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| November 20, 2015

Week 3 APA Module Assignment

For this assignment, you will review materials in LINK BELOW to help gain a better understanding of APA citations.

  1. Clickhttps://hub2.devry.edu/files/flash/videos/Writing/APA/APA_Transcript.pdf
  2. Review the transcript on APA and answer the questions below

After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:

  1. Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (1 Paragraph)
  2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (1 Paragraph)

Ulziisaikhan Tumendelger

Eng 135

Date 11/4/2015

Prof. Jenna Hart

 

Summary prewriting

Theme: Education

Topic: The Problem with Standardized Tests

Title: Grades Do More Harm than Good: This article explores the depths of standardized tests in terms of conventional grading system and its effect on the students. Considering the title of his article, Author is likely to discredit the grading system.

Intended audience: The article is intended for parents interested in understanding the scope of standardized testing, including learners, educators, students and members of the public that may be investigating claims or clarifying points related to the argument.

Writer’s background: Chris is a high school English teacher and an instructional coach.

Writer’s angle: Concerns about standardized tests, which cumulates to grading system, are vital in determining the productivity of the educational content offered to students. Education systems offer knowledge and discipline to students in efforts to shape them into capable leaders in their respective career fields. Chris determines that the grading system makes teachers and students more focused on achieving higher grades than on acquisition of relevant information and skills that make one an excellent active member in the chosen career path.

 

Part 1: The one-sentence summary

Chris argues that the grading system is detrimental to the student’s capacity in achieving full intellectual and professional potential because; school’s grading system are established by scared teachers who inflate them; students are demotivated by the grading system; and that grades do not accurately communicate the student’s actual potential.

 

Part 2: one-sentence summary

Chris argues that the United States’ grading system does not satisfy the ideal notion of preparing students to become great artisans in their chosen career path. Apparently, mainstream education aims at ensuring that students learn the appropriate skills and discipline that are needed in the bid to serve the community and the chosen field of expertise accordingly. Chris explains that the grading system that evaluates a student’s potential abilities is highly corrupted and as such, does not educate the students in obtaining the character and intellect that is needed for professional excellence. He offers several reasons on the matter. He first explains that the grading system undermines the attitude needed by students to develop intellectual curiosity. He finally concludes by explaining that the grading system does not accurately measure or establish the actual intellectual potential of the students.

 

Part 3: The multiple-paragraph summary

The importance of education system is undermined by the fact that parties involved in ensuring conventional learning systems for professional excellence have lost track of what is relevant and necessary in meeting the primary goal. The conventional education system is vital in culturing students to become important persons in the society (Chris, 2013). They need to acquire knowledge that propels them in their various chosen career paths. However, the education systems put in place fails to recognize the fact that the conventional standardized grading system does not acknowledge individual potential with regard to professional and academic excellence. The author argues that fear by teachers is one of the contributing factors that undermine the grading system that is supposed to illustrate an individual’s excellence or potential. He explains that teachers accord high grades in efforts to avoid parents’ criticism.

The author further explains that the grading system undermine the student’s motivation in undertaking challenging roles that supposed to improve their skills and knowledge concerning the relevant academic and professional issues. When the standardized grading system is instituted, students emphasize more on techniques of passing the test than acquiring the desirable knowledge. In the article, Chris explains that students are more likely to choose tasks that are less challenging over the challenging tasks because they are more focused on performance that acquisition of knowledge and skills. He further elaborates that such behavior fails to communicate the learner’s actual potential or capacity. If the student chooses easy tasks over challenging tasks, he or she will not have an opportunity to explore the more sophisticated angles of the chosen field. Similarly, if they focus more on the technique of earning higher grade points than acquiring the desired knowledge, they ultimately become experts in test taking and poor in knowledge acquisition.

 

Part 4: My reaction

Standardizes testing and letter grades are not an “accurate” practice to evaluate a students’ intelligence. Chris arguments appears solid and thought provoking. I find his arguments very interesting and agree to an extent, because not all of us have same learning styles. However, from an employer’s perspective, students consistently achieved high scores and letter grade in their academic career could translate that they can follow instruction and complete assignments on time. A student with low grade point average (GPA) may indicate poor worth ethics such as lack of will power, concentration and time management.

 

References

Chris, C. (2013, January 1). Grades Do More Harm Than Good. Retrieved from Huffington Post Web site: http://www.huffingtonpost.com/chris-crouch/grades-do-more-harm-than-_b_4190907.html

Chris, C. (n.d.). Retrieved November 11, 2015, from http://www.huffingtonpost.com/chris-crouch/

 

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