Shaikha Al Mazmi G00058149 Formal critique of “ The Farce Called Grading” In the essay The Farce Called Grading, Aurthur E. Lean, mentions the grading system. As we all know grades have a huge part of the students enrolled in any school/university life. In the essay Lean states the mistakes and unfairness and extremely subjective in the system. Lean mentions a point that the graders are inconsistent and the same paper can have different grades depending on the person who’s correcting it. He claims that the reason grading systems are evident is because it pushes the student to study hard.
Very few researches have been done on active and passive procrastination in relation to psychological well-being and therefore this research provides the readers a different aspect altogether. Both types of procrastination are different and have different effects, and through this research people will realize which procrastination they are engaging in and which is better for them. The results prove that procrastination is not necessarily dysfunctional and non-productive, it can be viewed in some circumstances as a way of prioritizing tasks. This is especially relevant for students since they can increase their productivity by participating in active procrastination rather than passive
The cost of procrastination is significant; delaying on important health decisions can be catastrophic. Procrastination of going to the doctor may result in a worse condition. Time lost can never be regained, so take the time to make the right health with the option of free-will verses by force. Not taking action can impact missed opportunities related to jobs, more money, learning, experiences and relationships. The typical procrastinator completes most assignments on time, but the pressure of doing work at the last minute causes unnecessary anxiety and diminishes the quality of the task.
This idea about the lack of personalization and flexible assessment was just the signal light to call on the attention of every student. It might be the message that James Thurber wanted to convey through his entertaining comical writing style many years ago. No one else but the student has to ask and criticize given knowledge. If not you, who? If not now,
Students tend to be academically dishonest more often than you think. There has been many studies about cheating and plagiarism in school that students are doing. It’s definitely not a new problem nor a little problem. It’s been happening for a while and according to studies, it’s a big problem. We all wonder why and how students want to cheat and plagiarize.
Procrastination, I struggle with procrastination a lot in my academics. Procrastination is when you put off or delay something until the last minute. I struggle with this in school because I don 't like to sit down and do my schoolwork. I then wait until the last minute to do it and I try to cram in in and finish it in time. I never do a great drop on assignments when I do them at the last minute because I am rushed and don 't take my time.
That build-up of pressure is the cause of ineffective communication. These build-up of communication pressure can happen in any place at any time as long as there is communication involved. As a student, I personally can cite that most of these occurrences happen often in school. A more common and specific example is communication pressure in a class recitation. In my perspective, I see recitation as
The large and open-ended tasks are problematic, so it is pretty hard to deal with. As a consequence, it leads to procrastination. (Evidence from the article. Another major challenge is that the tasks are often large and open-ended, which can leave you wondering where to even start. )Procrastination is a common problem among students, and procrastination works against effective time management.
Lack of motivation is not constrained to the scholastically weak students. Successful development and study procedures courses target at the unprepared students that shown that students who truly want to enhance their aptitudes can do as such when spurred but even the best development projects have neglected to give positive effects to the students who are unprepared scholastically and unmotivated. Kelly (1988) stated that absence both academic aptitudes and motivation in students have a more prominent issue which was motivation. Faculty frequently have neither the time or slant to address troublesome motivational issues in the classroom, thusly, the errand of attempting to viably propel such understudies regularly tumbles to scholastic counsellors. The issue of contriving viable techniques that impact inspiration depends at initially on the distinguishing the particular motivational components.