In praise of the f word

Before you begin, you should view the Essay Rubric in the Course Resources section. The goal of this class is to teach college-level writing conventions, which may require some students to move beyond previously taught writing models, like the 5-paragraph essay format. There are many significant weaknesses to this model and it is not adequate at this level. Some aspects of this formula should be particularly noted. It is not desirable to have a thesis statement that presents the ideas of your body paragraphs. This "A + B + C" thesis always sounds forced and is overly simplistic. It also contributes to the next major issue, which is a lack of real transitions between body paragraphs. Your body paragraphs need to have clear relationships between them--in the 5-paragraph model, this is usually not the case, but instead the paragraphs read more like a list. You can often see this in the choice of transition words--"First, Second, and Finally". There is no relationship here but the order in which they come. The final major issue with the 5-paragraph model is the summary conclusion. The conclusion is a vital space that can engage the reader in new and unique ways. By simply summarizing points from your essay or restating the thesis, you will disengage the reader's attention and add nothing to your paper.

There is no one, single way to approach a paper, or one size or shape. Therefore we are not looking for a particular number of paragraphs (although to prepare you for the exit essay, you should have at least 5) or a particular word count. If you look at the rubric, you will see what we want. First, you should have a strong introduction, which introduces the topic and identifies the paper's direction. Next, there should be quality support, which offers specific details that are well organized and thoughtful. Finally, you will need a conclusion that challenges the reader and adds to the paper. This should be done with clear and concise writing. Think outside of formulas and focus on being as effective as you can be.

Please choose a prompt from the following sources. Take careful note of what the prompt is asking, and be sure that you are directly addressing the question at hand.

question that needs to be awnsered : Sherry suggests that students are passing high school without fulfilling the requirements. Do you agree or disagree? Why?

In Praise Of The F Word, by Mary Sherry

Tens of thousands of 18-year-olds will graduate this year and be handed

meaningless diplomas. These diplomas won't look any different from those

awarded their luckier classmates. Their validity will be questioned only when

their employers discover that these graduates are semiliterate.

Eventually a fortunate few will find their way into educational-repair shops--

adult-literacy programs, such as the one where I teach basic grammar and

writing. There, high-school graduates and high-school dropouts pursuing

graduate-equivalency certificates will learn the skills they should have learned

in school. They will also discover they have been cheated by our educational

system.

As I teach, I learn a lot about our schools. Early in each session I ask my

students to write about an unpleasant experience they had in school. No writers'

block here! "I wish someone would have had made me stop doing drugs and

made me study." "I liked to party and no one seemed to care." "I was a good kid

and didn't cause any trouble, so they just passed me along even though I didn't

read and couldn't write." And so on.

I am your basic do-gooder, and prior to teaching this class I blamed the poor

academic skills our kids have today on drugs, divorce and other impediments to

concentration necessary for doing well in school. But, as I rediscover each time

I walk into the classroom, before a teacher can expect students to concentrate,

he has to get their attention, no matter what distractions may be at hand. There

are many ways to do this, and they have much to do with teaching style.

However, if style alone won't do it, there is another way to show who holds the

winning hand in the classroom. That is to reveal the trump card of failure.

I will never forget a teacher who played that card to get the attention of one of

my children. Our youngest, a worldclass charmer, did little to develop his

intellectual talents but always got by. Until Mrs. Stifter.

Our son was a high-school senior when he had her for English. "He sits in the

back of the room talking to his friends," she told me. "Why don't you move him

to the front row?" I urged, believing the embarrassment would get him to settle

down. Mrs. Stifter looked at me steely-eyed over her glasses."I don't move

seniors," she said. "I flunk them." I was flustered. Our son's academic life

flashed before my eyes. No teacher had ever threatened him with that before. I

regained my composure and managed to say that I thought she was right. By the

time I got home I was feeling pretty good about this. It was a radical approach

for these times, but, well, why not? "She's going to flunk you," I told my son. I

did not discuss it any further. Suddenly English became a priority in his life. He

finished out the semester with an A.

I know one example doesn't make a case, but at night I see a parade of students

who are angry and resentful for having been passed along until they could no

longer even pretend to keep up. Of average intelligence or better, they

eventually quit school, concluding they were too dumb to finish. "I should have

been held back," is a comment I hear frequently. Even sadder are those students

who are high-school graduates who say to me after a few weeks of class, "I

don't know how I ever got a high-school diploma."

Passing students who have not mastered the work cheats them and the

employers who expect graduates to have basic skills. We excuse this dishonest

behavior by saying kids can't learn if they come from terrible environments. No

one seems to stop to think that--no matter what environments they come from--

most kids don't put school first on their list unless they perceive something is at

stake. They'd rather be sailing.

Many students I see at night could give expert testimony on unemployment,

chemical dependency, abusive relationships. In spite of these difficulties, they

have decided to make education a priority. They are motivated by the desire for

a better job or the need to hang on to the one they've got. They have a healthy

fear of failure.

People of all ages can rise above their problems, but they need to have a reason

to do so. Young people generally don't have the maturity to value education in

the same way my adult students value it. But fear of failure, whether economic

or academic, can motivate both. Flunking as a regular policy has just as much

merit today as it did two generations ago. We must review the threat of flunking

and see it as it really is--a positive teaching tool. It is an expression of

confidence by both teachers and parents that the students have the ability to

learn the material presented to them. However, making it work again would take

a dedicated, caring conspiracy between teachers and parents. It would mean

facing the tough reality that passing kids who haven't learned the material--

while it might save them grief for the short term--dooms them to longterm

illiteracy. It would mean that teachers would have to follow through on their

threats, and parents would have to stand behind them, knowing their children's

best interests are indeed at stake. This means no more doing Scott's assignments

for him because he might fail. No more passing Jodi because she's such a nice

kid.

This is a policy that worked in the past and can work today. A wise teacher,

with the support of his parents, gave our son the opportunity to succeed--or fail.

It's time we return this choice to all students.