Claims of fact, value and policy: Write a claim for each category (fact, value, policy) in support of grade inflation. Before reading the selections (FIAW, p. 112) 1. Define grade inflation. Grade inflation: A curve on a grade to increase it. 2. How is grade inflation a problem? What evidence would you provide in support of this assertion? Can you think of personal anecdotes case studies(stories), potential outcomes? I think this could be an issue of fairness. Although everyone in a single class could get a grade inflation, people around the US taking that class may have lower results in the class. For instance, there were 2 different English classes in my high school with 2 different teachers, but the same content in each. One teacher gave a curve on an essay, and one didn’t. 3. Who are the stakeholders in grade inflation? Why should students and faculty be concerned, and in which way are their concerns different? There is no way to see the students “real” grade, and it becomes confusing when you do not know who is struggling in the class vs actually doing well. This becomes troubling for when students are applying to college, and they get hit with reality that not a lot of professors will curve their grade. 4. What is a reasonable solution to grade inflation? List a few ideas. - Everyone uses it, or no one uses it - Include both grades (the original grade vs the inflated grade on transcripts) Read, “Grade Inflation Gone Wild,” Rojstaczer, FIAW 108-110 Post Reading: Rhetorical Analysis (FIAW, p. 63) 1. What is the situation motivating the writer? 2. Define your audience, then consider audience identity, perspectives, and expectations. 3. Evaluate the writer’s purpose. Are they achieving their intended purpose in their argument? Have you been convinced of something new and/or does this essay make you think about the topic in a new way?
