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A. Introduction
a. A central claim/thesis about yourself as a reader/writer and how it reveals an
aspect of your educated identity
i. During reading time, I was not allowed to read picture books like the other
kids. My pre-K teacher would only let me read chapter books, like Junie
B. Jones, A to Z Mysteries, or the Magic Treehouse series. By the second
grade, I had tested ‘positive’ for GATE, or Gifted and Talented Education.
From then on, being a “gifted” student was my label. In the eighth grade,
I, and a group of six other “gifted” students had to do our math classes
online in the library or the computer lab, as our school didn’t have the
math level we were set to take. My high school math classes always left
me feeling awkward, the youngest one in a class of the cool, older kids.
With so much potential, I never thought I would or even could fail a class,
until I came to college.
B. Background, growing up, journey to where I am today
a. College was full of distractions; new faces, no parents, parties, and relationships.
Who goes to their 8ams anyways? My mom was a helicopter parent, with me as
her only child, raising me on her own. She was always on top of me and I felt like
I could never breathe. Being on my own in a university in sunny California,
freedom was calling my name.
b. It took me a while to realize that people here took “Work hard, play hard” very
seriously. Once a gifted student with straight A’s and honors, here I was
practically begging for extensions from every professor, knowing I had repeatedly
skipped the class by choice. Even though I knew I was going in a downward
spiral, I felt comforted by the people around me who were going through the same
thing.
c. I got into a relationship February of my freshman year, and it only held me back
more. I didn’t even care to go to class anymore, knowing I could just hang out
with them. They were also nearly failing their classes, so at least we were in it
together, I thought. My mom always tells me, “Be careful who you surround
yourself with.” Well, I definitely learned my lesson. I seemed to have completely
let go of the skills I had. I was so smart, ambitious, and thought I was gifted. Why
couldn’t I just do well?
d. It took academic probation and many breakdowns to fully reevaluate my
priorities. I had to remember everything I’ve worked so hard for, and why I do. I
knew my mom would be disappointed if she knew how much I was slacking. I
knew all my mom wanted was to never have to go through what she had to go
 through, and still has to go through; no college degree, bad credit, and constant
struggle.
e. I was ignorant. I remember meeting with my BUSN 70 professor in the fall of my
freshman year. She reminded me how expensive it is to go here and how much of
a value this education truly is. I’m embarrassed now, but I remember saying
something along the lines of, “Well, I have a really good scholarship,” as if that
meant it didn’t matter, because I’m not paying for it. Rightfully so, she checked
me and told me how someone is paying for me to go here, period. The many
donors of this school donate hundreds of thousands to give students like me,
low-income, first-gen, single-parent households, a chance. The fact that I nearly
threw it all away last year, is something I want to leave in the past for good.
C. Coming to college, culture shock,, senioritis following me
D. Realizing the importance of GPA and doing well, and what was holding me back.How I
am setting myself up for success now.
a. It really started to set in the effects of my slacking when I would attend business
events, and the employees of the big firms with big salaries, would explain
requirements for their internships. I dreaded hearing, “GPA will be considered”,
or “We’ll need your college transcript.” This would’ve never fazed me in high
school, I had a great GPA! I couldn’t wait to show off my transcript. Now, it was
my biggest fear. I was so embarrassed. MY GPA was the lowest it’s ever been. It
was so unlike me and I felt like I couldn’t go for any of the opportunities I strived
for.
b. After months of self-reflection, I stopped making excuses, and started to make
change. I needed to get my priorities straight, period. I got out of my relationship,
which was hanging by a thread at that point anyways, I invested in myself, and
started planning. I would regularly check my email and communicate with my
assigned LEAD mentor, ensuring I was all set-up for my school year. I made a list
of all the reasons to keep going, and strive for success. I picked up reading again,
an old hobby I hadn’t practiced in years. I figured it would help make college
reading more tolerable, something I could never do my first year.
c. UNFINISHED
E. Analysis
a. How and why this experience impacted your identity as a reader, writer and
educated person
i. It may seem early to write about how I’m implementing all these changes
and how my first year was so bad, and I’m different now, yada yada.
Because I know, it is only Week 1 of my sophomore year. But, I believe in
myself. I know myself, better than anyone else, and I know that I will
change. I’ve worked too hard to let myself go. I’ve worked too hard to get
 here. I’m also aware that this whole essay will hold me accountable as
well as anyone who reads it. I’ve hit the bottom already, I can only go up.

armor? my fashion?