I managed to go from French I to French IV. At the end of each course we had a final essay on the culture we had been learning about all year. Each essay had to be written in French and we had to use the new grammar we were taught. Grammar in America is extremely different from that of France and other French-speaking countries. Taking all those language courses also helped me as a reader. Even though it was in another language, using pre-reading and interpretive reading skills strengthened my skills. In addition to studying as a second language, I took every honors English course from freshman to senior year. In each of these courses I had individual readings and novels assigned. We would have class discussions, short answer quizzes, tests of entire books, and correlational essays on certain book themes. Senior year English focused more on college essays. We spent countless months constantly improving the draft we first drafted. We planned our topics based on common college suggestions, exchanged peer feedback, made several drafts, and then handed them in for our teacher to read again. Writing workshops were held after school if we felt we needed a second opinion. I also took courses from Art II to Art IV and Photography I. During these courses, art and photography history lessons were taught twice a week. With these art history lessons, we had to write down descriptions and our feelings about the works on display. This presented a different style of writing and learning to “read” photographs or artwork and make a thoughtful response. The high school provided help not only in English or writing courses, but also in elective writing. However, one thing we didn't talk about or delve into much in my classes was climate change. Climate change turned out to be the main topic of this RC 1000 writing course and I can tell