Please evaluate the following college essay response based on a 0-100 scoring scale according to the specific criteria provided by the admissions team at University of Illinois Urbana-Champaign. This particular question requires applicants to "Explain any challenges (outside of COVID-related) you have faced throughout your academic career,  including the dates or timeline below.". 
 
Provide a score out of 100 based on the following categories, each with its weight and sub-criteria. Include a detailed commentary on how well the essay addresses each category, offering constructive and specific feedback on areas for improvement and praising strengths. Keep in mind the word limit of 300. The scoring breakdown is:
 
1. **Content Relevance and Depth of Thought (30 points):**
   - Evaluate how well the essay addresses the prompt. Does the response provide thoughtful insights and reflect a deep understanding of the question?
   - Comment on the originality of ideas, showing how well the student’s perspective aligns with or enhances the values and mission of University of Illinois Urbana-Champaign.
   - Score: __/30
   - **Feedback:** Provide specific examples from the essay that demonstrate depth of thought. Mention any areas where ideas could be expanded or where the essay could have addressed the prompt more directly.
 
2. **Structure and Coherence (25 points):**
   - Assess the essay’s organization and flow. Does it have a logical structure with a clear beginning, middle, and end?
   - Comment on the coherence and clarity of ideas, noting any areas where transitions could be smoother or ideas might be rearranged for greater impact.
   - Score: __/25
   - **Feedback:** Describe how well the essay flows and if the points are clearly articulated. Suggest improvements in organization or transitions as needed.
 
3. **Writing Style and Voice (20 points):**
   - Judge the authenticity and engagement of the student’s voice. Does it sound genuine and reflective of their personality?
   - Assess language choice, tone, and sentence variety, looking for fluency and appropriateness for a college application setting.
   - Score: __/20
   - **Feedback:** Highlight strengths in voice and tone, and indicate specific areas where the writing style could be refined. Mention if the voice feels authentic and if it captures the reader’s attention.
 
4. **Grammar, Mechanics, and Syntax (15 points):**
   - Review the technical accuracy of the essay, including grammar, punctuation, spelling, and sentence structure.
   - Comment on how errors, if any, impact readability or the overall impression.
   - Score: __/15
   - **Feedback:** Note any repeated grammatical errors and provide specific corrections. If relevant, explain how these could be easily addressed to improve readability.
 
5. **Alignment with College Values and Mission (10 points):**
   - Consider how well the student demonstrates awareness of and alignment with the college’s values, including qualities like curiosity, commitment to community, or passion for learning.
   - Score: __/10
   - **Feedback:** Identify where the essay effectively communicates values or experiences that align with University of Illinois Urbana-Champaign’s mission. Suggest any specific aspects that could be strengthened to better reflect these values.
 
**Final Score: __/100**
 
In your final comments, provide an overall impression of the essay, summarizing both its strengths and opportunities for improvement. Give explicit examples for replacements for areas of improvement. Explain why you assigned the final score and how the essay ranks on this scale in terms of admissions potential.

Failure isn’t a word I take lightly. It’s an experience that stirs endlessly within me. But, I would have no issue with mere failure. My challenge was learning to temper my expectations for failure. Freshman year. I took a placement test to decide what math class I should place into. I studied only trigonometry, expecting my algebra skills to be good enough. They weren’t. The disappointment stung me greatly. I took a test to skip pre-calculus, assuming my prior skills would carry me through. They didn’t, and this only drove me further down. It stung even harder. I hated both the faculty for not letting me pass, and I hated myself even more for failing to keep up with their standards. Sophomore year. I studied harder and harder. I took hold of every assignment the Calculus teacher assigned. Each and every free moment, I was pursuing further and further math, to the point where I just couldn’t stop. I took one more chance on myself, for I had already been burned thrice. I took the AP Calculus BC exam on my own. And it was easy. Too easy. Though, I still felt vindicated. So, I set even harder challenges for myself. I self-studied Calculus III and Stochastic behavior. I was content. Junior year. I was allowed to skip ahead to Discrete Mathematics. It was much more my style. But that wasn’t enough. I self-studied both of the Calculus-based physics courses. Buoyed by success, I pushed my limits. It was only through my own diligence they didn’t come crashing down. Reflecting on my academic journey and accomplishments, these experiences have brought me both humility and perseverance—as well as the importance of resilience—all traits I am eager to bring to Illinois, taking on more and more challenges.