This has been cemented into the brains of every school boy and girl from early on and yet still, it has become prevalent to relinquish ones desire to be educated so one may conform to the habits of the culture around them. The corruption of mankind is the concept that being intelligent makes you arrogant and off-putting when in reality, becoming literate and informed can open more doors and present more opportunities than every before! In Gerald Graff’s, “Disliking Books”, Graff describes his academic and intellectual upcoming through his experience from literature in school. Despite his environment and the culture around him, Graff found clarity in class discussion and fascination in literature. Slowly, with the guidance of his father and his personal drive to rise above the conformity around him, Graff was able to overcome the corruption around him and find new meaning in being knowledgeable; proving to the world and himself that with the right mindset and determination, you can rise Per aspera ad astra (from the mud to the
During my first class I had to write a paper in APA format, I was very stressed since I was not use to this format. It took many different tries and help from the writing center to be able to have a proper APA paper. Since that class I have learned that it does not have to be stressful as long as you have an idea of what APA is and you use the resources like the APA manual for references. Along with learning APA style I have been able to expand on my critical thinking abilities. When I read an academic article I know what parts to look at to understand what the authors are studying and wither they found a significant difference or not.
A Class Divided by Jane Elliot This documentary film covers an experiment conducted by Jane Elliot in her third grade class in 1970. The film is actually a follow-up conducted in 1985 with the students, who are now adults responding to their actions in 1970. This film is directed by William Peters and offers Jane Elliot and her students an opportunity to watch the original experiment and air their views on the same. The overall goal of this film is to explicate how a simple experiment can help children as well as adults understand racism. This film is highly successful in achieving its purpose as is heard from the sentiments expressed by Jane Elliot’s students while discussing the impact the film has had on their lives.
We can still learn from each other because although everyone is a like on the inside, everyone has gone through different experiences throughout their lives and therefore learning from one another could educate us on the battles of the other. The tone in this poem is erudite, depressed, hopeful. The speaker has an erudite tone because he is talking about his college environment and the poem is generally about completing an assignment. The poem could have a depressed tone because the speaker is stating his differences and how he feels being at the school as the only colored student. He talks about being alone in his apartment wing.
Have you ever noticed that the voices of others build up your own response? Gaining a perspective on this question is not an easy task to reflect on especially when people’s arguments determines your own. Gerald Graff’s and Cathy Birkenstein’s book, “THEY SAY, I SAY”, abridges their perspective on difficulties students face with persuasive writing. By deliberately including academic templates, the book assists students to overcome their inability of constructing their own arguments, based on what others have said. Covering the first four chapters; “they say”, “I say”, “trying is all together”, and “In specific academic context” I will showcase how Graff and Birkenstein’s book aid students to better express their personal thoughts.
According to statistics, the many reasons students provided for failing courses and colleges were grouped into seven categories, motivation (35%), study habits (17%), academic preparedness (12%), external factor (11%), attitudes (10%), instruction (4%), relevancy issues (4%) (Cherif et al.). Students have mentioned that study habits, and instruction, and motivation have strictly contributed to their lack of success throughout a college environment. Although there are exceptions when it comes teaching students to adapt to the expectations of universities such as special needs individuals, it is crucial that students be aware of what they need to do to meet all standards and maybe even exceed them. The fact that 35 percent of students are lacking the necessary motivation to better themselves and complete college is quite absurd simply because this issue could have easily been avoided. Due to the lack of necessary preparation for the college environment and professors, Connie Matthiessen states that nearly 60 percent of first year college students have to take remedial courses ("Why are so many college students returning home?").
The investigation consisted of multiple interviews over a two-week period in which the subject was observed in their private art studio. The subject, who will be further referred to as “Samantha”, was asked open-ended interview-style questions regarding her personal background, artistic education, and opinion of artistic literacy at a collegiate level. The purpose of this paper is to analyze the concept of artistic literacy from the perspective of an Art Studio major attending the University of California, Davis. PHASE 1: Enlightenment A blank canvas, cigarette butts, a smock
Today, so many adolescents are constantly stressed about their grades. Students believe that the only road to success is by straight A’s and extracurricular activities that appeal to colleges. Although these are important factors in the college acceptance process, students are forgetting how to love learning, and maintain the knowledge gained. Chief Justice Charles Evans Hughes’ claim that liberal education is the development of a student’s capacity to appreciate what they have learned is a strong concept that has been lost in the college process. A liberal education is a holistic approach to teaching; educators are focused on the student across all disciplines rather than a students one interest, and they encourage students to reach outside
1001). The group proposed this hypothesis to be one of broader scope related to identifying the actual mechanics of facilitating conscientious behaviors to the end result of high grades and student success. Their research process involved self-reported, longitudinal data over two semesters, from nearly 350 psychology students. With students’ full, informed consent, the researchers first assessed the students’ personality types and self-reported ACT scores; then they utilized student surveys at the beginning of each semester, during each exam preparation, and after each exam completion; and finally, students’ grades were collected to complete study data at the end of each semester (until which point, the professor had remained blind to the participation of certain students) (pp.
Including facts like how the analysis conducted a nonexperimental study in which undergraduate students taking psychology classes who had a recent onset major depressive episode were paid or received course credit for their research participation. (3)Eighty-four students 51% Caucasian, 86% female were followed for 26 weeks to assess whether various psychosocial factors predicted the short-term
During Week One, the researcher met with the two focus groups to establish a different rapport and provide an explanation of the research study. Although the researcher had previously established a rapport with the students in each group, it was imperative that the students not view the researcher as one of their Assistant Principals while the study was being conducted. Once the researcher gauged the initial feeling tone towards the research project that had been presented to the focus groups, permission forms were sent home with each participant. Lastly, the researcher conducted an informal observation in both classrooms. During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey.
College Q&A Tega Orhorhoro Summary We conducted a two hour interview with three well rounded Wayne state students to learn about their experience in college and how they take on everyday challenges as a college student. Two out of our three interviewers are from the APEX program and have taken part in the summer bridge. We interviewed an English major who was also one of our tutor for writing class. They talk about what is like to work on campus as a freshman and how much it really takes out of your life. They go into very deep detail about how they deal with stress when you have a paper due because you will need to take your time and relax, classes are very hard for them too and about their social life because they want us to have a good understanding of who they are as people.
My professor would provide my class with multiple reading assignments to push our reading limits. My professor told me that the amount of reading she gave me didn 't compare to the amount of reading I would have to do at a four year college. Now that I 'm at Tidewater Community College and still a senior at Woodrow Wilson High
We took into consider what our classmates said about our drafts and set to work developing our 3 page essay. Once we were confident with that work, we submitted it to our professor and awaited feedback. In regards to both peer editors and my professor, I did not
Holly Hassel and Jessica Lourey are English professors at their respective universities. In the second paragraph of the essay they posed a question that shapes this essay: “How do we teach our students to be accountable for their educational choices and performances? To answer their hypothesis, they took a survey of one thousand and ninety-five students total. The surveyed included questions about the meaning of each letter grade, perceptions of teacher/ student relationships and how many hours should be spent studying per three credit hour class. Ninety-three percent of students rated themselves responsible, thirty-nine percent of students had missed three or more days of class at the tenth week of the semester.