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How to become a successful student essay
How to become a successful student essay
How to become a good student essay
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A week ago I almost gave up again. Saturday was spent on my in-law’s porch with a coffee and Baileys stewing over my frustration in losing my 14th scholarship contest. I sat out there, posing myself like an author; leaning on the arm of the chair with my chin rested on curled fingers, holding my pen like a cigarette, hoping to channel King or Orwell. I started this project, writing scholarship essays, at the beginning of the year honestly believing if I just wrote enough essays statistically I would win something. Two authors, Kristina Ellis and Marianna Ragins, won $500,000 and $400,000 respectively while they were still in high school. Their books gave me the jumpstart to try writing as a way to pay for school, and the idea grew into considering …show more content…
Ellis and Ragin never mentioned a well organized writing process in their books, but I assume they had some kind of system in place to be able to win as many scholarships as they did. Everyday, the time I spend researching and writing becomes more enjoyable as I force myself to be more aware of my thoughts and mannerisms in order to put them onto paper. There is a deeper appreciation for the emotions that good writing makes me feel whether it be books, movies, or TV shows. The creators of Red vs. Blue managed to make every character enjoyable to follow and Parks and Rec is relatable to nearly anyone who watches it. Books like Fight Club can pull me into the scene with its dark descriptions or House of Leaves with his strange layout of words like working through a maze of thoughts. Even if I never win a scholarship essay I’m curious if I could ever write something as emotionally stimulating as those authors I appreciate so much. My first challenge was to win money like Ellis and Raglan, now also I’m challenging myself to someday write my own inspiring piece someone will want to read. I imagine a little further, the idea of being my own boss and using my love for Chemistry to write articles for magazines or as a literary device to teach the science through storytelling. The concept at this point in my life is freeing as I don’t know if I want to drive to a 9 to 5 job everyday, paying off debts, and “treading water” until I
On December 10, 1950, in Stockholm, Sweden, one of the greatest literary minds of the twentieth century, William Faulkner, presented his acceptance speech for the Nobel Prize. If one reads in between the lines of this acceptance speech, they can detect a certain message – more of a cry or plead – aimed directly to adolescent authors and writers, and that message is to be the voice of your own generation; write about things with true importance. This also means that authors should include heart, soul, spirit, and raw, truthful emotion into their writing. “Love and honor and pity and pride and compassion and sacrifice” (Faulkner) should all be frequently embraced – it is the duty of authors to do so. If these young and adolescent authors ignore this message and duty, the already endangered state of literature will continue to diminish until its unfortunate extinction.
Writing As Re-vision: A Student's Anthology (pp. 108-111). Needham Heights, MA: Simon & Schuster Custom Publishing
I am in the process of writing my first novel in hopes to get it published after I graduate high school. Many students, and teachers unfortunately, have shot down my dreams of doing so but I have persevered with this aspiration of mine. I’ve found the people who think I can accomplish this are those who know for a fact I will continue with this dream.
The very first chapter we read of Mindful Writing changed my perspective to see that anyone and everyone can be a writer. Brian Jackson, the author of Mindful Writing, wrote, “In this book I want to convince you that anyone writing anything for any reason is a writer…Writing is not something we do just in school. It is a vital means of influence in all facets of life.” It was through that very first reading that I began to think about writing as more than just a dreaded part of school, and I began to think of myself as more than just a student forced to write. Our very first assignment, My Writing Story, helped me to reflect on my identity as a writer. I realized that I was a writer every time I wrote in my journal or captioned an Instagram post. Throughout the semester, as I came to love writing more with each paper I wrote, I was able to create my identity as a writer. I learned that I loved research and analyzing others’ thoughts and ideas, but that writing simply on my own opinions, wasn’t my favorite past time. Through the countless readings this semester, I saw which writing styles I loved and which didn’t speak to me. Each day of class, I chipped away at creating my identity as a writer, and I’m grateful for the lessons that helped me shape and realize that
The purpose of Baker’s essay and its placement in The Prentice Hall Guide for College Writers is to encourage young writers to realize that writing truly is a privilege. It is also placed in the book to show college English students that writing does not have to be a grim task and that thinking of it in that manner will only make the student average.
While there are people who love to read and write, there are others that do not. When a student is required to read a book for a class and that student does not enjoy reading, there are very few things they would rather do less. And when that book’s topic is about learning how to write that is the worst of it. When I was assigned to read Writing with Style by John R. Trimble, my immediate thought was that this book and assignment was going to be a struggle to get through. To my pleasant surprise, I couldn’t have been more wrong. Writing with Style provides the reader with a wide range of writing tips while being written in a fun, conversational style. This book provides easy to find writing tools that can be understood by people of varying
Unit 1 taught me to focus on each step in the writing process. Approaching the task
King, B. (2011). The American Dream: Dead, Alive, or Hiding? They Say, I Say: The Moves That Matter in Academic Writing (2nd ed.). New York, NY: W. W. Norton & Company.
“The Road Not Taken.” Literature and the Writing Process. Ed. Elizabeth McMahan et al. 8th ed.
Academic writing is a very discouraging topic that most young writers do not even want to begin to think about or imagine doing. Throughout college everyone will be asked to write multiple academic essays regardless of their major. We have read two sources in class that have helped clear up some common myths and also helped make academic writing not seem so foreign. The two sources we read were “What is Academic Writing?” and the first chapter of the book “From Inquiry to Academic Writing”. Many young students seeking a college degree are fearful about the amount of work needed to be done in order to survive their college courses. Academic writing is a challenging topic that many young people struggle to get a grasp on. Once the skill of
In William Faulkner’s “Speech Accepting the Nobel Prize in Literature,” he asserted, “It is his privilege to help man endure by lifting his heart, by reminding him of the courage and honor and hope and pride and compassion and pity and sacrifice which have been the glory of his past” (Faulkner). Humans, by nature, are capable of achieving the unimaginable. However, individuals often do not believe very strongly in this ability. While they possess the potential, many people do not have enough determination to reach toward their goals and “not merely endure: prevail” (Faulkner). As expressed by Faulkner, writers hold the duty to motivate their readers in an optimistic way. Although many individuals believe that the “writer’s duty” is primarily
Esther has the privilege of fifteen years of scholarships; however, the pressures of upholding the scholarship kid image along with collegiate expectations begin to consume her. Coming from a poor family, Esther has had to rely on her grades to determine her future. Her grades have gotten her a scholarship to Smith College and an internship at Mademoiselle Magazine in New York. Esther thinks that she ...
I am not, by any means, a Shakespeare, Stephen King, or John Grisham. It would take enormous amounts of time, practice, and effort to be considered a long shot at a Pulitzer Prize. Yet, I intend to progress my writing by setting more achievable goals, building on new ideas, and developing new skills. Also, I will use the advice of instructors and peers, and draw from previous writing experiences to mold this and future writing experiences.
I feel as though this class has helped me become a more polished and professional writer. When I first entered English 110, I was extremely unsure and lacked confidence in my writing. I believe that this point can be partly attributed to the fact that I had always had my instructors holding my hand and helping me through the writing process in high school. My senior English teacher always reminded us that college would be much more challenging than her class was and then she would go on to tell us stories of professors who gave out zeros for tiny oversights within a paper. This combined with general apprehension about college life left me terrified. I had always been a strong writer in high school; I know how to form an argument and support
As I look back on my schooling I can’t believe how many papers I’ve written throughout my life. Naturally as I’ve grown up, my writing has developed from learning how to write sentences all the way up to the pages of essays that consist of deeper criteria. I know for a fact that I’m a better writer now than I was before. College writing is more challenging and I’ve had to learn how to adjust to it.