Dialectics: letter/point grade-based education and non letter/point-grade-based education

Letter/point grade-based education: Letter grades and points help students keep track of their success in class because each assignment or test has points. However well the student does on each assignment is reflected in their final grade.

Non letter/point-grade-based education: But what determines how many points an assignment gets? Or how points are awarded?

L: the more important assignments are worth more points. They can also be weighted (let's say that tests make up 40% of a grade, homework 10%, quizzes 20% and other 30%). Points are awarded on how accurate and/or detailed the product is (rubrics are used a lot of the time). It is very fair and a set system. Students know what to expect and how doing well in every area of class pays off in the end for that higher letter grade.

N: If weighted, tests are always more important than homework. I can see how that's good because tests are cumulative information applied to questions, but homework is just as important. Every part of the education is necessary to understand and be able to apply the material. Weighting and giving a wide variation of point values could lead some students to think they only have to focus on the assignments that are worth more

L: All of the assignments lead up to each other, though. I see where weighting could become a problem, but points are points. If a student got 5/15 points for homework, they would know they have to study that certain material more. Seeing their level of understanding the material reflected in how many problems or questions they missed gives targeted areas for improvement.

N: What if a student gets so caught up into how many points they are getting that they put learning on hold? They might rush to finish an assignment for the full points (if late, points would be taken off) and not really understand it. If they took their time to go through the assignment slowly and ask questions about it, then they would learn and understand the material better. When points aren't an issue, learning at students' own paces is a result.

L: There does need to be some structure; what if a student thinks that they don't have to complete an assignment at all because it "doesn't matter". If not everything is counted, then the final outcome (grade or pass or whatnot) a student could not do any assignment (or at least think they don't have to) and still pass etc. the class. I am a bit confused as to how success is measured in your system.

N: The whole point of this system is to learn without the stress or constraints of points or grades. Students would come into the class or course with the desire to learn. If the motivation is there, students will try and absorb and "get" the material in ways set up by the teacher (exercises, projects, etc. ) that are there to expand the course material or apply it to the outside world. If a student chooses not to try, then that's their loss. They shouldn't have come into class in the first place to be reluctant. Having an open mind and want to learn is key in this system.

L: Having the drive and desire to learn is important in this system too; if students have the drive to be successful in the course, then they will strive for the highest grade. They will put in effort into their assignments etc. They wouldn't be able to complete them without learning. The more structure in the points gives those students who try a positive outcome from their effort. Why reward students who do not work or even try? The points show who's actually trying to learn the material.

N: Okay, I see the aspects of your system and how our systems aren't all that different from each other. The goal in both is for learning and education. Yours would work better for students who prefer or need more structure, and mine would work better for those who want a more flexible and self-paced education.

Metacognition: Kite Runner Essay

While writing my Kite Runner Essay, I found it incredibly hard to just start writing. Even though I had the thesis, evidences, and what the topics of each paragraph were going to be; it took me a while to fit it together in the introductory paragraph. Introductions are crucial when writing essays because they set the tone and interest for the whole paper. I knew I had to make the introduction based on blood (part of the topic of my essay), so I thought of some specifics and general ideas about blood. I then compiled a list of specific imagery and ideas of blood that also related to topics covered in the rest of the essay. From there, I could finally connect to the thesis and forecast the body paragraphs.

With the body paragraphs, my mind followed a pretty set format. First the topic sentence, a little expansion on the topic, evidence, explaining the evidence,  and ending with a sentence that links to the next paragraph.

With the conclusion, I tried to take one important idea from each body paragraph and tie them together with my thesis. While doing this, I also had to incorporate a new thought-provoking idea. That idea was like the bow to my conclusion. It stuck out, but was still connected. 

I would have liked my body paragraphs to be a little bit more unique from the others, but with this essay format, I could not figure out how to do that and still meet requirements. I could have added something extra to each that was different in each one (such as an additional quote for one and two different viewpoints for another). Next time I write a paper, I would like to try writing the body paragraphs first and then the introduction. Once I actually know what my body paragraphs say, I don't have to keep modifying the introduction to fit with the body paragraphs. I felt more constricted with what to write in my body paragraphs to make them fit my introduction. 

I like how my thinking while writing my essay was linear in terms of the beginning, body, and end; but I think my essay would have turned out better if I started from the middle and worked backwards. Thinking from specific to broad, much like my introduction, would have kept my thoughts on track and organized, but also more free to flow outwards into insightful big-pictures.