In my Op-ed, I address the issue of grade inflation at elite Private Universities and ultimately criticize the shallow practice of inflating grades and defend the necessity of grade deflation policies. Through the use of analogy, diction, logos, and a casual tone, I strive to assert that grade inflation only creates complacent students who feel like they have achieved their peak in college, and that grade deflation, although initially worse, is the key to restoring the feeling of personal growth.
Through my use of logos in the form of specific data I appeal to the logical side of my reader and ultimately further my argument that grade inflation is a product of teachers grading easier and not of the unwavering talent of kids attending Ivy Leagues therefore proving that grade deflation practices would prove helpful. Within the first few lines of my essay I share with the reader the data on the average grades earned at both Harvard and Yale, both iconic Ivy league schools. This helps to quickly establish my credibility as it pertains to the prevalence of extremely high grades. Additionally, I further the grade statistic with a later piece of data which informs the reader of the much higher grades earned in humanities majors proportional to the math and sciences. By once again deploying concrete date, I strengthen my logical appeal and clearly show the reader the hypocrisy of those who argue that high grades can be directly attributed to the intelligence of the students. Moreover by proving the existence of grade inflation especially present in the humanities I highlight the grades earned by those students are not necessarily deserved but instead all artificially elevated.
In the middle of my essay, I use an analogy between students who would stop receiving inflated grades and drug addicts experiencing withdrawals to convey the hardships grade deflation will force students to endure, but I use provocative diction to highlight the eventual benefit. The imagery of the desperation of drug addicts to obtain their drugs for the satisfaction of shallow content intends to be striking and provoke the consideration by the reader of the painful situation students must endure when losing the high grades they rely on for a sense of achievement. However I also use language which portrays the negative nature of grade inflation such as when I liken it to “a drug” and associate stopping inflation with “withdrawls.” I work to connote the destructive nature of grade inflation and the consequently bad experience without it. On the other hand the concept of “withdrawals” is intended to sway the reader to the ultimately positive outcome after halting grade inflation through grade deflation policies.
Lastly, I attempt to connect with the reader by maintaining rather colloquial language and simplistic sentence structure to assert my point as simply as possible to convey my confidence in the validity of my argument. By clearly stating “I like grade deflation” and appealing to the youths by using slang like “the struggle is real,” I keep the overall tone light. I want the reader to follow my thought process and comprehend my full argument without getting lost in my true intention, or my hidden biases.
My goal is to persuade readers to the idea that grade inflation must be stopped and grade deflation is the best way to combat it. Through these rhetorical devices I achieve that goal.
Through my use of logos in the form of specific data I appeal to the logical side of my reader and ultimately further my argument that grade inflation is a product of teachers grading easier and not of the unwavering talent of kids attending Ivy Leagues therefore proving that grade deflation practices would prove helpful. Within the first few lines of my essay I share with the reader the data on the average grades earned at both Harvard and Yale, both iconic Ivy league schools. This helps to quickly establish my credibility as it pertains to the prevalence of extremely high grades. Additionally, I further the grade statistic with a later piece of data which informs the reader of the much higher grades earned in humanities majors proportional to the math and sciences. By once again deploying concrete date, I strengthen my logical appeal and clearly show the reader the hypocrisy of those who argue that high grades can be directly attributed to the intelligence of the students. Moreover by proving the existence of grade inflation especially present in the humanities I highlight the grades earned by those students are not necessarily deserved but instead all artificially elevated.
In the middle of my essay, I use an analogy between students who would stop receiving inflated grades and drug addicts experiencing withdrawals to convey the hardships grade deflation will force students to endure, but I use provocative diction to highlight the eventual benefit. The imagery of the desperation of drug addicts to obtain their drugs for the satisfaction of shallow content intends to be striking and provoke the consideration by the reader of the painful situation students must endure when losing the high grades they rely on for a sense of achievement. However I also use language which portrays the negative nature of grade inflation such as when I liken it to “a drug” and associate stopping inflation with “withdrawls.” I work to connote the destructive nature of grade inflation and the consequently bad experience without it. On the other hand the concept of “withdrawals” is intended to sway the reader to the ultimately positive outcome after halting grade inflation through grade deflation policies.
Lastly, I attempt to connect with the reader by maintaining rather colloquial language and simplistic sentence structure to assert my point as simply as possible to convey my confidence in the validity of my argument. By clearly stating “I like grade deflation” and appealing to the youths by using slang like “the struggle is real,” I keep the overall tone light. I want the reader to follow my thought process and comprehend my full argument without getting lost in my true intention, or my hidden biases.
My goal is to persuade readers to the idea that grade inflation must be stopped and grade deflation is the best way to combat it. Through these rhetorical devices I achieve that goal.