Question: Students who are given grades work harder than those who are not. Do you agree or disagree? Use specific reasons and examples to support your opinion.
Essay:
Grades are often considered as the ultimate measure of a student’s academic performance. The system of grading has been a traditional and widely accepted practice in most educational institutions across the world. However, there is an ongoing debate over whether students who are given grades work harder than those who are not. In this essay, I will argue that grades do indeed motivate students to work harder and strive for better academic performance.
To begin with, grades provide students with a clear understanding of their academic progress. By receiving a grade for a particular subject, students can assess their strengths and weaknesses, and can plan their future academic goals accordingly. This helps them to develop a sense of achievement and recognition for their efforts, which in turn encourages them to work harder.
Furthermore, grades provide a competitive environment for students. When grades are awarded for academic performance, students are not only competing with themselves but also with their peers. This competition motivates them to work harder and perform better than their classmates. As a result, they are more likely to study and prepare for exams, participate in class discussions, and complete assignments on time. In this way, grades serve as a catalyst for students to work harder and excel in their academic performance.
Moreover, grades play a significant role in shaping the future of a student. The grades obtained in high school are often used as a parameter for admission to universities and colleges. Thus, grades can have a direct impact on the career prospects of a student. Students who are aware of this fact are likely to work harder and aim for higher grades, which can help them secure admission to better colleges and universities.
Additionally, the fear of failure can be a strong motivator for students. When students are not given grades, they are not aware of their academic performance, and therefore they may not be as motivated to work hard. On the other hand, when students are aware of their grades, they are motivated to avoid failure and perform better. This fear of failure can be a powerful motivator, as students tend to put in more effort to improve their performance and achieve better grades.
However, it is important to note that the effectiveness of grades as a motivator for students can vary depending on the individual student. Some students may not be as motivated by grades and may not work as hard as others. This can be due to various reasons, such as lack of interest in the subject, lack of understanding of the material, or personal issues.
Moreover, grades can also have negative effects on students’ mental health. Students who are constantly striving for higher grades may experience stress and anxiety, which can have a negative impact on their mental health. This can lead to burnout and a decrease in academic performance.
In conclusion, I believe that students who are given grades are more likely to work harder than those who are not. Grades provide students with a sense of achievement, a competitive environment, and an understanding of their academic progress. They also serve as a motivator for students to aim for higher academic performance and better career prospects. However, it is important to ensure that the grading system is not the sole motivator for students, and that it does not have a negative impact on their mental health. Ultimately, the goal of education should be to encourage students to develop a love for learning and to achieve their full potential, and the grading system should be used as a tool to facilitate this process.
Word List:
- Ambivalent – having mixed feelings or contradictory ideas about something or someone. Example: She was ambivalent about whether to take the job or not.
- Anomaly – something that deviates from what is standard, normal, or expected. Example: The sudden surge in sales was an anomaly in an otherwise slow month.
- Credible – able to be believed or convincing. Example: The scientist’s research was credible and widely accepted by her peers.
- Disseminate – to spread or disperse information or knowledge widely. Example: The organization was committed to disseminating important health information to communities around the world.
- Euphemism – a mild or indirect word or expression used in place of one considered to be too harsh or blunt. Example: Instead of saying someone died, a common euphemism is to say that they passed away.
- Hierarchy – a system or organization in which people or groups are ranked according to status or authority. Example: The military has a clear hierarchy, with higher-ranking officers giving orders to those below them.
- Inherent – existing in something as a permanent, essential, or characteristic attribute. Example: The inherent danger of skydiving is the reason why many people choose not to try it.
- Juxtaposition – the fact of two things being seen or placed close together with contrasting effect. Example: The artist’s painting used the juxtaposition of bright colors and dark shadows to create a striking image.
- Nostalgia – a sentimental longing or wistful affection for a period in the past. Example: Looking through her old photo albums filled her with nostalgia for her childhood.
- Perpetuate – to make something continue indefinitely or to cause to be remembered. Example: Some people believe that certain cultural stereotypes perpetuate harmful and unfair ideas.
Useful writing sentence structures:
- “In conclusion, there are valid arguments both for and against the idea that students who are given grades work harder than those who are not.”
- “One argument in favor of this idea is that grades provide students with clear feedback on their performance, which can motivate them to work harder.”
- “On the other hand, it could be argued that grades are not the only way to motivate students, and that some students may be discouraged by poor grades and give up altogether.”
- “Ultimately, whether grades are an effective motivator depends on the individual student and their own experiences and goals.”
- “For example, some students may thrive on competition and the challenge of earning top grades, while others may be more motivated by a love of learning or a desire to improve their skills.”
- “In addition, other factors such as teacher support, access to resources, and personal circumstances can all play a role in how motivated a student is to work hard.”
- “Therefore, while grades can be a useful tool for motivating some students, they should not be relied upon as the sole means of encouraging academic effort.”
