Team work October 27, 2006
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4) the writer said: What sence does it make for us to speak of “giving” a grade to a student? or for his “earning” and ”deserving” that grade?
I really think his idea is not convincing at all, because if a student had a grade without earning it (as the writer assumes), then how should we expect people to work hard? Or how can we evaluate the students fairly?I also think it’s not logical to comare students’ mark to the hight of the desk or the weight of a chair, because these are physical facts that cannot be changed. On the other hand, a student with limited abilities can work hard and earn a good score.
P.S. From Asel. Dear all. am sorry, I’ve lost my textbook, so I can not fulfil the task and post all answers rather than my own opinion. May be someone else can provide our answers instead of me.
Erik, as soon as I’ll get my book back (hopefully) I will post my response. Thank you.
I think that this task were in the other point of view than the one our group read. For me I’m in the middle, giving students some grades that he doesn’t deserve can be unfairfor others who get the grade from their own effort. Actually I had this problem once, I worked really hard in a difficult subject and I had the best grade in my class ( 12/15 ) but when the teacher saw that all of the students have low grades, he decided to give each students 7 extra marks. So, many students with me got the full mark in the test!
In the other hand, students need to be encoureged some times. Because if you always give a studen bad grades he may never care about getting good grades because it will be imposible for him, Which is the bad thing that teachers may keep in mind to avoid these kinds of problems.
Aziz
Continue from Asel’s part
1. The writer’s name is Arthur E. Lean, male. He is an Educational philosopher. He is a professor at Southern Illinois Univ.
2. I like the paragraph that describes a situation of students’ submitting the same paper to different instructors (or the same instructor at different time). I think this is the best situation to describe that there‘s no exactly standard of grading system.
3. The evidence that is effectively clarifies complex points is the difficult to explain the difference between C+ and B-. The writer is trying to shows that no teacher can judge / explain the ability of students only by grade. There is a gap between each grade.
The convinced evidence is Mathematics. He tells that it is an exact subject which is just right or wrong. There is no confusion in giving a grade to students.
Anyway, I didn’t see any unconvinced evidence in this essay. I think all evidences are believable, just for me.
5. The primary audiences are teachers. This is because the purpose of this essay is to inform and persuade those who have to give grades to students. The writer wants us to know about the difficult to give students’ grades. This may include the person who isn’t a teacher but have to give scores to others. Also, the pronoun he used is our -1st paragraph, 2nd line-, so it might refer to the people who are the same carrier as him. The positive reaction is the attitude of the author to grading system. He wants to describe that grading is unfair in some situations, for example, the difference between students who get C+, and B-. The negative reaction is the failure in grading from the same person but in different time. This means there is no accuracy in grading system.
6. I’ve learnt that this is a good flowing essay. The introduction, body, and conclusion are easy to read. Each of the paragraphs contains enough information and evidences. I think it‘s quite clear, and I feel no question after finish reading it.
yok