In “Grade Inflation: It’s Time to Face the Facts” in The Chronicle of Higher Education, April 6, 2001, Harvey Mansfield, a political philosophy professor at Harvard, describes and informs his reader of the recent increase of grade inflation. Mansfield states how this inflation has not only raised his grades higher and higher but also the grades of students in many colleges in the country. He uses the word, “contempt” to describe how being pressured into changing his grading scale feels and that he has been forced to conform with what has become the norm for many professors in America. Mansfield appeals not only to professors who are cheating themselves out of active students and submitting to the new grading scale, but also to students who are being tricked into thinking this scale is better for them and makes success easier, but who are paying more money for an education that will not last and won’t help them in their future lives. Mansfield is trying to “get attention” to the way …show more content…
Students have started expecting good grades for mediocre work, knowing that the professors are under an obligation to give in to the way the rest of college professors grade. Harvey Mansfield, says that according to the american education system, grading strictly is ‘cruel and dehumanizing’ and affects the student's self esteem. The author says how he thinks that a reason professors have opted into a lenient grading scale is to spare their students self esteems and feelings. I wonder, if students don’t learn how to cope with a critique from a professor on an assignment how are these students going to cope in the real world with criticism from coworkers or authority figures. Not only do these students suffer from self esteem issues they are not being challenged enough and suffer from laziness and lack an incentive to achieve
Individual professors inflate grades after consumer conscious administrators hound them into it” (Staples 1). Another reason they do this is because many students will threaten that they will give bad reviews on the school if they aren’t given the grades they want: “Writing in the last issue of the journal Academe, two part-timers suggest that students routinely corner adjuncts, threatening to complain if they do not turn C’s into A’s” (Staples 1). Students are taking college so seriously whether it's about money or their grades, it’s getting out of hand. Some students are even suing to get good grades.
Response to “I Just Wanna Be Average" by Mike Rose Had Rose and her mother been educated enough, they could have a voice to raise concerns about Rose’s marks. The author seems to suggest that the teachers were responsible for his underperformance. The author feels that parental and teacher responsibility on his part could have helped understanding what discipline is before going to college. However, it is also possible that he did not try hard enough to be disciplined. Nonetheless, Rose is right that environment plays a bigger role in what an individual eventually becomes in adult life (Munns et all, 2013).
Explaining the rules of professional interaction is not an act of condescension; it’s the first step in treating students like adults.” This explanation depicts ethos because Worthen directly associates with her target audience by using a college student as a credible source. Ms. Lovell’s response assists the development of these supportive details which establish understanding and approval of the author’s thesis. The application of ethos contributes to Worthen’s development of a compelling argument and confirms the applicability of her article to the audience. Wade’s article utilizes ethos by illustrating a professor’s general response to the dilemma of handling inattentive students.
These individuals waste their potential in an attempt to be liked and accepted by other people. A prime example of this can be seen when examining the students in the novel “Truancy.” These students are so filled with self-doubt that they allow a grade to represent their overall intelligence. These student “beg and sweat for an abstract grade” (Fukui 320) and work “like dogs” (Fukui 320) to gain the approval of the Educators. The students fail to realize this grade will provide them with only momentary satisfaction, and it is nothing but a mere number.
Imagine blowing up a balloon, with every exhale of breath the balloon gets bigger. Similar to a balloon, with every year that passes grades inflate. In “Grade Inflation Gone Wild” by Stuart Rojstaczer, he discusses how the grading system has changed over the years. Rojstaczer’s overall purpose is to increase awareness of grade inflation and persuade his audience to take action. He argues that “changes in grading have had a profound influence on college life and learning” (2).
In his article “I Just Wanna Be Average”, Rose makes the statement: “students will float to the mark you set” (Rose, 1989, p. 3). This remark is one of the truest I have ever read. When teachers have high expectations, students tend to rise up and meet those expectations. Students want to please their teachers and be praised by them. Rose describes: “I loved getting good grades from MacFarland…
Elona Kalaja Professor Eleni Saltourides ENG 101 Critical Analysis Paper February 21, 2018 Flunking vs Students In the article, “In Praise of the F Word” Mary Sherry argues that flunking students is a method that has been effective in the past and is still effective todays day, and anyone needs to see is as a positive teaching tool. Sherry indicates that flunking students is a method that motivates students to study more and to be more responsible for what is their responsibility. Students challenge is not to get an A or B, but to succeed or to fail.
In Kurt Wiesenfeld’s article “Making the Grade”, he address the issue that students want a higher grade than they deserve. He goes on to prove this be by giving examples of previous students that he has had and what can happen when students get the grades that they want and not what they deserve. In Wiesenfeld’s article he states that about ten percent of students that take his class do not care about their grades until final grades are over. “You might groan and moan, but you accepted it as the outcome of your efforts or lack thereof,” Wiesenfeld stated.
In the text "I Just Wanna Be Average" by Mike Rose, he discusses his personal experience with the school system. He was forced to take classes that were below the level of his academic ability. They were not beneficial to him. When he was finally put into a class that fit his academic abilities, the realization of the workload struck him rather quickly. "My grades stank.
Have you ever deemed the modern college admissions process unfair? In the article by Frank Bruni tilted “College Aadmission Sshocker” he explores the increased greed of the universities at the expense of the students. Bruni is able to establish a well thought out and cunning satire about the insane practices in modern day universities, through the use of the rhetorical devices wit and incongruity. The article well establishes incongruity throughout the piece helping develop a strong satire. As colleges strive for the top percent of students each year Stanford university decides to kick it up a notch:
Peer and self-induced pressures are also mentioned in Zinsser’s essay. Because students always worry about accomplishing more than the student
I’ve noticed that we carry the habit of the criticism without reconstruction into our lives outside of the classroom. We deride the overwhelming stress culture on campus, yet continue to perpetuate it. We complain about the workload our professor assign us, but rush through our SEQs at midnight without providing suggestions for improvement. We criticize the state of mental health resources on campus, but don’t share our concerns with anyone in the administrators who are able to do something about it. And while we ought to be critical of our community, Wellesley, this beautiful, magical institution, with all of its problems and all of its faults, is in much better shape than the rest of the world.
They lack the indication of students’ knowledge as they are only a depiction of their effort. Absences, laziness, and disengagements are just a few of the factors of why grades are a poor representation of students’ intellectual capacity. While others may argue that grades motivate them, it is not genuinely correct since grades encourage
In the academic world, students are pressured to receive good grades but have a higher chance of increasing stress upon themselves. As being a college student, grades are important, but there are other reasons why students are pressured to receive good grades. First, parents play a role in their child education and set high expectations which leads to the student fulfilling those expectations. Secondly, students who choose a major that have higher requirements to meet their degree plan. Last, students who frequently make education as their only priority which leads to giving up their hobbies or socializing with friends and family.
Insecurity is an invasive feeling all college students encounter, regardless their age and gender. A promised way to reduce the amount of dishonesty found in college classes today, is to establish one on one time with the professor and the student. In fact, this will aid in diminishing the insecurity found in themselves. Forming obligatory office hours in a student’s timely written schedule, will subtract the tension a student may feel in a structured, classroom setup. Personal time with their professor will help them not only get to know themselves but lighten the atmosphere between the student and the teacher.