Question.3621 - A descriptive outline of the text "From Degrading to De-Grading" (or an optional reading from week 4 or 5). You might use this google doc templateLinks to an external site. to help you chunk it up. A 150-200 word summary of the text "From Degrading to De-Grading" (use the same text as you choose for the descriptive outline
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Logan Vanderhoof Shawn Frederking 1A English Optional Revision Writing Assignment 2 Paragraph What the Text Says What the text does Paragraph 1 In this section, Kohn tries to debate the reason that teachers test it as a way of motivating students but it is not good in the actual sense (1). The main aim of the paragraph here is to understand how traditional grading systems hurt a student's learning. Paragraphs 2-3 What Kohn tries to do here is to dissect how grades reduce a student's attention to learning and their likeness to challenges (2-3). Kohn here uses previous research studies to annotate the fact that grades have a severe consequence on a students intellectual development. Paragraphs 4-7 Kohn goes further to address the problems with grading by saying that it disrupts the normal curriculum and fosters cheating (4-7). Kohn here attacks the structure of grading systems by saying that a modification is needed since it affects the relationship between peers, teachers, and students themselves. Paragraphs 10- 11 Kohn finally establishes that grades should be done away with and that assessments such as narrative feedback and self-assessments should be administered. (10-11). What Kohn tries to do in the ending paragraph is go from arguing to suggesting solutions for a different grading system, where the structure is based more on narrative feedback rather than a number grade. Summary In Alfie Kohns essay, From Degrading to De-grading, with an eye for scrutiny, he tries to understand the concept of traditional grading systems and how they affect students and he takes the stance that these traditional grading systems do indeed diminish the students inkling for learning and reduces their intellectual growth (Kohn, 1). Kohn also describes in detail that students are encouraged to divert their attention to outside rewards like high marks rather than the understanding behind it dampening their intellectual growth. He also strikes another argument that the continuous use of these grading systems has a negative impact and he did so by drawing from previous studies which have indicated three main effects of it which are decreased learning drive, the drive to take on tougher tasks, and the ability for students to think effectively (2-3). Kohn debates that grades, not only distort the image of creativity but cause students to develop a taste for taking education for granted and performing because of who has the best brains rather than supporting their intellectual growth. To go into more detail, Kohn underscores that grades develop a space for competition where the student is more motivated to compare who is smarter which is futile in terms of the relationship among peers and also the bond between students and teachers (6-7). More so grades allow for cheating as the student has an inclination and is against the clock to achieve an A grade regardless of any consequences. To look at this issue, Kohn recommends doing away with the old grading systems and reforming them into newer forms, like self-assessments and continuous feedback for more impactful learning and growth (10). Ultimately, Kohn speaks for a change in education that allows for learning and overall growth over who is smarter. Works Cited Kohn, Alfie. "From Degrading to De-Grading." High School Magazine, vol. 6, no. 5, 1999, pp. 1-11.More Articles From English
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