This is one of three essays I'm writing for the Hispanic Scholarship Fund. I was asked to "Describe a recent academic challenge you have faced. Explain how you overcame it." It needs to be 400-600 words and is about 15 words over. What could I shorten or take out? Is it too personal and informal for a scholarship application? Any type of input is appreciated. Thank you!
For two years, I had been a student at Campbell High School. I was one of the illustrious IB breed. We were a strange bunch, making jokes about parabolas and speaking foreign languages to each other in the hallways. I had fallen in love with the program-the passionate teachers, the supportive network of students-but during my sophomore year, I realized the toll the program was taking on my parents. The school was forty-five minutes away, making extracurriculars difficult to impossible. The students were so spread out that getting together for a project was as hard as the project itself. The greatest problem though, was that I needed to help my parents pay for my college education. I transferred to my home school, Sprayberry, and found a job at a daycare.
A few weeks before school started, I went in for a meeting with my new counselor. As I walked through the door she said, "Congratulations, you're a senior!" Perplexed, I managed to utter a confused "What?" I was going into my junior year. Freshman, sophomore, junior, senior. That was the order, right? The counselor began to speak and I listened intently. She told me she had looked at my transcript and that I needed only four more credits to graduate. At first, my thoughts were those of celebration but soon I became apprehensive. Was I ready for this? After weighing the pros and cons I eventually decided to follow through. I would graduate in the spring of 2013. The decision led me to take a load of challenging AP courses and study intensely for the SAT.
I had taken AP classes before but they seemed all-new at Sprayberry. My US History class in particular gave me trouble. After each quiz, the teacher would post a list announcing who had earned the top three grades. When I checked it after the first quiz and didn't see my name, I was crushed. Anxious to claim my spot at the top, I started creating outlines and defining important terms for each chapter. I put in my best work and it showed on the next quiz; I made it to second place. I'd met my original goal but now I had caught a fever. I made flashcards to study on my phone and in any spare moment I could find-on the bus, in the car-I would pull them up and go over them. We took the next quiz and a few days later the list was posted-first place. Since then, I've come in first every time.
With college deadlines bumped up a full year, I hurried to study for the SAT. I spent at least an hour a day on practice tests and as the test date got nearer and nearer, I began to dedicate three, even four or five hours a day to studying. I kept myself motivated by organizing study groups with friends. We took practice tests together, compared our scores, and rewarded ourselves with frozen yogurt for especially good results. The support, competition, and set scheduling of our weekly study sessions helped me tremendously. When I got my test scores back, they had risen 300 points from my first diagnostic test.
A new school presented a new set of difficulties. My sudden transition from junior to senior status came with serious challenges, demanding coursework and a looming standardized test, but I refused to accept anything less than first place. After an initial struggle, I pushed myself to overcome the obstacles I faced, putting my best foot forward and facing my problems head on.
For two years, I had been a student at Campbell High School. I was one of the illustrious IB breed. We were a strange bunch, making jokes about parabolas and speaking foreign languages to each other in the hallways. I had fallen in love with the program-the passionate teachers, the supportive network of students-but during my sophomore year, I realized the toll the program was taking on my parents. The school was forty-five minutes away, making extracurriculars difficult to impossible. The students were so spread out that getting together for a project was as hard as the project itself. The greatest problem though, was that I needed to help my parents pay for my college education. I transferred to my home school, Sprayberry, and found a job at a daycare.
A few weeks before school started, I went in for a meeting with my new counselor. As I walked through the door she said, "Congratulations, you're a senior!" Perplexed, I managed to utter a confused "What?" I was going into my junior year. Freshman, sophomore, junior, senior. That was the order, right? The counselor began to speak and I listened intently. She told me she had looked at my transcript and that I needed only four more credits to graduate. At first, my thoughts were those of celebration but soon I became apprehensive. Was I ready for this? After weighing the pros and cons I eventually decided to follow through. I would graduate in the spring of 2013. The decision led me to take a load of challenging AP courses and study intensely for the SAT.
I had taken AP classes before but they seemed all-new at Sprayberry. My US History class in particular gave me trouble. After each quiz, the teacher would post a list announcing who had earned the top three grades. When I checked it after the first quiz and didn't see my name, I was crushed. Anxious to claim my spot at the top, I started creating outlines and defining important terms for each chapter. I put in my best work and it showed on the next quiz; I made it to second place. I'd met my original goal but now I had caught a fever. I made flashcards to study on my phone and in any spare moment I could find-on the bus, in the car-I would pull them up and go over them. We took the next quiz and a few days later the list was posted-first place. Since then, I've come in first every time.
With college deadlines bumped up a full year, I hurried to study for the SAT. I spent at least an hour a day on practice tests and as the test date got nearer and nearer, I began to dedicate three, even four or five hours a day to studying. I kept myself motivated by organizing study groups with friends. We took practice tests together, compared our scores, and rewarded ourselves with frozen yogurt for especially good results. The support, competition, and set scheduling of our weekly study sessions helped me tremendously. When I got my test scores back, they had risen 300 points from my first diagnostic test.
A new school presented a new set of difficulties. My sudden transition from junior to senior status came with serious challenges, demanding coursework and a looming standardized test, but I refused to accept anything less than first place. After an initial struggle, I pushed myself to overcome the obstacles I faced, putting my best foot forward and facing my problems head on.