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Peer pressure and poor academic perfomance
Peer pressure: its influence to academic performance
Peer pressure: its influence to academic performance
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Response to Professor X
Have you ever had an extraordinary desire for something, only to have someone tell you it is out of your reach? Does that make you try harder, or completely give up? In Professor X’s essay, In the basement of Ivory Tower, (X) he goes into great detail, stating how his students have the desire to maintain high academic standards in order to receive a promotion, to further their career, or because it is a job requirement. However, these same students cannot possibly pass their classes due to their lack of abilities. Initially, I found myself believing the author was hostile and unhappy in his career, although, the more I read this article I found myself shifting opinions, and I began to appreciate what a controversial
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I cannot help but believe that there are some very valid points to Professor X’s article, for example, when he states that some students are simply unfit for the academic level that college requires. The author states, “Everyone wants to triumph. But not everyone can-in fact, most can’t.” (X, par. 47) In other words, Professor X believes that some students desperately want to succeed, however, they are unable to do so regardless of the amount of help offered. Sometimes, no matter how many people are set up for success there is not anything else that can be done, but letting them down gracefully. Professor X writes about his student Ms. L, the professor expresses his frustration with this student and how he knew he would face difficulties with her. The wall had gone up, she was no longer interested in what was being said. X expresses that Ms. L is not smart nor is she a bad person, however, he does elaborate on how she was never a fit for college level academics. Professor X writes, “Ms. L had done everything that American culture asked of her. She had gone back to school to better herself, and she expected to be rewarded for it, not slapped down.” (X, par. 36) This may be exactly how Ms. L was feeling, furthermore, let’s elaborate on why Ms. L expected to be rewarded for work that did not meet the expectations of her assigned …show more content…
Ms. L, similar to a lot of us, has fallen into society’s trap of unattainable personal expectations. When referring to Ms. L’s paper, Professor X goes into detail discussing how Ms. L cannot believe she failed. She felt so proud of herself for writing that college paper, the paper that was in fact not a college paper at all, instead it consisted of incomplete sentences, and inappropriate grammar. “A bad job” X states. Why is it Ms. L felt she deserved a higher grade for work that wasn’t up to the college standards? Because, according to society, Ms. L is doing exactly what was expected of her, she is going back to school, and attempting to obtain the education society says she needs to
In the article, “A Better Way to Prevent Cheating: Appeal to Fairness,” author David Callahan compared the idea of professors who grade mid-term exams to the role of them playing cops or detectives. The article was about the struggle that a lot of universities are facing with the epidemic of cheating amongst its students. A lot of these colleges and universities have put in play honor codes but they are not being enforced effectively. It talked about how that the students feel that it’s the only way for some of them to succeed, get into the college of their choice or even get the job that they want. One student even argued that everyone cut corners to get ahead in life it’s the norm in all industries. Even when trying to appeal to the student’s
In the essay, “We Send Too Many Students To College” by Marty Nemko, he argues that, contrary to popular belief, college is not for everybody. Nemko states that colleges accept numerous high school graduates every year, when they know that if the student did not do well in high school, they have a very low chance of actually acquiring a degree. However, If someone is fortunate enough to graduate from college and obtained a degree that costed them an exceptional amount of money, it is likely that they will have to settle for a job they could have “landed as a high school dropout”. Colleges are just out for money, and the only way they can get money is by accepting countless students into their “business”, whether the student will prosper from it or not is a different story. The article reports that there is no proof that students actually learn and remember everything they get taught during their college education. In fact, some college seniors failed tests that should be easily and accurately completed, and instead of these institutions getting penalized perhaps, they are “rewarded
In an article originally published in May 2003 in USA Today called “College Isn’t For Everyone,” by W.J. Reeves combined these rhetorical devices to make a compelling argument that although colleges are easily accessible, higher education lacks students with the capabilities of academic success. To validate this claim, Reeves uses persuasive appeals to convey an effective argument by influencing the audience, however, he limits his reach because of the excessive pathos and condescending tone used to present his argument.
Edmundson at first, describes college as just go to class and you will be ready for life. But he then goes on to say that the education system is not about following in line. He continues on by saying, “To get an education, you’re probably going to have to fight against the institution that you find yourself in” (Edmundson 115). He often repeats himself by recommending students fight the education system. He points out higher education is often seen as a chance to study something
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
...ild, when he would hide and daydream, up until his first years of college, when he would avoid areas that were difficult, the author recognized that there was important link between challenging the student on a meaningful level and the degree to which the student eventually produced. “I felt stupid telling them I was… well – stupid.” (Rose 43) Here, Rose shows an example of how poor preparation and low standards in the classroom can make a student feel inadequate. Indeed, one can see how many things seemingly unrelated do affect a student’s ability to learn.
The examples used to support Reeves argument are great, but he could have provided more exciting scenarios. Reeves did an excellent job at describing the other solutions outside of four-year universities such as job studies, community college enrollment, and raising the standard for admissions. Although he made many great examples and arguments, he also had noticeable flaws. Reeves’s tone and use of emotionally charged words; for example, referring to ESL students as “homegrown function illiterates,” can distract the reader from his argument. The reader may feel offended by his voice, while others might say that he is using specific language to convey his own emotions about his job and the future of education being in danger. Another flaw within his article is the paragraph that includes “the college years are a moment in time that will never return.” That sentence is completely absurd! Rebecca Mead, a staff writer for the New Yorker, would completely disagree with Reeves due to the fact that in Meads article “Learning by Degrees,” she argues that college should be used for intellectual enrichment. Mead would claim that college should be available at any time to anybody who is open to expanding their knowledge. Outside of those flaws, Reeves did an
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
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.
The author believes that students in the current generation are under more pressure than preceding ones. “William Alexander, director of Penn’s counseling and psychological services stated, ‘A small setback used to mean disappointment…’ Now? ‘For some students, a mistake has incredible meaning.’” The specialists that the author chooses to cite are all credible, which helps to build her view on this subject. The research that Scelfo uses also illustrates the fact that a student’s family plays a big role in their overall mindset. For example, Alice Miller, a famous psychologist, observed that “…some especially intelligent and sensitive children can become so attuned to parents’ expectations that they do whatever it takes to fulfill those expectations- at the expense of their own feelings and needs.” Being able to support her argument with the findings of psychologists and doctors avails Scelfo in swaying the reader’s
Evidence given in Fernsten & Reda’s article, lists the numerous barriers students endure academically due to their socio/economic background. Factors include “negative self-identity of believing they are ineffectual and inept writers and internalize aspects of negative instructor discourses”. (Fernsten & Reda). Additional confirmation under the ...
In “College Pressures” from The Seagull Reader: Essays, William Zinsser examines the societal ideology of obtaining a degree from a university being the only path to financial and social success. Zinsser also discloses to his audience the encumbrances that college students face while enrolled in a higher education facility. The author’s main point is that college students should not be heavily pressured throughout their college career, for college is a time to relish the educational experience that comes with higher education. In his referential essay that is developed by description, William Zinsser effectively uses emotional appeal and rhetorical questions.
It is Addison’s belief that one enters the college experience as a rookie (Addison 213). This theory contradicts Murray’s thought that not every person would benefit from a college-level liberal education. Addison also believes that ...
Kohn, Alfie. What Does It Mean to Be Well Educated? and More Essays on Standards, Grading, and Other Follies. Boston, MA: Beacon, 2004. Print.
In the study the graduate student, Mary Willingham a learning specialist now found that some student athletes she had worked with and researched read at a middle school or lower reading level. Willingham explains that she encountered many athletes who faced many academic problems which she admits to helping them get around standards set by the NCAA. In the article written by Ganium, she reports that as CNN did extensive research they found that UNC-Chapel Hill wasn’t the only college guilty of admitting athletes whose academic abilities were less than college level twenty-one colleges to be