self analytical essay
Beginning in the second grade, I just knew I could harbor a great novel. I would sit down at my computer, open a Microsoft Word document, look at the blinking cursor and begin writing my novel, over and over and over again. My school life marched on; I wrote essays for English classes and lab reports for science classes, but I never felt that my writing was of any value or merit.
My freshman year of high school, I enrolled in a Journalism 1 class. In this class I learned how to write so my words meant something and carried weight. The teacher and publications adviser, Renee Burke, taught me how to combine my genuine love for people and their stories with interviewing skills. I learned to fully listen. In the spring of my freshman year, I wrote a feature story that was chosen for publication on the BoonePubs website. This accomplishment drove me to apply for the yearbook staff.
The application process was riddled with anxiety, but I soon received an email with news of my acceptance on staff. Throughout sophomore year, my knowledge of journalistic fundamentals, including design, law and ethics, and photography, expanded and I felt more confident in my work. I was partnered for two deadlines with Tyler Rispoli, the digital media manager and former winner of this prestigious award. The amount of knowledge he shared with me vastly expanded my horizons, and inspired me to influence the same way.
In my other classes, I felt stressed and worried, but in yearbook I felt excited and motivated. At the end of sophomore year, after winning the staff’s best attitude award, I applied to be the Student Life Editor. However, before receiving this position, Mrs. Burke called the returning staff members to the classroom after school and broke the news to us that she would not be returning the next year as our adviser. This broke my heart because of the love I have for her and I knew I would not have her constant guidance that I had grown dependent on over the last two years.
Over the summer at Camp Orlando, we met our new adviser, Bridgette Norris. Miss Norris, a previous newspaper editor of Mrs. Burke’s and recent college graduate, had no prior experience working on yearbooks. My editor role junior year was shifted to Design Editor, as we switched the division of editors for easier management. Although I did not originally desire the role of Design Editor, I embraced the opportunity, and reinforced other staffers and my adviser's knowledge of yearbook design.
When I stepped into my editor role, I also stepped into the roles of a student and a teacher. As the year went on, I learned valuable journalistic and workplace skills, including how to edit spreads and copy and how to support staffers when they needed help. Staffers often tell me that I am the most approachable editor, so they ask me for help first.
I was a teacher to the staffers and Miss Norris, since many of them had never been on yearbook staff before. The editing team took two classes of yearbook; in fourth period we would work with Miss Norris and make sure that our decisions were uniform and that we put up a united front. This allowed us to maintain a high level of intensity in fifth period when the staffers arrived and brought a continuity of respect for our teacher, as they did not realize the learning she was taking on behind the scenes.
As I entered my senior year, my editor role shifted again to Student Life/Sports Editor. This change brought me to the section I originally desired with the added component of sports. Student life and sports, the two largest sections in the book, were merged together due to a small staff size. After accepting this challenge, I purposefully dedicated my class periods to teach valuable skills to those under me. I worked diligently to help the staffers write stories without bias. Our editorial staff consists of all new members besides the Senior Editor-in-Chief and myself. I again stepped into a leadership role to aid in the development of the younger staffers and editors.
Every time I think of my high school experience and the more than 1100 hours I have spent in the publications classroom, Room 224, I am so glad that I decided to take Journalism 1. My involvement in scholastic journalism has gifted me countless opportunities to meet new people and learn more about them and their stories. Throughout my high school journalism career, I have learned teaching, technical, photography, leadership and people skills. While I am still undecided about my future career, I know that what I learned in scholastic journalism will be with me for the rest of my life.
I am forever grateful for scholastic journalism for helping me find my voice and giving me a platform to help others share theirs.
My freshman year of high school, I enrolled in a Journalism 1 class. In this class I learned how to write so my words meant something and carried weight. The teacher and publications adviser, Renee Burke, taught me how to combine my genuine love for people and their stories with interviewing skills. I learned to fully listen. In the spring of my freshman year, I wrote a feature story that was chosen for publication on the BoonePubs website. This accomplishment drove me to apply for the yearbook staff.
The application process was riddled with anxiety, but I soon received an email with news of my acceptance on staff. Throughout sophomore year, my knowledge of journalistic fundamentals, including design, law and ethics, and photography, expanded and I felt more confident in my work. I was partnered for two deadlines with Tyler Rispoli, the digital media manager and former winner of this prestigious award. The amount of knowledge he shared with me vastly expanded my horizons, and inspired me to influence the same way.
In my other classes, I felt stressed and worried, but in yearbook I felt excited and motivated. At the end of sophomore year, after winning the staff’s best attitude award, I applied to be the Student Life Editor. However, before receiving this position, Mrs. Burke called the returning staff members to the classroom after school and broke the news to us that she would not be returning the next year as our adviser. This broke my heart because of the love I have for her and I knew I would not have her constant guidance that I had grown dependent on over the last two years.
Over the summer at Camp Orlando, we met our new adviser, Bridgette Norris. Miss Norris, a previous newspaper editor of Mrs. Burke’s and recent college graduate, had no prior experience working on yearbooks. My editor role junior year was shifted to Design Editor, as we switched the division of editors for easier management. Although I did not originally desire the role of Design Editor, I embraced the opportunity, and reinforced other staffers and my adviser's knowledge of yearbook design.
When I stepped into my editor role, I also stepped into the roles of a student and a teacher. As the year went on, I learned valuable journalistic and workplace skills, including how to edit spreads and copy and how to support staffers when they needed help. Staffers often tell me that I am the most approachable editor, so they ask me for help first.
I was a teacher to the staffers and Miss Norris, since many of them had never been on yearbook staff before. The editing team took two classes of yearbook; in fourth period we would work with Miss Norris and make sure that our decisions were uniform and that we put up a united front. This allowed us to maintain a high level of intensity in fifth period when the staffers arrived and brought a continuity of respect for our teacher, as they did not realize the learning she was taking on behind the scenes.
As I entered my senior year, my editor role shifted again to Student Life/Sports Editor. This change brought me to the section I originally desired with the added component of sports. Student life and sports, the two largest sections in the book, were merged together due to a small staff size. After accepting this challenge, I purposefully dedicated my class periods to teach valuable skills to those under me. I worked diligently to help the staffers write stories without bias. Our editorial staff consists of all new members besides the Senior Editor-in-Chief and myself. I again stepped into a leadership role to aid in the development of the younger staffers and editors.
Every time I think of my high school experience and the more than 1100 hours I have spent in the publications classroom, Room 224, I am so glad that I decided to take Journalism 1. My involvement in scholastic journalism has gifted me countless opportunities to meet new people and learn more about them and their stories. Throughout my high school journalism career, I have learned teaching, technical, photography, leadership and people skills. While I am still undecided about my future career, I know that what I learned in scholastic journalism will be with me for the rest of my life.
I am forever grateful for scholastic journalism for helping me find my voice and giving me a platform to help others share theirs.