Question.3405 - use the information in Ch 2 of Let's Get Writing to analyze ethos, pathos, logos, or kairos in Alfie Kohn's text "From Degrading to De-Grading."
Answer Below:
In “From Degrading to De-Grading, Alfie Kohn employs logos to debate that grades do more harm than good in education. His use of logical reasoning helps push readers that the orthodox grading system negates both student learning and motivation. One example of logos in the text is when Kohn discusses research showing that grades drop the quality of students’ cognitive appeal. He refers to the study where students who were told that they would be graded on a social studies lesson had more trouble understating the main points compared to those who were not graded. Kohn argues, “Students trying to get good grades become less likely to engage deeply with the material and more likely to focus on memorizing isolated facts” (2). This data analysis supports his claim that grades can distort meaningful learning, demonstrating the logical appeal of his argument. By using a specific study, Kohn establishes his argument in observable evidence, displaying that the negative effects of grading on comprehension are not just put in theory but also seen in practice. Another example of logos in Kohn’s essay involves the negative impact of grades on students’ innate drive. He supports this argument by citing psychological studies that found students are less likely to explore a subject for its own sake when they are motivated by outside rewards like grades. Kohn asserts that “when students are graded, their motivation to learn for the sake of learning reduces, as they become more concerned with getting the highest-grade possible” (3). By including this evidence, Kohn strengthens his argument that the emphasis on grades shifts students’ focus away from genuine intellectual curiosity towards a constructed concern with achievement. The logic here is clear: if students are mainly concerned with acquiring grades, their attention will naturally be directed away from learning for the sake of understanding, resulting in a weaker educational experience overall. Kohn’s use of psychological evidence underscores the importance of intrinsic motivation in developing learning, reinstating his logical appeal. Finally, Kohn uses the concept of logic when discussing the fluctuation and subjectivity of grading practices. He points out that different teachers often understand grading scales in different ways which is huge, creating a system that has a shortage of fairness and reliability. Kohn notes, “ A ‘B’ in one teacher’s class might be an ‘A’ in another’s, meaning that grades are not an objective reflection of a student’s abilities or understanding “ (4). This disruption weakens the value of grades as a precise measure of student performance, further supporting Kohn’s critique of the grading system. By underscoring the attributes of grading, Kohn logically calls into question the validity of grades as a stable measure of student ability. This inconsistency negates the central argument that grades reflect objective academic achievement. In addition to these points, Kohn also applies logos when addressing the broader societal implications of the grading system. He argues that the fixation on grades develops a competitive environment in schools, putting students against each other rather than encouraging collaboration and shared learning. Kohn states that “competition for grades creates a culture of winners and losers, leading students to see their peers as enemies rather than supporters” (5). This argument is logical because it links the practice of grading with broader social dynamics, painting a picture of emphasis on grades fosters unhealthy competition and diverts from cooperative spirit which is essential for deep learning The logic behind this analysis is engaging, as it shows that the effects of grades go beyond individual academic performance, shaping the overall learning culture in schools. Throughout the text, Kohn uses these examples of logos to build a logical, evidence-based argument against the use of traditional grades. His reliance on studies, psychological theories, and an examination of grading’s social consequences shows the negative impact of grades on both student learning and motivation. Kohn’s use of logos effectively appeals to the reader’s sense of reason, encouraging them to reconsider the validity of the grading system in education. Reference Kohn, Alfie. "From Degrading to De-Grading." *AlfieKohn.org*, 2011, www.alfiekohn.org/article/degrading-de-grading/.More Articles From English
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