Thanks for the thorough and thoughtful answer
@Scepticalscribe 🤗
I do have to refresh my college essay skills. And with mom, well, I know you know. I will skip going into details as I wish to avoid verbalizing any negativity regarding her situation.
Anyway, well, it looks like I have to fully reapply with an application to my college.

So I'll go do that now.
The best of luck with it.
Re essays, and acquiring skills of critical analysis, I'll give a further example - one which impressed me enormously at the time, and one which occurred in my first year of teaching, a few decades ago.
The students - first years - had been set an essay on social class, an essay where they they were required to use one specific set source, (although they were free to use others, as well).
Among other things, that specific source had described how one defined the various social classes, and proceeded to break them down by percentage, or discuss social class in percentage terms - "the upper middle class comprises ten percent, agriculture comprises five percent...etc." that sort of thing.
Most of the student essays I received were completely competent, entirely accurate, and perfectly faithful (if predictable) accounts of what was in this paper.
However, the essay that blew me away took the same source material they had all been asked to use, and proceeded to interrogate it and subject it to a degree of thoughtful critical analysis.
That essay trotted out the material - as asked - (which clearly demonstrated to the person grading the essay that the set material had been read, understood, and could be applied - as requested - to the question asked) and then, having done that, proceeded to take matters a few steps farther: The student added up all of the percentages set out in the source material, and arrived at a total of around 90-91%. That was startling enough (and very impressive) but what blew me away was where the student went next with this.
Having arrived at an answer of 90-91%, the student asked where were - or who was, who comprised - the remaining 10%? This led to speculation, but speculation of the sort that I regarded as thoughtful and intelligent and original thinking, - thinking about the material and what it could mean, rather than rote answers, evidence of an inquiring mind - for the student speculated that - or, rather, asked whether they might be - this missing, or absent, 10% were comprised of those who had fallen between the cracks of society, and therefore are not measured - and identified - by society, a section of the population that possibly included those in prison, the mentally ill, the homeless, and so on.
I gave that paper first class honours, but I also learned subsequently that the student in question was not 17 or 18, but was an adult, availing of the opportunity - "second chance" education, to attend university in his mid 30s.
Re material, you quote it in essays to show that 1) you have read it, 2) understood it, and 3) can apply it where it is relevant.
In other words, you are learning how to make (and present, in writing) arguments (and citing supporting - or opposing - facts, sources, material) to make, or present, a case.
Again, I do not know of a senior role anywhere, where this is not a valuable skill.