Essay On Ap English Language And Composition Classes

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,

There was a time when America’s education system was top-notch according to the culture and society. With time, a myriad of things has changed, but unfortunately what has not evolved is the American education system. The country is still following a system which was not designed for the current global economic climate. Equality, as positive as it sounds is not as sufficient when it comes to education. The system treats students equally yet expect a similar culmination and outcome. Every child has his individuality and distinct abilities; one cannot judge a fish by its ability to climb a tree. Conversely, a few of the prominent reasons why the education system is failing are overcrowded schools, the rise of technology, and following the same old school hours.

Everyone on the planet has a goal set in life, but only a handful attempt to improve to obtain their goal by studying the subject their goal is in. In my English class, English 101 this quarter I was astonished by how much I had progressed as a writer sharpening my writing skills and also learned a lot about writing that I hadn’t learned before. In my writing portfolio for this quarter I had to write an autobiography essay, a research essay, and this reflection essay to develop my writing skills better. The writing assignments were fun to do because it challenged me to work on essays of different styles that were new to me. The essay assignments helped me grow as a better writer that gave me the self-confidence and skills to take on the world on my own.

Schools and college professors, who give you a good grade for excellent productivity on assignments, allow students to perform poorly, but still benefit relative to a person with an A. Two articles that observe grade inflation, find the rising problems of grade inflation, and finding solutions for grade inflation. Stuart Rojstaczer, an author from Grade Inflation Gone Wild, is a professor of geophysics at Duke university, and created gradeinflation.com in regards for his concern about grade inflation. On the other hand, Phil Primack is a journalist and teacher at Tufts University, and published in the “Boston Globe” Doesn’t Anybody Get a C Anymore? While college students, who work with little effort and still attain easy A’s by working poorly on assignments and exams, Primack and Rojstaczer, develop a firm connection towards grade inflation and the solution that can regain control over real education.

When it comes time for high school students to enroll in classes, many of them decide against taking an Advanced Placement class as a result of false assumptions. Why do false assumptions about AP courses exist when the concept was to help students further their education? While it is true that many students take advantage of these courses, the idea of taking an AP course originated as a beneficial route for students. Arguments that were previously stated in articles can easily be rebutted by analyzing the benefits of taking an Advanced Placement course. High school students may benefit by taking AP courses by developing college-level skills, saving money and time, and impressing college admission officers.

1. DBQ: Discuss the changing ideals of American womanhood between the American Revolution (1770s) and the outbreak of the Civil War. What factors fostered the emergence of "republican motherhood" and the "cult of domesticity?" Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class.

Numerous teens go off to college not knowing basic life skills that become increasingly helpful when you're off on your own. Figuring things out on your own isn’t always an awful thing, but if you had someone to teach you about life and how to manage your way through it, it would be so helpful. One not so great thing about figuring information out on your own is that you could end up making some costly mistakes. One of the best times to learn life skills such as managing money, cooking, raising a child, first aid, relationship and communication skills, and how to get a job is right before a teen goes off to college. There is a great deal of teens who go off to college and will be living on their own for the first time, if we taught life skill type classes in high school they would be more prepared to go off on their own.

Based on your existing knowledge of American Indian–colonial relations in North America, write an argument to use as the basis of your research.

Ms. Czapski’s 1st, 2nd, 5th, and 6th Hour Advanced Placement English Language and Composition Classes

Furthermore, the author points out that grades are not improving because students and education are improving but rather because parents and students are demanding grades to be adjusted according to what they think it is needed not what it is deserved. “Students and parents are demanding -- and getting -- what they think of as their money's worth” (Staples, 216). Students are not receiving the grade they truly deserve based on their work but what the parents and the students themselves

Kurt Wiesenfeld's article, "Making the Grade," presents the social issue of grades. The author explores the extent of this problem by examining the social environment in which these students were raised. Wiesenfeld also addresses the changing attitude towards what a grade represents and the true value of a grade. The author effectively uses several writing strategies to engage the reader, influence the audience and illustrate how much thought he has given this issue. The essay is organized by a logical progression from thesis to individual claims and the author provides real-world examples for the issues. With those real-world examples, Wiesenfeld explains how serious the problem can become and demonstrates why the issue should be addressed.

Alfie Kohn’s lengthy essay “The Dangerous Myth of Grade Inflation,” published on The Chronicle of Higher Education in 2002, is a response in a continued discourse regarding grade inflation. The author of 13 books, Kohn has become a controversial figure in the higher-education field by challenging many of the widely accepted educational theories (“A. Kohn”). In this essay, Kohn questions whether or not the problem of grade inflation—“an upward shift in students’ grade-point averages without a similar rise in achievement” (1)—actually exists. This essay is geared towards those in the higher-education field—professors, university administrators, and higher education policy-makers—who, although familiar with the topic, have not yet established a stance on the discourse regarding grade inflation. The writer is presenting himself as their peer, and his purpose will be to convince them on the absurdity of grades being inflated because “of an absence of legitimate data” (2). He will persuade them by systematically acknowledging each of the grade-inflation-exists arguments and then using logic to discredit them, citing credible sources, and tapping into the audience’s emotions and identity as educators by illustrating how the obsession with the “myth” of grade inflation has crowded out any real intellectual engagement. Therefore, with this essay, Kohn successfully convinces his audience that accusations of

    It's June, and another graduating class is hoping, among other things, to achieve high grades. Of course, "high" is a subjective target. Originally a "C" meant average; today however, the expectations and pressures to give and receive "A's" and "B's" takes its toll on teachers and students alike. This nullifies the value of the traditional grading scale and creates a host of entirely new problems. The widespread occurrence of grade inflation seriously affects the credibility of secondary and post-secondary education in America.

Anand Patwardhan’s translation of the text uses repetition for two purposes: first, to emphasize the differences between “you” and “we” and second, to make a strong connection between “you” and negative qualities and “we” and positive qualities. The author states “you” in lines 69, 70, 75, 79, 80 and “your” in line 77, to highlight the culpability of those identified with the pronoun--the elites--as well as to create a tense atmosphere. Because “you” is continually identified, the reader feels a strong condemnation of the upper classes, again underscoring the idea that the elites actually hold a lower moral position in society than the people of the actual lower classes. The uses of “you” and “your” are contrasted with those of “us” (lines 69 and 70) and “we” (lines 77, 78, 79, and 80). In addition, the speaker uses these inclusive pronouns in an effort to appeal his argument to as many people as possible. If the reader considers him/herself a part of this “we,” then the reader will feel a stronger emotional connection with the author’s arguments and thus be more persuaded by the argument.

I intend to take AP Literature and Composition to strengthen my reading and writing skills, which will better prepare me for future academic and career endeavors. Besides this, I’ve always loved storytelling. In a regular English course, I would only be exposed to paltry rations of literature. To avert boredom and intellectual stagnation, I must challenge myself.