UWP 104D: "Statement of Purpose for Submission to CSUS Master's Program"

Jolene Brown

Dr. S. Herring

University Writing Program 104D

March 20, 2009

Statement of Purpose for Submission to CSUS Master’s Program

Whether it was teaching my stuffed animals the importance of colors in relation to my coloring book, instructing my younger brother the intricacies of the multiplication table, training employees on-the-job, or assisting other students in my classes when I can—I have always been a teacher. It was a surprise to me when I decided that I wanted to be a college professor, but many of my friends and relatives were not at all surprised at my decision. It was not until I was in college that I realized I wanted to teach, when I was around students that I understood and could relate to. It came so naturally to me to assist fellow students, volunteering myself to those who needed an extra hand in my classes when I felt I could help. Being in college was a natural fit for me, and as I approach my first goal at UC Davis have come to realize that I wish to remain in the classroom giving the gift of education to future generations of college students. For this reason I wish to apply for the English graduate program at Sacramento State University, to study English composition and also receive a certificate in reading in adult education.

I believe that teaching is more than just explanation to students. As an English major, much of my education has centered on writing papers, but writing has not always been my strength. In fact, much of my college career I have suffered from a fear of writing that I have managed to overcome with the help and encouragement of some excellent college English professors. This is my motivation to instruct college English students, many of whom suffer from the same phobia as I did, and give them the motivation and self-confidence they need to write well and learn to enjoy at least some aspects of that which they loath. Specifically, I see the connection between good reading and good writing, and want to dispel the myth that they are separate entities, guiding students to conquer their fear of both.

One teacher, specifically, has inspired me to pursue teaching and has become a mentor for me throughout my college education. She was my English Reading 312 instructor at American River College, Professor Sue Rooney. Her class was the first class I took when I returned to college after a four year hiatus and it was the most challenging class I have ever taken. More important than just a grade, the next semester I realized how useful everything I learned in her class was and my success as a student improved dramatically because of what I learned in her class. She taught me something more important than better ways to read: she taught me the importance of student responsibility in education. Learning is more than reading a book and regurgitating the material; learning is students taking a pro-active approach to the material presented in every class, using it to explain the world around them, relating it to everything they do and committing to themselves to apply what they learn to their own lives. Whether it is nutrition, science, mathematics or literature, what students learn in school should become personal. Student should be taught to see the application beyond abstract ideas.

As a teacher I would commit myself to each student, maintaining standards that are achievable, but challenging. I consider myself an untraditional student because I did not attend college right after I graduated high school, instead going out into the work force for several years, and realizing through that experience that I wanted to pursue higher education. I managed a record store, a dream for any student out of high school, and in doing so gained valuable inter-personal skills as a manager and through interactions with very different kinds of people on a daily—even hourly—basis. I know this experience will allow me to reach out to every student, regardless of their position, culture, background, age, race, or gender. I have a special appreciation for returning students, especially those who have taken a substantial amount of time off from school to raise families or work full time. These students who have decided they want to pursue their education in spite of their lives outside of school are the ones I have a particular desire to help. I want to encourage them not to give up their dreams, regardless of their personal struggles, and see them realize their dreams no matter what those dreams might be.

The California State University, Sacramento has a program that would be perfect for me to see through my goal of teaching at a community college. The school offers the program I want to apply for, namely English composition, but also the certificate needed to instruct adult students in reading. Many instructors I respect and admire are graduates from the program I wish to apply for, and so I am familiar with the final product of education through Sacramento State. However, more importantly, the campus is also located in the community that I wish to remain a part of. As a Sacramento native, I want to give back to my community, assisting those people in Sacramento and giving my time to my neighbors. If I am accepted to Sacramento State I will have the opportunity to pursue my degree, and my future, in the city I call home, with people I love, surroundings that I am familiar with, at a school that allows me every opportunity to be the best college professor I can be. I look forward to working closely with the talented professors at Sacramento State University, pursuing my dream of helping and motivating others to pursue theirs.