Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
How peer pressure affects students
Why do place importance on grades
Effect of peer pressure on student behavior
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: How peer pressure affects students
I read an interesting article by Alicia Shepard called, A's for Everyone! Shepard has written for many exclusive magazines including the New York times and People magazine. Her expertise mainly involves media. She has also received a masters in journalism and a honors in English (Women's Media Center). The essay's main point of interest is talking about of students and parents expecting the highest possible grade for everyone. This is a perfect time to discuss an article like this as us college students move into our first semester of classes.
At first I thought this was an essay trying to inform us on the issue of college students. As I have read deeper into it I have thought it out to be more of a persuasive essay. The whole essay examples are given in which students and parents whine for better grades. There were five or ten situations brought up where someone would get a B but thought they worked hard enough. By repeatedly giving us visualizations of this she is trying to get a point across. She makes this the main argument in the essay. She is trying to get the point across that kids are ridiculous to ask for a better grade. If the teacher gives them a grade of a B, she clearly means it. Then to add on to that the teachers give in to the child. The main part of school is to learn. If
…show more content…
students get an A in every class then they obviously don't need to learn anything, so they should already be succeeding in the real world. She is trying to bring a situation in our head continuously to help us reach the point that it is rather wrong to switch a set grade. If the student wants an A they would have had the effort and intelligence to earn it. Shepard throws out a bountiful amount of bad situations in teacher to kid discussion, but where are the facts to go along with it. There is not a whole lot of logic behind it. She inserts facts and statistics about the top ranked schools in the nation, but does she really ever talk about the national rankings? I don't know if she is just trying to concentrate on the smarter schools, but all schools have kids who want good grades. Something I would want to know in this article is how often kids complain about grades nationally. Another point she comes across is how much easier grades have gotten in college courses. This may be a true statement, but how do we know that since we didn't go to college in the 1900's. If this is a topic being discussed to the audience it needs sincere information to back it up. One interesting topic Shepard touches on throughout the essay has to deal with parents.
Most students do care about their grades and want to succeed, so they may go into argue their grades. As shown in examples though, parents become very upset with their kids if they do not achieve up to their high class standards. A very good point is made by Shepard. Not all kids are good enough to receive A's. Parents need to be satisfied with a B because that is in the upper part of the college usually. Obtaining an A or A plus should be almost a honor. Shepard grabs the attention of me and other people by discussing how getting a B should be relieving still, even if it isn't
perfect. Throughout portions of this writing another question is flushed in and out of the argument. Shouldn't students receive a better grade if they work hard? Working hard is becoming hard to come by in this decade, but is that truly right. Isn't the whole point of a test or a project to demonstrate our knowledge of our study. If Susie studies ten hours and gets a B and George studies two hours and earns an A, then George deserves a better grade. In the article Shepard introduces times where parents say it is unfair that their son/daughter received a worse grade than someone else. Well in reality, not everything in life is fair. Our lives are filled with ups and downs. It is our job to deal with these problems. A's for everyone is not as simple of and essay as it seems. Shepard throws many difficult arguments into the battlefield. She also doesn't clearly state her opinion, so it may be a challenge to find what is being put on the table to debate. This paper is a great topic, and does seem to be becoming a problem in the nation.
In his essay, "Why Colleges Shower Their Students With A’s,” Staples claims that student grades are increasing for the wrong reasons, causing college degrees to become meaningless. Staples provides evidence that average grades have increased significantly over the last several decades, but claims that it is not because students are working harder. The real explanation for grade inflation, he argues, is the effect of grades on both students and their professors. Teachers give more A’s to receive better evaluations and increase job security. Students give more importance to their grades as a result of the rapidly increasing cost of a college education. Staples argues that modern
In the article “College is Not a Commodity. Stop treating it like one,” Hunter Rawlings explains how people today believe that college is a commodity, but he argues that it’s the student’s efforts; which gives value to their education. Rawlings states that in recent years college has been looked at in economic terms, lowering its worth to something people must have instead of earn. As a professor Rawlings has learned that the quality of education has nothing to do with the school or the curriculum, but rather the student’s efforts and work ethic. Rawlings explains the idea that the student is in charge of the success of his or her own education, and the professor or school isn’t the main reason why a student performs poorly in a class. Rawlings
From the beginning of high school, students strap on their seatbelts and prepare for one of the most vigorous races of their lives – becoming successful. With the rare occurrence of a break, kids are expected to keep on driving as fast and as powerfully as they can in order to get into a “great” college, which would be followed by graduate school and then an actual job that would make a lot of money. In American society, common values include working hard, determination, and being so productive that free time is not even a question. However, this philosophy is taking a major toll on American college and high school students. For at least 40 years, America’s future has been steadily growing unmotivated, tired, and hopeless due to the overemphasis on performing well in school. This phenomenon is appropriately expounded in William Zinsser’s “College Pressures”, which takes a look at the top four sources of tension that cause these feelings of dejection and agitation. After reading this article, I came up with a few solutions to this national problem. It is time to switch the harsh, over-encouraging green light of education to a comfortable yellow one. In order to make this ideal transition, directors of education across the country need to primarily reduce the amount of out-of-class assignments, lighten the grading system, and incorporate days in the school year that allow students to express their thoughts about school and provide useful feedback.
However, such accusations such as laziness and entitlement, although common, have been prevalent amongst those of college age as proven in “A’s for Everyone.” Shepard had investigated the cause behind this and had put the blame on grade inflation in the years prior to entering college, the pressure to get superb grades due to high tuition costs, and most importantly the belief that “effort” constitutes a grade bonus. However, if one has entered the school system in America, one could see the relative ease in which one could improve their grades through inordinate amounts of extra credit. Multiple students have heard and even seen fellow students ask their parents to even come in for meetings of which equate to blaming their child’s poor grades on the teacher and harassing said teacher to allow their child, soon to be a hardworking, productive citizen of society, to get the “grade they
...o do what their told to get a passing grade before they can move on to the next class. Some might think this to be unfair, but sometimes life isn’t always fair. I’ve always been told that to get to the fun stuff, I’d have to suffer through the things I might not enjoy as much. As students, we are expected to read and write about topics we may not find to be the most entertaining. But, we should know that having to do so is not meant to hinder us in any way. It’s all meant to help us grow as individuals and to support and prepare us for a stable and successful future.
In his essay, “Why Colleges Shower Their Students with A’s,” Brent Staples argues that grade inflation in colleges results in college degrees becoming less valuable. Staples points out that grade inflation is happening among all colleges and there are many factors contributing to this problem. Colleges are willingly giving students good grades that they do not deserve so that the course will not be omitted from the lack of attendance. Part-time teachers’ jobs are at risk because their position is not guaranteed. These teachers were sometimes threatened by the students saying they will complain if their grades are not adjusted for a higher score. With this being said, students are putting pressure on teachers, causing their jobs to be in danger.
In the essay, he states that he sees “four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure” (398). He goes on to explain what goes through the minds of college students when dealing with the four stated pressures as well as academic pressures. While putting the thoughts of college students on display, Zinsser emphasizes the stress that they are forced to succumb to due to the stated pressures. He explains, “Today it is not unusual for a student, even if he works part-time at college and full-time during the summer, to accrue $5,000 in loans after four years--loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth” (400). In the quote, Zinsser explains the economical aspect of the four listed pressures. He clarifies that most students who pursue higher education do not graduate unscathed from school loans. He then questions his audience on the rationality of a college student going through school without thinking about the large sums of money that must be repaid by them: “How could he not feel under pressure throughout college to prepare for this day of reckoning?” (400). This description helps Zinsser effectively explain to his audience the hardship of dealing with just one of the four pressures he enumerated. Zinsser also uses rhetorical questions to let the audience know that he respects their point of view but also to further his own point. When explaining how parents would rather their children enroll in courses that will lead them to a financially fulfilling degree, Zinsser answers the question that audience members are thinking: “Where’s the payoff on the humanities? It’s not easy to persuade such loving
Former professor of geophysics, Stuart Rojstaczer, in his informative op-ed piece, “Grade Inflation Gone Wild,” featured in “Christian Science Monitior(2009),” investigates grade inflation among universities today. Rojstaczer’s purpose is to inform and educate universities on the inflation of grades, and how an A has become the average grade among those schools. He adopts a dismissive tone when generalizing and addressing the students on their behaviors and actions. Rojstaczer found over 80 universities with data on they’re grades, using this he was able to better understand the inflation and also analyze possible solutions. His logos based writing portrays a negative connotation on todays students and their ability to achieve within the classroom. There is no hiding that the standard for grades has been on the rise sense the 1960’s, and is now at an average GPA of a 3.0, but rojstaczer may have lost his audience with his arrogant approach.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
When students arrive at university, professors expect them to understand the material to an exceptional standard. The problem is that grade inflation is occurring more regularly in secondary schools and universities across the country and when these students’ marks are sent to universities or colleges, the student may be given multiple scholarships for something that he/she should not have earned. Grade inflation is conceived between both students and teachers, meaning that the students are given higher grades when they have inadequate learning, reading, and verbal skills, while the teachers do not have to grade as many papers as they should in the real curriculum. There have been multiple examinations that have confirmed that grade inflation is very real and still occurs today. Students seem to think that they do not need to put forth much effort in school to do well and grade inflation encourages this thought.
Before World War II, attending college was a privilege, usually reserved for the upper class, but, in today’s society scholarships, grants, and loans are available to the average student which has made pursuing a college education a social norm. Norms are usually good, they help keep society run in an organized manner by sharing common rules and values. But, when pursuing a college education becomes a norm, it does more destruction than good. For a lot of students, a major reason for attending college is because their parents tell them it’s the thing to do to become successful in life.
Throughout my past schools years, I have been the type of student who not only wants but needs, an A. As I am working towards applying to prestigious universities I am working for the best grades I can
One of the issues, which Boyer points out , is that teachers and students have different expectations from college education. She says that the teachers are mainly concerned about students’ comprehension of the material, their attendance and attention while students’ hopes are to get good grades and to be well prepared for exams. It seems that the system of grading pushes students to not care too much about what is being taught from an understanding perspective, but only promotes more concern about grades instead. Some students don't really pay attention unless the instructor mentions an exam or something that will be graded. Furthermore, be...
Pressures on children in today’s society are a problem that is becoming more evident in academics as parents and teachers put more and more emphasis on these children to outperform their classmates, stress in the child’s life becomes an interfering problem (Anxiety.org, 2011 Weissbourd, 2011,). From preschool children to college adults, pressure to execute academic perfection extends across all areas of curriculum. In our highly competitive, American society, emphasis placed on academic achievement has never been so intense (Anxiety.org, 2011, Beilock, 2011). This need to be the best, fueled by our culture in America, has created a social force affecting education, a force to be reckoned with at that. Too often, parents and teachers sacrifice their chil...
The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools.