Sneaky foxes, obnoxious tragedies, and ACT English test prepping helped to shape me into the writer I am today. Walking into the classroom of my last high school English class, I distinctly remember the musty smell of teenage stress and overpriced Gucci perfume. I straightened out my blue suit shirt and said to myself “I am going to get an A in this class.” I sat by my ramen-loving friend in the back left corner of the room, opened my pink sparkly binder, and began imagining how fun it would be to read The Great Gatsby. However, as the class started and the annoying jeopardy school bell rang in my ear, all I could think about was the “fish n’ chips” lunch that I would be receiving in exactly fifty-three minutes. Our teacher, Ms. Bramwell, began
…show more content…
I knew my decision was a terrible one, as the scores I received for English and reading were the lower than I could have ever possibly imagined. These simple scores left me with a low motivation for my English class. Ms. Bramwell soon after started to teach me certain material that would be guaranteed to reappear on the ACT. I remember being told of methods that would benefit me, ranging from practice exams to online lessons. Having Ms. Bramwell’s encouragement motivated me to study harder, and pretty soon my scores on the ACT improved by seven points. I knew that this improvement in technical skills taught me a lesson; that if I can do that well on a standardized test, I could become creative in my writing skills. Gaining this proficiency would open the doors to producing creative writing.
After finishing my third ACT, it was time for me to begin writing essays for college admissions. I knew all of my qualities, characteristics, and experiences, but I couldn’t write it into sentences that would demand and capture a reader’s attention. During peer reviews, I would be told was that my essay was great, but missed creativity that made it “boring as heck.” Despite revision after revision, I could never meet this gruesome demand. This was until the the fox came to
I knew my decision was a terrible one, as the scores I received for English and reading were the lower than I could have ever possibly imagined. These simple scores left me with a low motivation for my English class. Ms. Bramwell soon after started to teach me certain material that would be guaranteed to reappear on the ACT. I remember being told of methods that would benefit me, ranging from practice exams to online lessons. Having Ms. Bramwell’s encouragement motivated me to study harder, and pretty soon my scores on the ACT improved by seven points. I knew that this improvement in technical skills taught me a lesson; that if I can do that well on a standardized test, I could become creative in my writing skills. Gaining this proficiency would open the doors to producing creative writing.
After finishing my third ACT, it was time for me to begin writing essays for college admissions. I knew all of my qualities, characteristics, and experiences, but I couldn’t write it into sentences that would demand and capture a reader’s attention. During peer reviews, I would be told was that my essay was great, but missed creativity that made it “boring as heck.” Despite revision after revision, I could never meet this gruesome demand. This was until the the fox came to