Perfect Grade Research Paper

In his article “College Students Need to Toughen Up, Quit Their Grade Whining”, Robert Schlesingner addresses the emerging issue of grade inflation, and more specifically, the greater sense of entitlement that seems to prevail in the modern scholastic realm. Mr. Schlesingner begins his address by presenting his background and what standards and expectations were common during his time through both lower-level education and college. During his time [time in what?], a grade of C represented “adequate” or average work, B correlated with “an above average job”, and obtaining an A required “spectacular” performance by the student. [more concise] However, as cited by Mr. Schlesingner, an investigation by the University of California-Irvine seems to indicate that the values of each letter grade has changed, at least in the mind of the modern student with more students now believing that A’s and B’s should be more easily obtained and that the amount of effort put into a task should be considered when grading. Next, Mr. Schlesingner presents his opinions on this topic of grade inflation and the proper influence of student effort on grade. To conclude,

With the guidance of Mrs. Smythe, my peers, and my parents, as well as my own determination, I have gained much better control over the English language. However, I also learned something about myself as a person throughout my time in English 9/10. I used to let fear control me in English, which would translate to other parts of my life. Throughout my seventh and eighth grade years of Middle School, I would sit in silence for entire class periods, afraid to begin my essays, afraid to have to accept that it may not be as good as my other school work, afraid of what others would think. However, I learned this year that people like my mother and grandmother were not disappointed in my work but instead would suggest ways by which I could improve my writing. Additionally Mrs. Smythe constantly helped through the feedback she provided. Even when I received my first essay back, one that was clearly not to the best of my ability, she gave balanced feedback between ways to improve my writing while also providing supporting for future assignments. “It is not necessary to convert an entire scene, just the moments that are important. The inclusion of text in the last body paragraph is most appropriate, although there is still a bit too much of it. Good effort...” Even if I forget who said what in Romeo and Juliet, or the name of the main character in The Book of Lost Things,

I have many ideas for my future. I want to graduate high school with at least a 4.0 gpa. After that I plan to go to college and become either a pediatrician or a crime scene investigator. I hope to get married and have kids. With every goal that comes I hope to accomplish them.

Historically, letter grades have served as a tool to rate educational intelligence. By looking at the progression of a student’s grades over time, people are able to determine whether or not the students are developing skills in certain areas. Using a one letter grade to determine progress has received many critiques as a common system used in America’s education. Critics claim letter grades cause students motivation and creativity to decrease because grades shift students focus from learning the material to obtaining a good grade.

I only had fifteen minutes left. It was then that I understood that this essay would not be perfect. In fact, it would most likely be disorganized and flawed, but, regardless of the outcome, I would have to write. With this realization, the weight of perfection lifted off my shoulders and it was strangely liberating to know that I would not be able to meet the impracticable standard I had set for myself. The unmarked page seemed less of an adversary and more of a companion as I began to write. At first, my words came slowly and laboriously. Then, they came all at once. One sentence led into another until sentences formed paragraphs and paragraphs formed an essay. When the proctor rose, considered us with practiced sympathy, and told us to put our pencils down, I took a deep breath and closed my eyes. I was simultaneously filled with relief and self-doubt. I had completed the essay, but, in the process, I had compromised an aspect of my identity that placed faultlessness above all else. In the past, I had seen that part of me as an asset, but on that day, it seemed unpleasantly clear that it was my greatest weakness. As I slowly unfurled my stiff fingers, I considered the now empty desk in front of me. Perhaps perfectionism is as much of a hurdle as it is a

Many people today believe that true sucess is your financial or social status. However, I believe that true sucess is living out your purpose and doing everything out of your heart. I always feel the need to give and encourage others. I feel as though I am changing the world around me one person at a time. My random act of kindness enables me to serve my community and to spread love and common courtesy to everyone. This essentially is my short and long-term goal.

School is slave labor. Rather than enjoying or learning from their classes, students are forced to do useless work that will often be forgotten immediately. Grades are meant to show much a student understands a class, but instead are used as a scale of how well a student can regurgitate answers onto a test. Students only work for good grades because of the threat of being punished for failure, and the promise of reward for passing. The punishments in this case are detention or trouble from teachers, and the rewards are making the honor roll or getting bragging rights. The real reward for learning should be having new knowledge, but this is not taken into consideration. Jerry Farber, a professor at U.S.D, made the strong claim that grades are useless and harmful in his essay, “A Young Person’s Guide to the Grading System.” I wholeheartedly agree with Farber’s objection to our current grading system.

It is 4:30 in the morning; I have to finish an essay that I had no time to do last night due to the long hours of marching band and the research report over the origin of the Tenrikyo religion. Which my physical and mental exhaustion, I push through it and turn in a B paper; hardly enough to maintain honors. Why do we do this to ourselves, America? Why are students put through long, exhausting days at school and forced to stay up into the wee hours of the morning just to maintain good grades? Is there not a simpler solution? *

“What Our Education System Needs Is More F’s” written by Carl Singleton argues that our education system needs to enforce more failing grades to students who have not fully learned the required material. He believes that handing out failing grades in copious amounts to students will overall fix the issue of illiterate students among high schools and colleges along with draw attention to this issue and engage parents into their child's education. This argument could be fairly but is poorly executed and lacks valid evidence and supporting claims. Singleton fails to provide accurate benefits of this grading system he feels should be implemented. Carl Singleton overall expresses his concern of the grading systems deterioration and that the education system is not enforcing enough failing grades to students who have not fully mastered required material.

As I watch multitude of videos, some were self explanatory and easy to understand and some did not make any sense. The more I thought on the subject the more I realized that there must be a way to understand J. Collinse’s concepts if not fully at least partially. Once I started reading the book about ten or so pages in the process it all his ideas started to flood in and make a gigantic impression. It would be sacrilegious not to mention at least 80% of his videos but since assignment calls for 2 I chose the ideas that were the most impactful. The two videos that created the most commotion and mad me think differently are: The “First Who” concept and Greatness is not a Function of circumstance.

Have you ever had a bad grade and improve on it? I have, but being in sports and having family issues get in the way of that. If your in sports, there are other ways for you to get your work done, like in school or after practice.

Hutton returned our first essay. I had both started and finished it the night before. I hesitantly turned to the last page, my rigid desire to do well fueling my anxiety. “80. Strong ideas, but too vague, not proof-read- seems rushed. ” My face reddened with embarrassment as I quickly slid the paper into my folder. I could get away with studying the night before for science and math, but the planning needed for essays escaped me. I was reminded of the frustration and disappointment I felt when surrounded by half-finished valentines. I hadn’t really learned my lesson yet. I committed myself to do

They want to add 90 min to school every day.They will hate that and it will be a long day and I get home late and not do my home work then I would go to sleep late because they added 90 min. All the class will be longer it would be long day for me we will stay later and now it gets dark outside and I will have no time to play outside then I just go inside and sit and play my game. We get out at 2:50 then if they add 90 min we will get out at

As a mathematics major, the concept that most people overlook is that I did not choose to study mathematics because I do well at it; I chose to study mathematics because it makes me smarter. In fact, all throughout junior high and high school I was in remedial mathematics classes and worse, I did not even place into a freshman year mathematics class in high school. I had to re-take 8th grade mathematics. However, something about mathematics excited me. Maybe it was the fact that mathematics never came easy to me and I wanted to prove to myself that not only could I pass mathematics classes, I could actually understand and excel at them. For me, mathematics is not about the arbitrary numbers, trivial solutions, meaningless formulas, or repetitive computation: it is about the progress of knowledge and human understanding.

In junior High School, things started to turn around for me. Although I was still placed in lower level classes, I developed a love for learning. In the years to come from Junior High to High School, I had a strong urge to make up for lost time. One class I started to excel in was the one I used to have the most trouble with, Mathematics. It seemed as though the once boring and complex equations now seemed meaningful and simple. As I progressed into 8th grade, I was able to advance to normal classes. I felt that the hard work I put in was finally paying of. At this point, I felt that I could handle a higher level. At the end of 8th grade, I took the necessary procedures and tests to try and get into honor - level courses in 9th grade. After taking a summer course of Algebra 1 and several tests I was able to succeed and take the classes. The experience was great. I felt that I was finally going the right direction