Post by agathama116 on Dec 5, 2012 6:53:06 GMT -5
Agatha Magierski
English III Honors-Cheddar
December 1, 2012
American Voices Essay
Can You Break the Rules?
Education is one of the most important aspects of American society, but even being valued so highly, people have found ways to go around its intended purpose. Since many high school students feel pressure to go to a good college and to get a good education, the pressure has forced an almost aggressive attitude towards school; they are willing to do anything to get the grade. There is a general consensus among high school students that agrees on the importance of a high GPA and many extracurriculars to succeed.
Although extracurriculars are vital, they usually do not convey the genuine interests of students. In light of rising pressure, students lose a true sense of themselves by conforming to the mold of the “ideal student”. There are few who will stand by their own ideas and interests. Such students are often passionate about a select hobby, and that passion can show colleges that this particular student made a conscious effort towards achieving their goal. Such intensity felt about a certain interest of a student is what is thought to capture a school’s attention, rather than a myriad of essentially generic activities. But even colleges seem to speak the rhetoric of high school consensus by accepting many students who do many extracurriculars without a real passion, which leaves students wondering which choice is really the better one.
At school, students do not pick classes for content alone; the weight of the class may determine whether it is selected. But, some classes are better fit for students but do not carry honors or AP weight. Thus speaking the rhetoric of consensus of high school, students feel the need to assert themselves, resulting in taking the AP or subject test for that given subject to look more impressive. This behavior mirrors the idea of self-preservation, because students don’t want to get lost in the shuffle of competition. Instead a flawed system based on grades, more emphasis placed on learning would yield a higher understanding, which takes care of the letter grades. But, most students feel pressure that stems from the desire to succeed and have a bright future. Thus, high school students feed a frenzy of immorality through self-preservation. By pressuring themselves and others, students form a consensus based on high grades and even higher expectations.
Unfortunately, getting a good education and finding the right school for the individual may be upstaged by competition. “Playing the game” is a way that many students have grown accustomed to because it requires less effort. Writing what a teacher wants is less daunting than expressing personal opinion and arguing a point, since the latter requires work to support its claims and strays from the generic mold of high school. Furthermore, grades are less at risk if one plays along, and since grades are the sole reason for many to try, the game is tempting and luring more players constantly. Nowadays, majority of students play the game; no matter how much one resists, there is no real option but to play, because everyone else already is. The game stunts individual expression and preaches conformity among the student body.
To escape the conformity of high school is a treacherous, risky path to take. Most who do not play do not succeed, and may be looked down upon in school society. Like Proctor in The Crucible, those who counter the consensus have the most to lose. Since it is so difficult to succeed without playing the game, its daunting for many to contradict it, which is why the game is the most popular form of high school’s definition of “success”.
Word Count: 600
Works Consulted:
www.nytimes.com/roomfordebate/2010/12/12/stress-and-the-high-school-student/reconsider-attitudes-about-success
www.nytimes.com/roomfordebate/2010/12/12/stress-and-the-high-school-student
English III Honors-Cheddar
December 1, 2012
American Voices Essay
Can You Break the Rules?
Education is one of the most important aspects of American society, but even being valued so highly, people have found ways to go around its intended purpose. Since many high school students feel pressure to go to a good college and to get a good education, the pressure has forced an almost aggressive attitude towards school; they are willing to do anything to get the grade. There is a general consensus among high school students that agrees on the importance of a high GPA and many extracurriculars to succeed.
Although extracurriculars are vital, they usually do not convey the genuine interests of students. In light of rising pressure, students lose a true sense of themselves by conforming to the mold of the “ideal student”. There are few who will stand by their own ideas and interests. Such students are often passionate about a select hobby, and that passion can show colleges that this particular student made a conscious effort towards achieving their goal. Such intensity felt about a certain interest of a student is what is thought to capture a school’s attention, rather than a myriad of essentially generic activities. But even colleges seem to speak the rhetoric of high school consensus by accepting many students who do many extracurriculars without a real passion, which leaves students wondering which choice is really the better one.
At school, students do not pick classes for content alone; the weight of the class may determine whether it is selected. But, some classes are better fit for students but do not carry honors or AP weight. Thus speaking the rhetoric of consensus of high school, students feel the need to assert themselves, resulting in taking the AP or subject test for that given subject to look more impressive. This behavior mirrors the idea of self-preservation, because students don’t want to get lost in the shuffle of competition. Instead a flawed system based on grades, more emphasis placed on learning would yield a higher understanding, which takes care of the letter grades. But, most students feel pressure that stems from the desire to succeed and have a bright future. Thus, high school students feed a frenzy of immorality through self-preservation. By pressuring themselves and others, students form a consensus based on high grades and even higher expectations.
Unfortunately, getting a good education and finding the right school for the individual may be upstaged by competition. “Playing the game” is a way that many students have grown accustomed to because it requires less effort. Writing what a teacher wants is less daunting than expressing personal opinion and arguing a point, since the latter requires work to support its claims and strays from the generic mold of high school. Furthermore, grades are less at risk if one plays along, and since grades are the sole reason for many to try, the game is tempting and luring more players constantly. Nowadays, majority of students play the game; no matter how much one resists, there is no real option but to play, because everyone else already is. The game stunts individual expression and preaches conformity among the student body.
To escape the conformity of high school is a treacherous, risky path to take. Most who do not play do not succeed, and may be looked down upon in school society. Like Proctor in The Crucible, those who counter the consensus have the most to lose. Since it is so difficult to succeed without playing the game, its daunting for many to contradict it, which is why the game is the most popular form of high school’s definition of “success”.
Word Count: 600
Works Consulted:
www.nytimes.com/roomfordebate/2010/12/12/stress-and-the-high-school-student/reconsider-attitudes-about-success
www.nytimes.com/roomfordebate/2010/12/12/stress-and-the-high-school-student