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Students Name

Professors Name

Course

Date

To flunk or not?

This essay explores the similarities in Mary Sherrys article In praise of the F word and Kurt

Wiesenfeld Making the Grade. Both authors tell of their frustrations of students failing to put

effort to achieve the grade they deserve and teachers laxity in teachers awarding undeserving

grades to students. Wiesenfeld exclaims that students fail to put in effort in their assignments and

classwork while expecting better grades for the sake of their sanity. Sherry agrees to state that it

is difficult for the young to lack understanding of the role of effort in achieving better grades.

Additionally, both writers express their frustrations through examples of their past experiences

with students and teachers. Sherry, for example, acknowledges the role of fear of failure in

motivating students to work hard. Wiesenfeld, on the other hand, recognizes that students grades

should reflect the input they make. Evidently, both authors agree that it is the role of teachers and

students to revive the meaning of grades to eliminate illiterate graduates in the job market.

Sherry explains that teachers have an active role in determining students grades, she

clarifies that her experience while teaching the adult illiteracy class elicits discoveries. She

believes that teachers must rediscover ways to catch their students attention. Attention drawing

activities such as asking students to tell their unpleasant experiences is an icebreaker especially

to students lacking concentration. She states each time I walk into the classroom, before a

teacher can expect students to concentrate, he has to get their attention, no matter what
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distractions may be at hand. She believes that the style of teaching holds the success or failure

card of a student (4).

In Wiesenfelds article Making the Grade, he asserts that the superior grade awarded to

students is not a reflection of personal effort. Most students fail to give the concrete reason for

seeking better grades than they deserve, to most better grades is a means to an end, a trade for

something better. He recalls incidences when students approach him to amend their grade, some

giving reasons such as fear of flunking out, their life will come to an end, and fear of losing

their scholarship. Wiesenfeld blames the students for their poor grades, further, insisting that

students should take themselves seriously if they intend to pass his class (6).

Equally, the authors utilize rhetorical appeals to interact efficiently with the reader.

Sherry in her article uses her position as a tutor to push for the need of efforts in studies. She

explains the regret by her young adult students of moving from one level of studies to another

without actual qualification (7). Wiesenfeld gives examples in the employment realm where

grades matter, he states if students fail to attain the grade they deserve, his engineering major

students, will likely give lousy advice in infrastructure construction (10).

Both authors make valid arguments on the need for teachers and students to do more to

help the students attain the grade they deserve. In her case, Sherry insists on the importance of

adopting an efficient teaching style that fosters the needs of the students. Thus, the teaching style

should accommodate the learner needs, such as concentration to increase the chances for better

grades. Besides, the technique should provide room for the learner to make an effort to attain the

grades they deserve. Wiesenfeld, appreciate efforts of learners insisting that they hold the fate of

their final mark, learners who ordinarily fail to make an effort do not earn better grades. Both

arguments are valid.

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Works Cited

Sherry, Mary. In praise of the F Word. News Week Magazine 5 May. 1991. Print.

Wiesenfeld, Kurt. Making the Grade. News Week Magazine 17 June. 1996. Print.