2008-2009

This book is like a train; it is

a journey of my essay

writing ability.

My Personal Development of Writing

Forward

I would like to begin my book of senior essays by bragging about my development as a

writer. Although I despise writing and the process’s that go along with it, I do appreciate its

importance in life. The skills acquired from writing these essays will prove to be of endless

value in the years to come. My writing ability has made great strides during the course. I have

obtained the ability to analyze poems and prose in order to gain a deeper understanding and

admiration of them. I have also learned how to manage my time in timed writings. I believe I

have also made great strides in my use of vocabulary, in an effort to spice up my compositions.

My greatest achievement of the year however can be accredited to elaborating on

extremely dull subjects. I believe if I can find a way to elaborate over the Pawnbroker, then I

can write about anything. Instead of meaninglessly throwing together words, I was able to

extrapolate important ideas from the passages. I am confident that through use of diction,

imagery, and other literary terms, I can understand any work as the author or poet intended it to

be.

I also enjoyed the variety of pieces I wrote about. I was able to gain a better

understanding of works written centuries ago, as well as being able to interpret recent books.

Specifically my writing has improved a lot this year but it also signifies a great milestone for

writing throughout my life. Another great achievement in my writings is my ability to understand

and explain poet’s attitudes in their works. By learning to break pieces down I am confident I

can understand the deeper meaning through the piece’s title, tone, and other poetic devices.

Starting out in High School with a weak writing ability did not get me very far. However

I eventually was able to improve my skills enough to move from level 2 English to level 3. Then

with continued improvement I was able to expand to level 4 English. It is only through my

diligent understanding and evolving of my writing ability that I was able to make it to where I

am today. My ability to write has improved greatly and through these essays you can see the

progression from the writing achievements of a small boy, to the compositions of a man. So

without further ado, here are my 2008-2009 English compositions. Feel free to hold your

applause.

Comparison Paper

The novels Slaughterhouse-5 by Kurt Vonnegut and The Things They Carried by Tim

O’Brien portray heroism in separate ways. Today’s heroes are praised for their great acts of

courage. They are soldiers willing to take risk in Iraq. However Vonnegut and O’Brien portray

heroes in an unconventional light. Both authors use nontraditional heroes and express cowardice

in unusual ways.

O’Brien conveys heroes as the men and women brave enough to stand up against war. “I

feared the war, yes, but I also feared exile” (44). Just before he flees to Canada he realizes that

his families love is the most important thing in his life. He decides it is easier to join the war

efforts and not stand up against the nation. Vonnegut on the other hand is caught up with writing

an anti-war novel. In order to achieve this affect, he expresses no characters as heroes. He uses

static characters that never do anything to help the war effort. The protagonist of the novel, Billy

Pilgrim, never does anything out of the ordinary to help the people around him. Vonnegut uses

the idea that war is so awful that no heroes can come out of it.

Likewise O’Brien also expresses cowardice in an unconventional way. In The Things

They carried the soldiers who went to war for acceptance of were cowards. Tim was an anti hero

because of his failure to reject the war. Cowards are traditionally punished for their

shortcomings, just as heroes are rewards for their acts. So O’Brien punishes the cowards who

went to fight in Vietnam by making them carry several physical and emotional burdens.

O’Brien’s cowards must suffer with the memories of war.

Vonnegut also expresses cowardice in Slaughterhouse-5. He continues to show the

hopelessness of war by contrasting two characters. He uses Billy Pilgrim as a weak coward, and

Edgar Derby as America’s ideal soldier. However because Vonnegut believes war is so frugal

and sporadic, Derby is killed and looked down upon. “He was arrested for plundering. He was

tried and shot. So it goes” (215). He was killed like a common thief and Vonnegut expresses it

as just another part of war. On the other hand, one of America’s worst soldiers actually lives.

O’Brien and Vonnegut use cowards and heroes to express their views on war. O’Brien expresses

that no good can come to the soldiers. He believes that those who fight against the war and our

American leaders are the true heroes of the time. Vonnegut also expresses the idea that no good

can come to the soldiers. He classifies no heroes because war is too painful and unfair to create

them.

Short Story

The purpose of "The Most Dangerous Game" by Richard Connell is to relay fear. Connell

uses an interesting twist on reality to express his purpose. The common conception of the phrase

"survival of the fittest" is that it only applies to the non human animal kingdom. However the

antagonist of the story, General Zaroff, makes it clear to the audience that "survival of the fittest"

applies to mankind as well. Connell uses theme, diction, and imagery to express the emotion of

fear as it is applicable to the phrase "survival of the fittest".

The theme of the story is presented to invoke fear in the reader. The protagonist, Sanger

Rainsford, ponders upon this puzzling thought. "The world is made up of two classes - the

hunters and the huntees. Luckily, you and I are the hunters" (58). The author makes it clear that

life is composed of winners and losers. Rainsford soon realizes that hunting is more than a game

for the prey, when he becomes the huntee. The fear of death invites Rainsford to look at the

game in a new light. Rainsford is assured that if he cannot control his fear he will most certainly

become yet another victim to the sport of hunting.

The diction of "The Most Dangerous Game" also helps to create a fearful suspense. The

author uses irony to convey his point. ""Who cares how a jaguar feels?" "Perhaps the jaguar

does," observed Whitney. "Bah! They've no understanding"" (58). Rainsford believes that

because he can kill the jaguar he deserves to kill it, further emphasizing the idea of "survival of

the fittest". However once Rainsford becomes the prey he is no longer so sure. Connell also has

General Zaroff and Rainsford use a sophisticated vocabulary. This helps to emphasize the idea

that human's are the most intelligent and dangerous game. Using intellectual vocabulary conveys

a heightened since of reality and fear.

Connell also uses to imagery to display the presence of fear. The atmosphere of and

around the island creates a suspenseful inviting tone that helps to obtain the idea of hopelessness.

"The cry was pinched off short as the blood - warm waters of the Caribbean Sea closed over his

head" (59). The chaos of the ocean silences Rainsford's cries for help. He is completely helpless

because of the surreal atmosphere which magnifies his fear. The overall since of the island also

conveys fear. It is miles away from civilization and the land itself is tough to navigate through.

The island is so distant and unfamiliar it creates a sense of helplessness and fear.

The author uses theme, irony and imagery to express fear. The idea of being hunted

leaves the reader with a tarnished sense of reality. The fear the author creates causes the audience

to call for a question. If the idea could exist in some far off distant island unbeknown to

civilization, how can the idea be prevented from recurring in today's society? The understanding

of this creates sharpened sense of fear. Terror can be understood at its best in nonfictional

environments.

Frankenstein

The novel Frankenstein by Mary Shelley is based on the exploration of a mystery. The character

Robert Walton embarks on a journey through the icy arctic waters. He is attempting to find a

path to the North Pole to further man's knowledge of the Earth. While attempting to find a

passageway to the North Pole, Walton's ship gets trapped in a sheet of ice where he is confronted

by the protagonist Victor Frankenstein. Through Victor's story, the audience discovers the

tragedy of Victor's recent life. Walton's exploration indirectly leads to the identification of three

of the novels themes.

One of the main themes of Frankenstein is the pursuit of knowledge. Walton dedicates an

entire crew and ship to expand on the realm of human discovery. However, it is Victor that

inspires Walton to continue his journey for exploration. Victor tells Walton "...I imagine that you

may deduce an apt moral from my tale..." (Frankenstein, page 13). Victor uses the knowledge of

his childhood to create his monster as an adult. However, he quickly recognizes that knowledge

may not be such a great concept. His knowledge leads to the murders of several characters which

eventually lead to his own demise. Likewise, Walton's discovery turns out to be an utter failure,

and he never finds the North Pole. The discovery of the mystery of knowledge tends to create

pain and suffering in Frankenstein.

The exploration of mysteries also leads to a theme of sublime nature. The natural

environment tends to affect the moods of the characters. Walton ventures into the wild in the

bleak month of December. This cold and dreary month is symbolic of death and darkness, which

hamper Walton's discovery of a route to the North Pole. As well, Victor's story is filled with

nature and its effect on certain characters. After being sick for some time, Victor travels to the

top of a mountain to lift his spirits. He tells the reader that "They (the mountains) elevated me

from all littleness of feeling; and although they did not remove my grief, they subdued and

tranquillised it" (Frankenstein, page 66). Victor's tale is reflective of nature, and relayed

throughout the discoveries he and Walton experience.

Finally the theme of loneliness is formed through the discovery of certain mysteries in the

novel. Walton's initial struggle is lack of companionship and the problem of solving the pain.

Walton writes to his sister "I have no friend, Margaret: when I am glowing with the enthusiasm

of success, there will be none to participate my joy..." (Frankenstein, page 4). The dilemma is

resolved however by Walton's meeting with Victor. The resolution to loneliness is also present in

Victor's infamous monster. The creature struggles to live without a mate, and goes on to

pressures Victor into a predicament that forces him to make a female friend. Fortunately Victor

refuses to resolve his monsters lack of companionship in the end. The unsolved loneliness felt by

the monster, eventually leads to the murders of Victor's family and friends. The investigation of

Walton's journey creates a persistent theme of unresolved despair.

All of Shelley's themes revolve around human characteristics and emotions that tend to

destroy the characters in their development. The investigation of the North Pole and human

personality fail to resolve the conflicts ever present in all the characters. The original intent of

the novel which was to create a ghost story is achieved through the stories imagery and themes.

Discovery of the unknown is a persistent idea presented by the author. Typically humans tend to

confide in the safety of what they know, so this presents a fear to the reader. The purpose of the

novel, which was originally written to be a ghost story, is achieved primarily by relaying the

investigation of a mystery. Walton fails to discover the North Pole and Victor fails to create a

cure for human illness, however their journeys to success highlight the importance of

exploration.

The Cross

The author Langston Hughes reveals his own attitude using literary techniques in the

poem “Cross.” The poem was written in the mid 1900’s. America was a t a turning point in the

Civil Rights movement, and discrimination was at its peak. The poet, Langston Hughes, is also

the speaker in “Cross.” So he reveals his emotions and attitudes through his title, audience, and

subject.

The “Cross: is a direct allusion to Jesus’ crucifixion. Christ boar the weight of the world

on his shoulders. However Christ managed to forgive his sinners and save humanity from sin.

Similarly the speaker, Langston Hughes, carries the pain of racial discrimination. Although

Hughes has a poor relationship with his parents, he managed to avoid the racial awkwardness

and even “wishes his mom well.” Hughes uses the well-known suffering of Christ as an analogy

to the intense feelings of pain he has as an interracial son.

The speaker also uses his audience as a means of expressing his attitude though. Hughes

wrote the poem for his parents, himself, and racially divided children everywhere. He even asks

himself where his life is headed as an interracial son. “I wonder where I’m going to die.” The

speaker is able to convey his sense of extreme passion by using his personal expericnec. The

since of seeking forgives is a very emotional part of the poem. Hughes wishes to be forgiven for

his past transgressions. Looking at the poem through his parent’s perspective is also passionate.

They were Rebel’s against society and went against social norms, by uniting as separate races.

They were able to express their love no matter what anybody else said. The speaker writes to an

audience already familiar to his passionate topic, which helps to carry on that audience’s passion.

Poets convey sheer emotion through their poems. Titles’ usually contain deep insights

into the Poem’s attitude. “Cross is more than just a man who was created by a cross between a

black women and white man. The audience and subject also help to understand the background

of the poem. Knowing that this poem was written during the Civil Rights movement expresses

the struggle interracial people have. It is clear the race for equality was a success through the

eyes of Hughes.

I Hear America Singing

In “I Hear America Singing” by Walt Whitman and “I, too, Sing America,” by Langston

Hughes the attitudes of the poets are expressed in unique ways. However the Poems are similar

in a few ways as well. The attitudes of the poets are compared and contrasted by means of their

titles, imagery, and theme.

In Whitman’s poem he uses his title as an explanation for his poem’s theme. He uses the

title to express his pride in the hard-working, unified land of the free. Although, America is not

singing, Whitman’s title describes the joy behind the nation’s pride. Hughes on the other hand

writes his poem as a response to Whitman’s. Hughe’s title suggests that not everyone in

America is being treated equally. His title expresses the frustration of unequal representation in

America.

The poems are also contrasted through their uses of imagery. Whitman focuses on the

sensation of hearing. In his first line he says, “The varied carols I hear.” The entirety of the

poem is about the joy of singing and the happiness that it brings to people. The image of singing

in Whitman’s poem gives a sense of joy to the reader.

Hughes also uses imagery in “I, too, sing America,” however he focuses on the sensation

of sight. He calls himself a “darker brother as a means of creatively calling himself African

American. Hughes is claiming that America is currently blind to real equality. Hughes is not

attacking Whitman’s poem, but instead he is clarifying it. America will eventually see how

African American’s are equal to all people.

Both poems compare and contrast the poet’s attitude of singing for joy in America.

Whitman literally sings’ for joy because of the freedom America brings to its people. Hughes

alternatively sings as a means of carrying on. He sings for the idea that someday all people will

be treated equally. The poets attitude towards America is similar it is the land of the free, which

must be equal to achieve that freedom.

Hadas’ Feminism

Rachel Hadas uses several dramatic devices in her translation of Helen. She aims to entertain

the audience by translating a drama and by conveying the main character as being a victim to

society and the gods. Hadas uses plot, characterization, and diction to explain how Helen is

mistreated. The plot of the drama Helen centers on a woman’s struggle to escape from the

clutches of an Egyptian king in order to reunite with her husband and live at peace.

Unfortunately Helen is stuck with King Theoclymenus, because of his place in society.

Helen does not have the right to simply walk out on the King; she has to abide by his

rules. Only by manipulating the Kings trust in her, is she able to eventually escape. Helen fights

the role society has placed on her and is able to regain the freedom that all individuals, whether

they are men or women, deserve. Hadas also uses the characterization of Helen to illuminate her

bondage in society. The Trojan War was centered on winning the prize of Helen who was said to

be the most beautiful woman in the world. However, the gods played a trick on the people and

switched Helen with a spirit, so that they would be fighting over nothing. Thus Helen was

innocent of causing the war because the soldiers were really fighting over a spirit.

Hadas also dismisses the idea of her being a static damsel in distress, by writing about how

cunning she is. She lies to the king and tells him that her husband, “midst the wild waves he

drowned – most pitiful” (l. 1236). After Helen convinces Theoclymenus her husband needs a

proper Greek funeral, the pair escape and return to Greece. Hadas uses Helen’s background and

intelligence to show that women can exceed the strains society has placed on them. Finally

Hadas uses specific diction to portray Helen breaking the rules of typical female restraints. Helen

responds to Theoclmenus’ comments eloquently and in a way that belittles the king. When the

king tells her to forget about her husband and stop crying, she explains to him “the dead and

living both are in my mind” (l. 1454). Helen puts down the king by saying that life continues

after death. Helen corrects the man a second time when he asks to join her on her journey. She

tells him “that’s work for slaves to do” (l. 1463). Although society places Helen as being inferior

to the king, Hadas gives her attributes that make her superior mentally.

Hadas wrote Helen in a manner that stands up against societies stereotypes towards

women. She chose to translate Helen because the plot allowed her to express how females do not

have to be portrayed as inferior to males. Hadas included Helen’s background of being the

reason for the Trojan War which is outrageous. Finally Hadas wrote Helen as being able to

outsmart the king and ridicule him without him even understanding. Helen is a perfect example

of how women could stand up against society’s low expectations of them even in 1200 B.C.

Today Hadas wants to make it clear that women do not have to stand up to mistreatment and that

they have the same rights as men.

Othello Critical Essay

Paul Yachin. “Magical Properties: Vision, Possession, and Wonder in Othello.” Theatre Journal

48 (1996) 197-208. Literature Resource Center. IMCPL, Indianapolis, IN. February 18,

2009 http://galenet. Galegroup.com.

This article describes how Othello can be read through magical criticism. It uses

vocabulary to describe how Shakespeare wrote Othello during a time period where possessions

were common. The essay describes how the love between Othello and Desdemona can only be

described as magical. Finally the article describes the symbolism of the handkerchief. Its magic

only comes out in Desdemona who cares about the object. Other characters put little or no value

in it. This article describes how Shakespeare wrote for more than just entertainment.

Michael C. Andrews. “Honest Othello: The Handkerchief Once More.” Studies in English

Literature Spring 1973. 273-284. Literature Resource Center. IMCPL, Indianapolis,

IN. February 18, 2009 http://galenet. Galegroup.com.

This article describes how the handkerchief is essential to the play’s understanding. The

essay begins with two conflicting speeches Othello gives towards the origins of the handkerchief.

However the author challenges the second view as being a lie. In the end the author decides that

Othello lied to make others believe he did not believe in magic. The author also discusses the

possibility of the first account as being a lie. Although critics have little reason to believe it is, it

could still be possible. Nevertheless, the author beliefs that in order for the audience to

understand Othello, they must first understand the deeper meaning of the handkerchief.

The Pawnbroker

In “The Pawnbroker” by Maxine Kumin, a father passes away after many years of

laboring on his feet as a pawnbroker. At the end of the poem, the children bear the pain after

their provider in life dies. Kumin uses diction, imagery, and symbolism to depict the inside and

outside worlds of the speaker.

Kumin utilizes unique diction to describe the inward and outward lives of the speaker.

The word “hurt” is used three times in the first, fourth, and fifth stanzas of the poem. This word

is representative to the outside world of the speaker, in that it describes the physical pain of the

father, or pawnbroker. The speaker also describes the feet of the pawnbroker as “tender and

smooth” in the first stanza, as well as “graceful and clean” in the third stanza. These phrases are

used to describe the inside, or emotional world of the speaker. By saying that his father’s feet

were tender, smooth, graceful, and clean, the speaker is implying that the pawnbroker always had

good and pure motives for all of his work. The pawnbroker’s primary focus in his life was to

serve his family, no matter what the physical cost was.

Kumin uses several forms of imagery to describe his physical and emotional life. The

beginning of the poem describes the pain of human weight. The speaker describes “fifty years of

standing behind the counter waiting on trade.” This insinuates the lifelong pain the Pawnbroker

has suffered with at work. The pawnbroker’s emotional sorrows were ever present in his inability

to face the pain of his children. He even says “The sight of his children barefoot gave him a

pain.” His sacrificing for his children was returned to him however. His child said “I had from

my father a love ingrown tight as an oyster.” The father to child relationship seemed to be

mutual. The Pawnbroker had a difficult life and through the visual imagery of painful feet, the

reader is able to relate to some of his pains.

As the physical and emotional worlds of the characters continues to develop in “The

Pawnbroker”, Kumin utilizes symbolism to strengthen the already existing personalities. In line

1, Kumin makes this symbolic measure obvious in saying that “the symbol inside this poem is

my father’s feet”. The father’s feet prove to be an important aspect of Kumin’s poem in that it

becomes the gauge of the father’s love and devotion to his children’s future. As his physical

agony and discomfort build, the children’s, and the father’s, emotional happiness rise. Line 9

offers one example of this balance system when the sight of his children barefoot gave him a

pain. A pain not caused by anger but by the grief of seeing his hard work go unappreciated. With

this delicate balance, the eventual death of the father will reverse the roles the characters possess

and provide an interesting outlook on life.

In the end, Kumin masterfully interweaves diction, imagery, and symbolism in order to

portray the inside and outside worlds of the characters. As the father labored endlessly for his

children, his inner emotions struggle to maintain sanity while his body begins to break down.

This poem profoundly relates to the similarities of the modern economic status which requires

parents to strive to make ends meet.

Eliot’s Poetic Genius

In George Eliot’s novel Middlemarch the character Dorthea Brookes is conveyed as

being overly pious, and devoted to religion. Eliot criticizes her faith for being too radical for

society to handle. Eliot uses comparison, imagery, and diction to describe his negative attitude

towards Brooke.

Eliot uses Dorothea Brooke’s sister Celia as an ideal member of society. She contrasts

the two sisters in order to exemplify the irregularity of Dorothea Brooke’s life. Eilot notes that

when common people compare the sisters they are, “generally in favor of Celia, as being so

amiable and innocent-looking, while Miss Brooke’s large eyes seemed, like her religion, too

unusual and striking.” Dorthea was seen as being too devoted to her religion. Eliot show’s how

society is more conferrable with Celiea, who was the more stylish sister. Dorthea was far too

radical for society.

Eliot uses visual imagery to paint a picture of Dorothea. She is described as wearing

extremely modest garments. Eliot claims that “she could wear sleeves not less bare of style than

those in which the blessed Virgin appeared to Italian painters,” because of her beautiful figure (ll

3-4). She was so beautiful she did, not have to dress special. Eliot also claims that her fashion

was so ordinary, that the rest of society would have looked crazy comparatively.

Eliot also describes his attitude towards Dorothea through diction. He expresses

Dorothea’s thoughts which seem to be contrary to normal society. Eliot claimed she had a low

self-esteem. When she thought about marriage she decided that the idea of a man was ludicrous.

“That he should be regarded as a suitor to herself would have seemed to her a ridiculous

irrelevance” (ll 68-69). Eliot also claims that even her attitude towards society was radical. He

said “Her mind was theoretic, and yearned by its nature of her some lofty conception of the

world” (ll 23-24). Dorthea spent her time contemplating religious issues instead of working for

her husband like any normal women in the community would be doing.

Eliot coveys Dorothea negatively, because of her inability to fit in with society. Eliot

mad her have little self-esteem, because she was not an ordinary member of society. Although

she is portrayed in a negative light, her individualism would be seen as more positive in today’s

society. She is not concerned with the community’s norms; instead she uses her cleverness to

get closer to Jesus through religion.

Open Ended

No violence exists for its own sake. In the novel The Things They Carried the author

describes the physical things the American soldiers in Vietnam had to carry with them. However

it is through the mental struggles of the soldiers that the author expresses the real pain carried

through the war. The author uses several battle scenes in the novel to convey the true pain

behind war, which is psychological.

O’Brien, the novels protagonist experiences his first emotional pain when he kills a

Vietnamese soldier. He tossed a grenade at the man, and watched as the grenade ripped his body

apart. O’Brien recalls the scene several times throughout the novel. He also derives the

appearance of the man in great detail. O’Brien retells this story over and over because he cannot

get over it. The mental pains of war are ever present in this scene because the remembrance of

battle sticks in his mind for a lifetime.

In another battle scene one of O’Brien’s friends Kiowa, is killed in a bloody, muddy

battlefield. O’Brien and the rest of his platoon cannot understand why they could not save him

the mental stress weakens their spirits and forces them to question whether what they are doing is

right. The centers around the retelling of the story. In another scene a girl, Veronica, shows up

in protest of the war. She was perfectly innocent until Vietnam. Then the pain caught up with

her. She was unable to cope with the pain of death all around her and she went crazy.

Although O’Brien, Kiowa and Veronica pain the struggles relate to the audience. In the

Iraq war today it is no different. Soldiers fight and die every day, but it is not the stress that they

bring back home with them. Every battle scene affects the character, some to the brink of

insanity. Through this understanding the audience can see how impossible healing pain can be.

College Essay

Life is filled with troubles and adversity through all of its stages. It is impossible to rid

the world of its hardships; however there are ways of fighting through them. When I was a

freshman my varsity football coach, Bruce Scifres, told me “never back down and never

surrender, because you can accomplish great things.” I have found these words have given me

the strength and ability to get through several of life’s most difficult problems. Scifres’ quote

has allowed me to succeed in varsity wrestling, varsity football, and even through academic

milestones.

Based on my personal reactions and the beliefs of my friends and family, wrestling is the

most difficult varsity sport at my high school. The mental toughness and tenacity one needs to

get through it take a special drive that only a few people are lucky enough to have. As a

freshman, wrestling was new and frightening to me. However I was able to overcome the

pressure my wrestling coach put on me. My goal was to get through a year of varsity wrestling,

and with the encouragement of my parents and Scifres’ quote, I knew that if I worked my hardest

I could get through anything. I refused to give up as a freshman and in the end I was able to

accomplish my goal while enjoying the sport enough to play it again for the rest of my high

school career.

Although football was not quite as difficult as wrestling it was a great struggle to make

the varsity team. I was never the biggest, strongest, or fastest football player which hurt my

chances of varsity playing time as an underclassman. Fortunately I refused to back down, I

decided to never surrender, and I worked as hard as I could. Now as a senior not only do I have

a starting position on the varsity team, but I also am able to positively impact the team for

success.

Scifres’ inspiration has impacted me outside of sports too. When I was pressured by

studying for eight final exams I thought about giving up. Instead I put all my time and effort into

studying and was rewarded with outstanding grades. Last year I was challenged with finishing a

drafting and design competition the day before my high school’s spring break. So instead of

giving up I worked into the night and finished my drafting design. I was rewarded with the

recognition of being a finalist in the competition and the pride of finishing what I had started.

My football coach helped me to realize that I can accomplish anything if I put my mind to it. I

know that success at Purdue University will require a lot of time and effort. I also know that I

will rise to the challenge, because of the benefits a collegiate education has to offer. I can now

honestly say that I will work hard at Purdue University so that I can graduate and get a lifelong

fulfilling job.