Prison of Words by Qiyue

Prison of Words by Qiyue - July 2026 Scholarship Essay

Words crowded my mind, but my hands refused to move. The pencil lead was frozen against the paper even though time continued to flow. The essay is due in forty minutes.

My least favorite -- and weakest -- subject was English. Writing and analysis had always frustrated me, and my English teachers were lax with grading essays and did not give criticism. However, I found myself enjoying writing once I entered my junior year: I met an English teacher who was passionate about writing and unafraid to criticize. Although her teaching scared me at first, I soon recognized how impactful language can be. My way of thinking shifted from passivity to curiosity.

The objective of the first essay was to determine the literary devices used in a chapter from Frankenstein and how they shaped readers' views of the characters. I had read the chapter, but I could not understand how the words influenced the reader’s perception of the characters. Weren’t they just words that tell a story? However, I knew my teacher had high standards and expected detailed analysis. I could not approach the essay with indifference. I decided to slow down and try to understand why the words on the pages were chosen. I analyzed the text for several days. I wrote filled papers with notes. Then, I noticed them. Imagery and diction. I asked myself how these devices developed the characters and influenced the audience. Once I made the connections, the rest of the essay was easy to write.

For the rest of the year, my appreciation for language and literature grew. Every word in a book was carefully chosen. Every word built upon the ones before it, creating entire worlds, ideas, and characters. What may appear to be a simple phrase would strengthen the theme or reveal the character’s true colors. Analysis no longer felt like pressure, and I began to ask my own questions about the novel. Why did the author decide to use this symbol? What is the meaning behind this character's death? Analyzing literature was not a question with a “right” or “wrong” answer. Analysis was about interpretation and finding evidence to support it.

The habit of questioning extended beyond English class. I began to ask myself what was stopping me from doing what I wanted. In most cases, the answer would be other people and their opinions of me. Although this way of thinking may seem like common sense, I had never consciously practiced it. I did not thoroughly think about what I wanted to do or what I could do. Recognizing this flaw, I began to act based on my own values rather than those of others. The same analytical skills I used for literature became a way for me to evaluate my own decisions more thoughtfully.

What began as a bothersome subject became something that made me more appreciative of not just literature, but also life. To live means to think, do, and experience with purpose. To live means to follow through on one’s morals and principles. Learning to analyze literature has strengthened me as a person. I have become someone more observant, thoughtful, and willing to ask questions.