Mike Rose confirms ethos when he admits to being a terrible student in high school. Rose states, “by high school I had accumulated a spotty academic record and many hours of hazy disaffection”(275). Knowing that the author is a professor, this makes him seem more trustworthy. By acknowledging his youth as a student, he produces a trust between him and reader. It seems like he does not want the reader to just think he is a prestigious professor, but that the author is human as well.
During her visit to Whitman, Alexandra made comparisons between her high school years and the high school years of the upperclassmen observed. She noticed the variety of differences between them because during her years there was not much palpable competition but now there was between the students at Whitman. The competition of getting the best grades was a huge deal to the students because their grades were a factor to getting admitted to the college of their choice. Pete a junior student at Whitman, was one of the many overachievers who put in the effort to get the best grades he could even if it meant to risk his own health. Pete was a straight A student who one night took so much caffeine to complete a paper that was due the next day.
Clark Atlanta University (CAU) provides students several opportunities to be not only empowered, but also resources to motivate and push students to thrive for success. Founders Day Convocation was a useful resource because the event provide students to listen and learn from successful speakers and gave them encouragement to finish school. Although it was a useful resource, Founders Day Convocation overall had only a two fine speakers, it was not organized which effected CAU presentation, and the overall experience was boring. CAU provided several speakers for the convocation, however, only two speakers Betty Clark and Julianne Malveaux stood out of the bunch. Both women had a strong presents that caught the audience attention instantly.
The student author of the editorial seems to respect the honor code Groveton expects from its students, yet the author assumes the code itself is solely responsible for the alleged reduction in cheating at the school. Citing a survey to further empahsize the aforementioned assumption, the author only invites more speculation on the topic rather than providing further evidence as intended. While cheating is a frowned upon topic in all universities, this editorial is rife with assumptions and fallacious deduction, rendering the argument weak and unconvincing. First, the reporting system for Groveton 's novel honor code and the "old-fashioned" system it replaced both relyed solely on a human witness for reporting. Teachers used to monitor students and the new protocol calls for students to monitor each other and report any instances of cheating.
“If the English language made any sense, lackadaisical would have something to do with a shortage of flowers.” -Doug Larson. Most students would agree that college is difficult. Classes are more involved and studying is more important than ever. It is not surprising that students often end up asking the instructor how they can improve their grade right before the end of the quarter. In English 101, passing with a C or better boils down to a few simple steps.
I do not share Deresiewicz’s pessimism about the soullessness of higher education today because the students I have met and had the pleasure of teaching — engineers, artists, accountants, pre-med, pre-law, and yes, English, history, philosophy, and classics majors — have souls, every last one of ’em, and in many cases more developed souls than their elders running the asylum. One reason for this is what Deresiewicz describes as the parallel curriculum and parallel college. Students pursue internships, network in student organizations, and participate in a dizzying variety of extracurriculars. Deresiewicz thinks students are “deserting the classroom” for these opportunities. He should be pleased.
We were not smart, we were not capable, and we were not enough. Not until the end of sophomore year did I fully decide to break away from this negligent system. I knew I was just as capable as anyone in a so-called “prosperous” community. I knew I could accomplish my aspirations of higher education and so I enrolled in the most challenging classes my school had to offer. I put in all my effort into proving to myself that I was worthy of being part of the top and proving people wrong.
Since my childhood, I have been disturbed by inequality and injustice in the world. I felt like a solitary beacon of humanitarianism upon a coast of apathy and egoism. The idea of college life, then, was unnerving to me; I imagined attending a school full of ruthlessly competitive students of my own caliber or higher, indifferent to the plights of others. Finding Brandeis was a profound relief for my stressed self. The prospect of attending a school founded on a desire for equality, where students interact amiably and noncompetitively, seemed a dream come true.
The campus was so dismal and bland. The students were mostly deviance and gang members that had been expelled from their first high school. In contract I chose to go there because the teachers were unexpectedly warm and engaged. They seemed truly eager to see me succeed and I did. I blossomed at that unconventional school academically and emotionally.
Transitioning from high school to college has many hardships; however, my most difficult struggle is mentally realizing that I am now an actual college student who cannot have any faults. Back in high school, I was able to study lightheartedly because there was no money involved, and second chances were offered on assessments. In present time, I have to do well on an exam the first time it is given with the mindset of fulfilling the expectations of my scholarship donors and others. Since I am not the biggest fan of my major, I miss the high school version of Heather who was able to dream and imagine where she would be after graduating. My distress is realizing that the people I shared my interests to have gained and is out accomplishing them
Do you think because I missed some of your lecture on chapter 4 I will be completely lost, or will studying the power points in conjunction with the chapter and learnsmart be enough? I had an issues accessing learnsmart at first, but have found it extremely beneficial in my test preparations. I wish the issue were resolved before the first test; it really gives me a lot of confidence in my absorption of the information. Sorry for the long-winded email. I realize this is a college course, which means lots of independent study and figuring things out on your own.
Delbanco explains how students have changed their reasons for attending a college when he states, “...yet on the assumption that immersing themselves in learning for the sheer joy of it, with the aim of deepening their understanding of culture, nature, and, ultimately, themselves, is a vain indulgence” (222). Secondary education has become too expensive for learning to be an indulgence. Students only go to college to get a degree in order to gain a high paying career. Davidson explains how dire the situation with low paying job is by saying how the process should work, “Only through productivity growth can the average quality of human life improve” (339). Unfortunately, the productivity growth only leaves a bigger pay gap.
She said in her interview, “I have learned how difficult it is to get through school. Also, I have learned how great of a job it is. I can choose different specialties to work in the field.” It is extremely tough to get into PA school. Becoming a Physician Assistant is so competitive that a 4.0-grade point average in college may not even be enough to get accepted, but having it certainly helps. Plenty of people apply to get accepted into PA school, and the open slots are intensely limited (Pearson).
Imagine this: you 're a teacher at a very prestigious school, with an exceptional group of students. Your students try their hardest, but some subjects of the curriculum are more difficult than others. Most kids do well on the tests, with few slipping through the crack, and the only thought you have is, “how will this affect my paycheck?”Merit pay, according to google, is the raise in pay based on a set of criteria set by the employer.Merit pay is nothing but pernicious to not only the teacher, but the student and school as well. Pay for performance leads to no improvement in teaching by stripping teachers of their motivation to teach, and also leads to a narrower curriculum and ultimately more test prep and money. Additionally, it ultimately leads to corrupt incidences, like the situations in Atlanta, North Carolina and New York.
Grades are as valuable as star-shaped stickers, yet they have the power to lay the foundation of our entire lives. The grades we earn have no commercial value, but students invest millions into taking a class to get a grade. In Jerry Farber’s essay “A Young Person’s Guide to the Grading System,” he crushes society’s constant need for competition by pointing out all of the major flaws in the grading system and offering a new credit system as a solution. Farber is correct by claiming that the grading system is flawed, stressful, and overall, useless. Farber builds his essay on the basis that grades are problematic for the school system to use.