issue求拍

roofding

45. Competition for high grades seriously limits the quality of learning at all levels of education.

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.


In recent years, more and more people begin to decry the contemporary educational system, of which using grades to measure a student’s performance has been labeled as “rigid education”. However, when we despise this policy, we should also acknowledge its benefits that cannot be replaced temporarily when the current societal situation is taken into consideration.

Admittedly, pursuing the high grades hastily does limit our scopes of study and lower the quality of instruction. Firstly, this trend may cause students just to learn what will be examined. If teachers outline the key points and emphasize on certain chapters, students will just review these parts according to the synopsis. Apparently, under such situation, students cannot establish a sound system. Secondly, on the school’s level, if schools put much focus on the students’ grades because this is closely linked to rate of further study, and thus to the repute of the school, they may do anything to raise the rate, regardless of how students feel. Consequently, when they obligatorily push students “forward”, they have ignored the fundamental purpose of education, that is cultivates students in terms of character, thought, and mode. Thus, high grades will result in both students and schools to give up the “true education”, but pursue for some short-term interests.

Nevertheless, when putting this policy in a broader environment, we can find it still has its reason. To begin with, grade may be the most important and objective measure to judge a student’s quality and competence .This can be fully reflected by the application for universities. When screening the candidates, although sometimes some extra-curriculum and activities like take part in some volunteer movement and NGO can polish personal statement, the grades are still put the most weight because universities is still the place where students’ prior task is to study. Grades thus can reveal its capacity and potential in this field. When it comes to master or philosophy application, this is more typical.

Besides, modest competition, as the form of comparing each other’s grade, can stimulate students to study harder, and form a benign atmosphere. This is common to see in some better schools and universities, where students are eager to accept new knowledge, and savor the learning process, and it is just mores elevating the schools’ status. What’s more, it as been known for all that spirit rewards can have a greater impact on people’s psychology, and incentivize them step further. Grade, to some extent, is just a symbol of acknowledgement for students’ efforts. Encouraged by such result also promote students’ enthusiasm for study.

In sum, competition for high grades is a sword, and we cannot negate it fully from an insular view. What we need to do is to moderate the bad effect and utilize the positive sides. In my eyes, as long as students and schools does not pursue the grades blindly, reasonably arrange the courses, and stress on the all-round cultivation, this trend is conducive for students, schools as well.

普渡哥

根据题目，主要要验证Competition for high grades seriously和the quality of learning的关联，但我觉得作者没有在这两点上进行重点论述。