For example, she claims that educated parents fight for their kids in high school and they know what privileges to fight for. Parents also hover over their college-going children, according to a National Survey of Student Engagement (NSSE) this causes a remarkably effect on their children’s engagement and success (629). However, a few of her audience will most likely disagree because not every parent who has read her article had an education higher than a high school
To Write Well or to Not Write Well In the article The Writing Revolution by Peg Tyre, the far too common unfortunate example of a school system failing to equip its students with the proper writing skills necessary to be successful students is examined. While this failure is a phenomenon that ails students worldwide, I was fortunate enough to receive a high school education that excelled in this area and helped prepare me for college and beyond. The first method my school used was to assign mandatory writing assignments every week, which forced me to practice repeatedly and prefect the skill. Additionally, on each assignment my teachers provided me one-on-one meetings to discuss the paper content, which allowed me to receive personal feedback
I was told early into the semester by my professor Rogerio Zapata that we needed to write a six page essay on a regular meeting or a school board meeting. In fact in our first exam some of the questions were about the paper we needed to write. In addition Professor Zapata remained us every class to attend a meeting. As a high school student the first thing I did was to going ask my principle if she knew when the next school board meeting was going to be held. She give me great information and told me if I needed more about the meeting to go to the school website.
Why do people feel it’s necessary to prove themselves of their dedication and intelligence? And Still We Rise was written by Miles Corwin, a former Los Angeles Times reporter and a well-educated author of many acclaiming books, and published in 2001. The story focuses on twelve individuals, minorities, who are determined to move past their grim lives and graduate high school. These students, all of whom are minorities, have struggled throughout their childhood whether if it was domestic abuse, or the need for money in a poor community. Their only safe haven is school and their ticket out of their past is education.
Cassie Davis, a former student at Highland High School in Nunn, Colarado, worked herself strenuously in order to achieve academic excellence. She took every AP and Honors class she could, and in her senior year, while the others students began to relax as the result of their college applications being finished, she hit the books and continued to take classes at the University of Northern Colorado. However, she was punished for her diligence, as her school’s grading system discounted her college credits, and she lost her valedictorian status to a kid who had not taken difficult college courses. She found that she had been cheated, punished for choosing to challenge herself and learn more. Though this story is just one example, it is a true story (Manzo) that accurately demonstrates what can happen
When I was in high school I think it is safe to say I was a pretty good student. However, I was nothing spectacular just an average B student like most other kids. My work ethic was not great as I had no clue what I wanted to do with my future. Then college came and whacked me upside the head. I realized that I was paying to be here, and that if I was paying to do something I was going to do it well.
During the beginning of my freshman year, I ran for 9th grade class president. Unfortunately for me, who had just began attending Linden-McKinley STEM 7-12 Academy, I was running against two other girls for president who were both students longer at Linden than I was and who knew more students. Despite having a slight disadvantage over my competitors, I continued to run for president because for the short month I was currently there, I had already made tons of new friends and acquaintances; I was already known around the school by many students and faculty members as a very happy, intelligent, smart, and enthusiastic person; but most importantly, many students and teachers who knew me really believed I had the capacity to bring change to the
The first day of sophomore year rolled around and it was time to step foot into Mrs. Burrell’s class. Boy, was I surprised when I walked in and there was a new teacher, Mrs. Padilla. This is when the “Road of Trials” began. From the very first day she had stressed about the importance of the AP test. She gave us all of the AP rubrics, a sheet of transition words to use in our writing pieces, and she even showed us the agenda she had planned out for the rest of the year.
Throughout my life, I truly believed that I was amazing at writing due to the grades I received on my essays in the English class. I thought it would be totally impossible not to be enrolled into Honors English my freshman year. However, the impossible became possible, and I was placed into regular English which devastated me. This made me seek revenge towards the school, to show them the mistake that they had committed, so I set up a goal to be accepted into Honor English 2 my sophomore year. To this day, I remember the anxiety flowing through me as I received my sophomore schedule from the school staff.
In my school and community, we have found that there is a large setback with the incoming freshmen and their ability to adapt to the new atmosphere and changes of high school. They either have social problems, home life problems, or high school is just a huge change for them. Six years ago, my school created a program hoping to solve that problem, the mentor/leadership program, which is open to juniors and seniors. I applied, and was accepted into this program my junior year. In the mentor program you meet with a freshmen every week and discuss some of the challenges they are facing while adjusting to high school.