+1 862 207 3288 The Bad Grade – Availability Ends
Problem Statement
You have received a final average of 68.6%, a D, in this class, ENGL 1010. Because you are only 1.4 percentage points away from a C, you are both disappointed and
angry at the teacher about the grade. You must have a “C” or better so that the course will transfer to the four-year college you plan to attend. The grades that
carried the most weight in the class were the major required essays, and you are convinced that the teacher did not agree with opinions you expressed in one of those
essays and showed her disagreement by giving you a 50/100 percent on that essay. You made one D (65%), two C’s (75% and 72%) and one B (82%) on the other major essays.
However, you decided not to take advantage of the option to revise one of your essays for a better grade simply because you were too busy in your other classes to do
the revision and, though you had not actually calculated your grade, thought that you would certainly at least a C in the class. Furthermore, you earned mainly B’s on
all of the quizzes and other work you did in the class.
You missed three classes during the term. You missed one of those classes in order to study for a test in another class. You were absent for the second time to
go to traffic court. You were absent the third time because you had stayed up until well past midnight doing homework for an anatomy and physiology class, and you were
just too tired to attend this English class and, therefore, left campus after the A&P class ended at 12:45. On two of the days you were absent, some daily in-class
work was completed, taken up, and graded. This work was completed in small groups of three or four of your classmates working together to produce the final graded
product. Because you were absent, you missed these two 20-point assignments.
Finally, even though you work 30 hours a week, are taking 16 hours of classes, and have numerous obligations to family and friends, you have put a great deal of
effort into doing the best you can under your personal circumstances. You have also talked to two or three other students who feel the teacher (Ms. Brady) did not
always grade fairly or make reasonable allowances for missed in-class group work.
DEFINE: In Discussion Forum Problem Solving Activity 3, , post a fully developed definition of the problem. Comment on distinctions other students make that you
did not (at least one comment)..
DESIGN; In a separate Discussion topic, write at least a paragraph about the resources available to students on campus who want to challenge a final grade. In
your paragraph, consider which of these resources will work the best for you.
DO: Using the resources you and other students have brought up in the DESIGN Discussion, write a letter. Choose from the following two audiences:
a) an authority or official on the VSCC campus
b) a fellow student who will be taking ENGL 1010 in the fall to help him/her avoid a similar situation
Make sure the letter is addressed properly so I will know which of the two audiences you have chosen.
EVALUATE: Post your letter, along with a review of steps you took in the problem-solving process just completed, in the Dropbox in Unit 3.
2- Homework 2#But What Do You Mean? – Locked#
Read Tannen’s essay carefully and respond to the following questions. To get full credit for this discussion topic, you will need to write at least two postings:
an original posting and a response to at least one other student’s posting.
In the introduction, Tannen writes that “Conversation is a ritual.” What does she mean by that? Think of your own conversations, how much of them are ritual,
according to Tannen’s definition of the term?
In paragraph 1, Tannen writes, “Many of the conversational rituals common among women are designed to take the other person’s feeling into account, while many of
the conversational rituals common among men are designed to maintain the one-up position, or at least avoid appearing one-down.” To what extent do you agree or
disagree with this statement? Can you give examples supporting it? Refuting it?
Tannen writes about seven different types of conversations (apologies, criticism, thank-yous, fighting, praise, complaints, and jokes). Pick one or two of those
categories to discuss her point and her examples. Do you think her argument is valid? Why or why not?
3-Homework 3#Grade Problem Solving Activity #
Assume this is a regular class taught in a classroom on MWF at 11: 15 a.m. You have received a final average of 68.6%, a D, in this class, ENGL 1010. Because you
are only 1.4 percentage points away from a C, you are both disappointed and angry at the teacher about the grade. You must have a “C” or better so that the course
will transfer to the four-year college you plan to attend. The grades that carried the most weight in the class were the major required essays, and you are convinced
that the teacher did not agree with opinions you expressed in one of those essays and showed her disagreement by giving you a 50/100 percent on that essay. You made
one D (65%), two C’s (75% and 72%) and one B (82%) on the other major essays. However, you decided not to take advantage of the option to revise one of your essays for
a better grade simply because you were too busy in your other classes to do the revision and, though you had not actually calculated your grade, thought that you would
certainly make at least a C in the class. Furthermore, you earned mainly B’s on all of the quizzes and other work you did in the class.
You missed three classes during the term. You missed one of those classes in order to study for a test in another class. You were absent for the second time to
go to traffic court. You were absent the third time because you had stayed up until well past midnight doing homework for an anatomy and physiology class, and you were
just too tired to attend this English class and, therefore, left campus after the A&P class ended. On two of the days you were absent, some daily in-class work was
completed, taken up, and graded. This work was completed in small groups of three or four of your classmates working together to produce the final graded product.
Because you were absent, you missed these two 20-point assignments.
Finally, even though you work 30 hours a week, are taking 16 hours of classes, and have numerous obligations to family and friends, you have put a great deal of
effort into doing the best you can under your personal circumstances. You have also talked to two or three other students who feel the teacher did not always grade
fairly or make reasonable allowances for missed in-class group work.
DEFINE: In Discussion Forum Problem Solving Activity 3, post a fully developed definition of the problem of your problem. Comment on distinctions other students
make that you did not (at least one comment).
DESIGN: In addition, include in your post at least one paragraph about the resources available to students on campus who want to challenge a final grade. In your
paragraph, consider which of these resources will work the best for you.
DO: Using the resources you and other students have brought up in the DESIGN Discussion, write a letter. Choose from the following two audiences:
the appropriate person on the VSCC campus who might help you challenge a grade in ENGL 1010. (Part of the problem is figuring out who that person is.)
a fellow student who will be taking ENGL 1010 next term to help him/her avoid a similar situation
Make sure the letter is addressed properly so I will know which of the two audiences you have chosen.
EVALUATE: Upload your letter to the dropbox . In addition, upload a paragraph or two in which you explain how you came to the conclusions you did. That is, why did
you decide to seek a grade change, how did you decide where to start in that process, and so forth. Be sure to mention any strategies that you considered and
discarded. OR explain why you chose to write a letter to a future student, why you made the recommendations to him/her that you did, and why you did not make and
recommendations which you considered, but discarded.
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