impact of the megadrought.

The intense drought is affecting people and communities across America. For example, in New Mexico, farmers along the Rio Grande have been urged not to plant this year; the level of Lake Mead, the huge reservoir on the Colorado River, is so low that Arizona, Nevada and other states will most likely face cutbacks in supplies; and in North Dakota, ranchers are trucking water and supplemental feed for their livestock because the rangelands are so dry and the vegetation is stunted.

Choose one of the recent articles from The Times below to learn more about the human impact of the extreme drought. Then, respond to the following prompts in writing or through discussion with a partner or small group: What new information did you learn about the drought and how it is affecting people and communities? What was most interesting, surprising or memorable? What questions do you still have?

Option 3: Inform others.

Using the information you learned in the warm-up activity and the featured article, create something to help educate others about the drought in the American West. Here are some options:

  • Teach a fifth grader about the conditions in the West. In five minutes or fewer, help someone younger than you understand the situation. You might want to use maps, statistics and images — or colorful paper, pencils and pens — to help communicate the information.

  • Design a one-pager to share what you learned with another student or an adult in your life. Using images or maps from the articles, key words and quotes, design a visually compelling summary of the drought conditions in America.

  • Create a concept map to illustrate the situation. Generate a list of key words, phrases, numbers and statistics. Then create a map to show how they are related to one another.


Want more Lessons of the Day? You can find them all here.

Do You Support Affirmative Action in College Admissions?

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Do You Support Affirmative Action in College Admissions?

Natasha Warikoo, a professor of sociology at Tufts University, believes affirmative action is worth saving, and we should find ways to reframe it:

I think it’s incredibly important to be thinking about race when we think about college applications. And I’ll just state three reasons why I think that’s true. I think the first is that race plays a role in the opportunity structure in the United States today. You know, we know that there are racial disparities in terms of what neighborhoods families live in. And so what schools children have access to in terms of ability to pay for private schools, extracurricular activities.

And we know that even in terms of families with the same income, they have different levels of wealth. So even Black, upper middle class families compared to white upper middle class families have a lot less wealth accumulation that happens over generations. And this shapes you know, again, the resources available. We know that there’s discrimination. So I think the main reason to me is that there are ways in which race plays a role in the opportunity structure. That is not just about a coincidence of class. That’s a remnant of past discrimination.

And the second reason is that it plays a role in the education of everyone on campus. White and Asian American students as well benefit from going to a college campus where there is a quorum of underrepresented minority students. And so they hear different perspectives in the classroom, in their discussions. And the research suggests that that makes for growth for everyone. And the third one is that if we want a diverse leadership, we want diversity in our C.E.O.s, in our Congress, in our Supreme Court, we need to create a pipeline. And part of that means affirmative action because of the underrepresentation that otherwise exists. And so I think those are the main reasons, and we know that it works. So absolutely, yes.

Ian Rowe, the former chief executive of Public Prep, a nonprofit charter school network, believes that race-based affirmative action needs to be retired in favor of class-based solutions:

Well, Natasha, I will respectfully disagree. Race-based affirmative action has certainly had value, and it is “worked” to some degree. But I would shift our focus now to economic disadvantage because, you know, if we want to create a more equitable society, I think if we focused on giving those who are economically disadvantaged of all races, then we’d be allowing more and more young people to get on the rung you know, on the economic ladder. I’m someone who runs a network of public charter schools, and my schools serve almost exclusively low income Black and Hispanic kids.

And so this idea of relying on race-based affirmative action that this sort of back-end Band-Aid will solve the problem, I think does a disservice. We need to strengthen the preparation of kids so that they can perform at the highest level. We’re not running our schools based on whether or not affirmative action is going to exist. They’ve got to be able to compete at the highest level. And when you look at the actual data of Black kids getting into elite colleges, what is very interesting is that the vast majority, something like two-thirds or 70 percent are Black kids from economically advantaged backgrounds.

So what that’s indicating is that even in the effort of trying to achieve more Black acceptance, the kids that are getting in, I don’t think are the ones that originally affirmative action by race was intended to serve. And unfortunately, the way that affirmative action has worked by race, it has tended to help create that perception because the idea is that, oh, well, if you’re Black maybe the reason you’re here is because of affirmative action, as opposed to your own merit. And those are some of the unintended consequences I think that have been built over time.

Students, read the entire article, listen to the podcast, or both, then tell us:

  • Do we still need affirmative action in higher education? Should colleges and universities consider race or ethnicity when making decisions about student admissions?

  • Did anything in the pieces above change your original thinking about this issue? Which arguments for or against affirmative action expressed in either the article or the podcast do you find most persuasive? Do you agree with Ms. Warikoo that affirmative action is needed to address the ways that “race plays a role in the opportunity structure” in our society? Or, are you more swayed by Mr. Rowe’s argument that while race-based affirmative action may have had a value in the past, we should “shift our focus now to economic disadvantage … if we want to create a more equitable society”?

  • How important an issue is affirmative action for you? Do you ever discuss the topic with friends or family? What is your reaction to the Harvard and North Carolina cases now before the Supreme Court?

  • Edward Blum, whose group Students for Fair Admissions brought both of the affirmative action cases before the Supreme Court, said: “Every college applicant should be judged as a unique individual, not as some representative of a racial or ethnic group.” However, Damon Hewitt, the president of the Lawyers’ Committee for Civil Rights Under the Law, counters that “race-conscious admissions policies are a critical tool that ensures students of color are not overlooked in a process that does not typically value their determination, accomplishments and immense talents.” Do you think race should ever be used as a consideration in admissions for college applications? What about in other facets of society like in workplace hiring, in government and elsewhere?

  • What should be done about what some call “affirmative action” for rich white students like legacy admissions and geographic diversity? Ms. Warikoo points out that there are many kinds of benefits white people receive in the admissions process:

There are a lot of other factors that seem to advantage white students over all students of color, including Asian Americans, such as representation from all 50 states. And so when you’re looking for that student from Nebraska or Iowa, probably, it’s going to be a white student. Like athletic recruiting, again, you might think of athletic recruiting is like football players and basketball players, but there’s so many sports like squash, like crew, water polo. So athletic recruiting benefits whites over, again, all students of color..

  • How can we make the college admissions process more fair or equitable? If you were the head of college admissions at a college or university, what criteria would you use for judging applicants?

  • How do you think the Supreme Court will rule? What impact do you think these rulings will have on the future of affirmative action?