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Rhodes Scholar Personal Statement

497 Words2 Pages

I took a deep breath and slowly walked toward the stage. As I ascended, I thought of all the late night study sessions, paper cuts, and after school meetings. Reaching to shake the principal’s hand and receive my diploma, I thought of the hours I had dedicated to my education and felt a wave of satisfaction flood over me. This was it. I had graduated high school and accomplished my goal; I was valedictorian. Since freshman year, I yearned to be valedictorian because I knew it would bring me one step closer to achieving my goal of becoming a Rhodes Scholar and of improving the viability of alternative energy sources. My sixth grade history class awoke my desire to become a Rhodes Scholar by introducing me to the fantastic advances that Rhodes Scholars like Edwin Hubble and Lord Howard Florey pioneered. During high school, I endeavored to be a perfect student so I could get into an excellent university. I joined and led countless student …show more content…

With my goal of becoming a Rhodes Scholar in my peripherals, I was accepted into my university’s Liberal Arts Honors Program and decided to pursue a certificate in Classical Texts. Upon arriving at my university, I became involved in numerous student organizations like Students Expanding Austin Literacy, an undergraduate research initiative, the Women in Engineering Program, and Women in Petroleum Engineering and Geosystems. I also sought out leadership positions and recently became the webmaster of the undergraduate research initiative. Next semester, I plan on joining the Society of Petroleum Engineers, local volunteer organizations like Circle K, Engineers Without Borders, and Student Government. I will also use my summers to conduct research on campus and to participate in government and petroleum

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Margaret talbot ,throughout her piece, shows how students have been focused on getting the title of “Valedictorian” when really it is just causing several issues Talbot uses different rhetorical devices to have a personal connection with her readers and make her argument more credible. The author explains the difficulties in getting valedictorian and the problems that it has with some students who believe they deserve the title. Talbot explains how students who received valedictorian are still academically skilled in college; however, nobody really cares whether or not you got valedictorian. Talbots message appeals to the audience’ s emotions when she shows the amount of stress and work that students put themselves through in order to qualify

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He finished near the top of his class. “His quick success had Wes thinking differently about his life”.” He proudly displayed his new diploma at home,

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Upon hearing the word “valedictorian,” many visualise an incredibly intelligent, studious young person who must be better than the rest, which to some can seem unfair--rewarding one student in front of so many hardworking others-- it’s a bit discouraging. On the other hand, one thing a valedictorian can do is write an impressive essay. In Margaret Talbot’s article “Best in Class,” she illustrates her idea that the idealistic of valedictorian isn’t necessarily awful, but can be improved upon in order to appeal to a larger group of hardworking people. Talbot uses various testimonies and anecdotes from previous students throughout her piece in order to establish her logos and/or ethos. For starters, the first example Talbot pulls is from a former

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By interviewing many past students, Talbot adds to her credibility because the testimonies of these people shows that she did her research before writing this article. For example, she interviewed Brian Delekta who “...narrowly missed having the highest GPA in his class…” to which he “... sued his school district” (226). Many of the students that Talbot interviewed like Delekta also sued their schools and the district all because they did not become valedictorian or the sole valedictorian. What the students do not realize that while becoming valedictorian in high school is a huge deal, once in college and even past that when working at a job, no one else cares if you were or were not valedictorian. Talbot also uses testimonies to appeal to the reader especially those about to go into college in a year or two.

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As a student who values the ideas of hard work, leadership, and character, I am always looking for ways to improve and make a positive impact on my school and community. I believe these values align with my character and who I am as a student and human being in general, and I’m confident that my experiences and future goals make me a strong candidate for this membership. Throughout my high school career, I have been involved in a variety of extracurricular activities, including leadership roles in the Murabee program at my local mosque and weekly volunteering at, not just our mosque’s Sunday School, but our very own school’s library too. At the library, I contribute to the monthly thematic decor and the new bookshelf organization system. Furthermore, my being the treasurer of the Science National Honor Society, the coordinator of the High School Reading Bowl, a writer for the Literary Magazine, a winner of the President’s Volunteer Service Award for volunteering more than 100 hours, published in a local bookstore’s anthology, and CPR certified through the Science National Honor Society underscores my passion for creativity and academics.

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To become a member of the highly esteemed National Honors Society would mean that I have achieved my goal of being an archetype student for North Penn High School. To be blunt, I had stressed over applying for NHS for quite a while, but it was not until mid-way through the application process in which I realized my life is based around the qualities that the National Honor Society holds in high value. I have been yearning to be a part of this remarkable organization since I graduated my freshman year as an officer in NJHS. Since then, my time has been filled with countless volunteering and involvement in extracurricular activities. I am very passionate about what I become invested into, and I work at achieving my goals to the fullest.

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An education at UM-Ann Arbor will undoubtedly prepare me for an educational career at a prestigious school and provide numerous opportunities for me to flourish. Furthermore, I plan on being an adventurer, curious and open to novel experiences. The extracurricular life at UM-Ann Arbor seems to be full of boundless potential, as over 1500 student organizations exist at UM-Ann Arbor; I will find something that piques my interest. I look forward to fully participating in the university community and getting more involved in community service. For example, math tutoring is one of my passions, and I take delight in explaining complicated concepts to my peers.

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As the current valedictorian of the class of 2018, I have ensured that as I excel in my grades, others around me have succeeded as well. In a school that was known for being

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It is already known that I am a diligent and successful student, like all of the other nominees for the National Honor Society. What makes me different and unique from the other nominees is my my sense of commitment. At Xavier, I take part in multiple extracurricular activities including clubs and sports. Thanks to the addition of the community period, I have been able to join almost ten different clubs. A couple of these clubs, such as the Surfing, Engineering, and Student Leadership Council, were originally founded within the past two years.

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The status and reputation that come with the title of valedictorian are both gratifying and frustrating. This honor exerts a considerable amount of pressure on me to put forth my best and exude intellect off the top of a hat. Sure, it feels nice to be the smartest guy in the grade, but the responsibilities and expectations are overwhelming. While a dignified and respected recognition, people view me in a different way, upholding me to a different standard.

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I was named the eighth grade valedictorian and was awarded with the most medals. Several notable events followed. The summer before ninth grades, I moved to Houston, Texas. On the first week of school, I became familiar with my freshmen assistant principal, Mr. Butler. At the end of the second week of school, I set a goal for myself to be the top ninth grader.

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THE graduation ceremony was rich with pomp and circumstance. A line of graduates snaked its way out of school and across a long, lush field. Parents and well-wishers cheered the graduates. The sound of whistles, cowbells, and air horns filled the air. After the pledge of allegiance, national anthem, and a prayer, the graduates were asked to take a seat.

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I will start off by saying I am not typically one that enjoys talking about myself because I feel like I am coming off too boastful; but I will do my best to depict myself in a different and more personal way than the version of "Dimare" that is seen from my application. As my application states, I graduated from Bracken Christian School, but what you may not know is the details about my school. My graduating class was 34, the high school was about 80-90 kids, and the entire school could fit in the school gym- talk about small. I enjoy the quaint, kind of quiet, simpler life.

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Despite what the television had said this morning, little flecks of pure white snow fluttered in the brisk winter wind, falling helplessly onto the chilled ground, packing in with the other snowflakes until one of my fellow high school classmates would come by and ball them together just to hurl them at unsuspecting freshmen. I wasn’t complaining though. It was winter break after all. I had just completed my last final with ease and I was confident that I would continue my streak of straight A’s with only one semester remaining until graduation. That esteemed title “valedictorian,” despite being undermined by the fact that anybody with a 4.0 GPA whether or not they took advanced placement classes, was within my grasp and I was determined to fight my way to success.

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