In this blog post, I will specifically outline the academic efforts and learning experiences I made during high school, my activities in the English newspaper club, examples of how I practiced consideration and sharing, and my motivation for applying to the English Literature major along with my relevant competencies.
Academic Efforts and Learning Experiences
Language is all about practice. Let’s cultivate the habit of studying consistently every day. While I was confident in subjects that relied on memorization or application, I struggled with my grades in language courses. No matter how much I memorized or how hard I tried, my scores in the language and foreign language sections wouldn’t improve, which really discouraged me. To solve this problem, I chose “consistency.” Instead of focusing intensely on just one subject, I switched to studying a set amount every day. From then on, I kept a diary by my bedside and wrote down my daily study goals every morning.
I set semester-long goals—such as “get all the classical literature questions right” or “get all the grammar questions right”—and studied a reasonable amount each day under those broad objectives. At first, I wasn’t sure if it would work, but I resolved to stick with it and began studying at regular, scheduled times. I divided my study content by time of day and put it into practice: solving English grammar problems in the morning, memorizing vocabulary during lunch break, and memorizing four-character idioms commonly found in classical literature during spare moments.
It wasn’t easy at first, but by my junior year, I gradually noticed my grades improving, and I experienced great joy when I achieved the grades I wanted. From that day on, I began to place even greater importance on the habit of making a plan and studying that subject at a set time. As I kept at it consistently—even when I was sick, tired, or anxious—I realized that habit is more effective than passion. I believe this approach to building habits will serve as a solid foundation for my future studies as an adult.
Activities and Learning in the English Newspaper Club
I joined the English newspaper club simply because I wanted to improve my English. People who spoke and wrote in English seemed impressive, and I had a vague dream of participating in such activities myself. However, since my English skills were still lacking when I joined the club, everything—from figuring out how to structure my writing to conducting research and interviews—felt awkward at first. Naturally, I felt intimidated and even considered quitting the club at one point.
What kept me going at that time was the understanding and encouragement of my classmates. My friends recognized that I was doing my best; they told me that even if I didn’t produce the best work, my effort was still a help to the team. They convinced me that I could learn English translation, so I decided to continue participating with them. Although I felt a bit guilty, I resolved to work even harder.
Pouring my passion into producing the English-language newspaper, which is published once a month, I focused on finding story ideas, conducting interviews, and promoting the paper to attract students’ interest. For article topics, I tried to find content that reflected student trends and would resonate within the school; to do this, I scoured students’ Facebook pages and consulted with the teacher in charge. During interviews, I recorded conversations so I wouldn’t miss any important details, and while writing articles, I learned by observing how English writing is structured. At the same time, I consistently studied English grammar to improve my sentence-building skills.
As a result, two changes occurred. First, students began reading the newspaper. At first, they simply used it as a placemat, but once their own stories and interviews were published, they took an interest and started reading it. Second, I myself began writing short articles in English. It seemed impossible at first, but thanks to consistent effort and support, I was able to succeed. I learned that if you work hard and don’t give up, you can achieve anything, and with the help of those around you, even more is possible.
Examples of Practicing Compassion and Sharing, and What I Learned
While conducting interviews, I heard that a first-year student was unable to attend school due to an illness. A hospital examination revealed that the student needed a heart valve transplant and was in a critical condition—unable to undergo surgery unless a donor was found or the funds were raised. After consulting with the student and their parents, I proposed sharing the story with the school and setting up a donation box to raise the money for the surgery.
First, we regularly published updates in the English-language school newspaper and actively promoted the campaign through the newspaper’s Facebook page. We asked the broadcasting club for assistance to broadcast the announcement, and we produced flyers to spread the word to as many people as possible. Although producing the flyers and promoting the campaign was difficult because it coincided with final exams and performance assessments, we worked through the night, knowing that the student’s condition could worsen if we missed this opportunity.
As a result, with the help of students, teachers, and the alumni association, we were able to raise the funds for the surgery. Students saved their allowance to donate, and as teachers joined the effort, it led to a significant donation from the alumni association. The experience of seeing how a small initiative ultimately helped save my friend’s life held deep meaning not only for him but also for me. Through this, I learned the importance of organizational skills, communication, and a sense of responsibility.
Motivation for Applying to the English Literature Major and Relevant Skills
The joy of learning a new language is what sparked my interest in English and English literature. Through my involvement with the English-language newspaper, I broke down the barriers of the English language and discovered the pleasure of writing in English, which naturally led me to develop an interest in English literature. English literature is interpreted and expressed in ways different from Korean literature, offering a distinct kind of enjoyment and emotional impact. After reading Tolstoy’s “What Men Live By,” I began devouring English and American classics one by one.
While the content of the books itself was moving, the process of reading English originals one by one—reflecting on the meanings of words and savoring the sentences—served as a major source of motivation. As a result, my reading pace, which had been one book per month, gradually accelerated to the point where I was reading one book per week. Even with limited study time, reading served as both a respite and a source of deep inspiration for me, and it also helped alleviate my anxiety about college admissions.
I believe the difference between English literature and Korean literature lies in the way they are read. Since Korean literature is read in my native language, it’s easy to overlook certain expressions or contextual nuances, but English literature requires a process of “decoding,” which has the charm of compelling me to read each passage calmly and carefully. Furthermore, as my interest in the diverse lifestyles and cultures of the English-speaking world grew, I felt the need to acquire background knowledge, and it was to explore these areas that I decided to major in English literature. Since I have a clear focus on what I want to learn, I hope to secure an opportunity to move forward in that direction.
