When I was a high school student, I had a strong reputation among my English teachers. This was mostly because I was close to three of them in one year; one was my senior AP Literature teacher, one was my cross country coach, and one was my junior AP Language teacher who I was a teacher aid for senior year. Since all of the English teachers at my school seemed to be friends, they talked to each other often about many things, including the students. Over the years, I got to know my English teachers well and liked all of them. I enjoyed talking to them and listening to what they had to say.
I admired my English teachers for their writing skills, strong opinions, love of news, and dedication to social justice. They liked me for my strong work ethic and desire to learn. They often told me I was a talented writer, and even shared some of my works with the class as examples. My love for them and their belief in me drove me to constantly work hard to impress them.
After three years spent around English teachers who cared for me and an English teacher/Cross Country coach who knew about my work ethic in and out of the classroom, I developed a reputation as a great student. With each new assignment, I spent hours researching for essays and revising previous versions. The fact that I had a “reputation” help my work and reputation grow stronger - I felt the need to keep up the high standard my English teachers had set for me. I valued them and their opinions so much; if I slacked, what would they think?
My reputation also expanded because I came to office hours whenever my English teachers had them. I would ask them to look over my paper with my and make adjustments or correct errors. I occasionally went in after school or during lunch to ask questions about how to make my writing better. During my senior year, when it came time to write college application essays, I made sure at least one of them looked my work over before I sent it in.
At the end of my senior year, however, it got hard for me to focus on my schoolwork and thus harder to write good essays. I still completed all of my assignments, but sometimes I shirked a bit on the essays I had to write for my senior class. I think the teacher understood that most seniors were doing this, so it wasn’t a big deal. Even so, the reputation I had developed over the years gave me a lot of leeway in terms of finishing those last assignments. My senior year English teacher had a system of extra credit in which we could turn in weekly essays to increase our course grade. Throughout the semester, I had turned in an essay almost every single week. When it came time for the final paper, I had a 120% in the class. This meant I could get a low B on our final essay and still have a solid A in the course.
With such strong incentive to shirk (as it was the end of Senior year when lots of fun parties were happening and people were ready to move on to college), I did not work as hard on my final paper. I received an A-, which I think was quite generous considering the amount of work I put in. I think that my teacher understood how hard I had worked all through high school and how I decided it was time for a break. I still tried, but I didn’t put forth a 100% effort. This was my way of cashing in my reputation at the end of high school to allow me to slack on the final paper but still get a good grade in the class.