Descriptive Essay Graduating High School

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“Born in Bulgaria, lived in California, currently lives in Bulgaria” is what I always write in the About Me section of an Internet profile. Seuss books and the PBS Kids TV channel, Twizzlers and pepperoni, Halloweens and Thanksgivings the yellow school bus and the “Good job! ” Twenty hours later I was standing in the middle of an empty room, which itself was in the middle of an unknown country. No matter what I was doing, I could sense its ubiquitous presence. Just when it seemed to have faded away, it reappeared resuming its tormenting influence on me—a constant reminder of all that could have been.

Hidden behind that short statement is my journey of discovering where I belong. It was then that the “what if” — my newly imagined adversary—made its first appearance. What if I had won that national competition in the United States? What if I became a part of an American non-governmental organization?

Throughout the rest of the piece, Bobby’s use of imagery brings his essay to life, with “black fingerprints and smudges” and “unsoiled whiteness” being used to describe his art.

He also uses imagery to illustrate the contrast between his organized, type A persona and the abstract art he eventually creates.

Country: Bulgaria High School: Public school, 30 students in graduating class Ethnicity: White Gender: Female GPA: 6.0 out of 6.0 SAT: Reading 730, Math 760, Writing 800 ACT: n/a SAT Subject Tests Taken: Literature, World History Extracurriculars: Tennis player, coordinator and volunteer in the Youth Parliament (non-governmental organization), class president and member of the student council, editor in chief of the high school newspaper.

Awards: Essay Competition finalist in Sustainability Debate, third place in Literary Essay Competition, first place in Bulgaria si ti!

It is first utilized to bring the reader into the piece and make the introduction pop, with “Late evening rays [...] casting a gentle glow” and “the soft luminescence of the art studio” becoming “a fluorescent glare.” Immediately, the reader knows what the essay will generally be about: art.

Still, in the beginning of the essay, a lot of information is left out, leaving the reader begging for details to contextualize the mental images Bobby leaves them.

Late evening rays streamed through these sprawling glass panes, casting a gentle glow upon all that they graced—paper and canvases and paintbrushes alike. The instructor sometimes talked, and we sometimes listened.

As day became night, the soft luminescence of the art studio gave way to a fluorescent glare, defining the clean rectilinear lines of Dillon Art Center against the encroaching darkness. Most of the time, though, it was just us—children, drawing and talking and laughing and sweating in the cluttered and overheated mess of an art studio.


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