Personal Narrative: My Experience in College Prep II Writing Essay

For the entirety of my undergraduate career I had the translucent ability to successfully write research papers, critical essays and journal entries. On the whole I feel that my writing was successful due to the concomitant that I received excellent grades as well as ardent comments of support from my professors. Please understand that I am not magnify about my grade point average, class rank or crimson attempting to claim that I am a good writer. However, I do feel confident in my abilities to write papers that speak now to the question at hand while simultaneously addressing, although not needs adhering to, the professors point of interest. I must credit more of my success as an undergraduate to Mr. M of the High School side Department. My outlook on academic writing was drastically altered during the downfall of 1997 with the help of Mr. M and a writing family entitled College provision II.Any High School Senior who wishes to matriculate at a four-year college or univer sity can enroll in College Prep II. The purpose of the course, as if it werent obvious from the title, is to adequately prepare outgoing seniors to write effective research papers and essays at the college level. Before I delve into the specifics of the course itself, I must briefly acquaint you with the quirky Irishman mentioned above. Mr. M came across as the type of wise old Irishman you might run into in a quaint pub and spend hours sipping Guinness, telling jokes and exchanging personal experiences with. maybe the reason why College Prep II became such a welcomed challenge for my classmates and I had something to do with the high level of respect Mr. M showed us. Although we were vigor more than scared, immature high school seniors, he talked to us as if... ...ard sentence social organisation or maybe even a a few(prenominal) contradictory ideas would take our paper from a B+ to a C-. However, no one knew that Mr. M was not grading us solely upon our net draft, unless on our ability to embrace writing as a continuous process where there is ever so room for improvement. Whatever the case, the methods Mr. M taught carried me through four years of college writing with relative ease, yet I never realized that I was adhering to his school of writing until I began to theorise this writing assignment. He did an excellent job emphasizing the technical structure of the process, while focusing intently on the personal or human-centred side to writing. Will my outlook on writing change during my incoming as a graduate student, straying from the ways of Mr. M? Probably, but I think a part of that process will always be in the back of my head, for better or for worse.