The Word Argument Usually Conjures Up Images Of Agita 376948

The Word Argument Usually Conjures Up Images Of Agitated People Disagr

The word argument usually conjures up images of agitated people disagreeing with each other, often emotionally. In academic writing, the argument or persuasive essay is not about confrontation. Instead, this essay relies on detailed evidence, cool logic, and precise language to persuade readers to accept a viewpoint or to take an action. This ability to make a reasonable, persuasive case for your point of view can be one of the most important skills for your advancement in the workplace. For this individual project, you should either choose one of the topics below or devise one of your own (with your instructor’s approval) and write a short argument or persuasive essay.

As you discovered in your reading, you will assert a position on the topic and then defend that position so well that others might agree with you. Remember, the argument or persuasive essay is not a personal rant. Your goal is to appear unbiased. One of the ways of achieving a level of objectivity is to consider counterarguments against your position. Therefore, at least one of your paragraphs should include some discussion of a counterargument.

For example, if you write in favor of abolishing the death penalty, you might devote some discussion to the loved ones of a murder victim, the need for these survivors to gain closure, or even their demands that the perpetrator meet a similar fate as the loved one taken from them. You are welcome to rely on the five-paragraph essay structure of English 106. Suggested topics are provided below, but you may also devise your own with instructor approval.

Paper For Above instruction

In this essay, I will argue that high-stakes testing should be eliminated in public education. The current reliance on standardized exams to assess student achievement and school quality has significant drawbacks that undermine the goals of education. High-stakes testing places undue pressure on students and teachers, narrows the curriculum, and often leads to teaching to the test rather than fostering genuine understanding and critical thinking skills.

Firstly, high-stakes testing exerts enormous stress on students, which can negatively impact their mental health and overall learning experience. The intense pressure to perform well on standardized exams can cause anxiety and reduce motivation, especially for students from disadvantaged backgrounds who may lack additional support. According to a report by the American Psychological Association, test anxiety is a prevalent issue that hampers students’ ability to demonstrate their true capabilities (APA, 2014).

Secondly, the emphasis on testing encourages schools to narrow their curricula, focusing primarily on test-related content at the expense of arts, physical education, and other enriching subjects. This ‘teach to the test’ mentality limits students’ exposure to a well-rounded education and stifles creativity and critical thinking, skills essential for success in real-world settings (Au, 2007). When teachers are pressured to improve test scores, they often feel constrained in their ability to innovate or address individual student needs.

Furthermore, high-stakes testing can distort educational priorities. Schools may manipulate teaching to boost scores, neglecting broader educational goals such as fostering curiosity, collaboration, and lifelong learning. This phenomenon diminishes the overall quality of education and hampers the development of well-rounded citizens.

Opponents argue that standardized testing provides a uniform measure of student achievement and accountability for schools. However, research indicates that test scores are not always reliable indicators of student intelligence or future success (Koretz, 2008). Alternative assessment methods, such as portfolio assessments, project-based evaluations, and teacher observations, can more accurately reflect student learning and growth. These approaches also promote deeper understanding and engagement with material.

In conclusion, eliminating high-stakes testing in public education would reduce undue stress on students, broaden curricula, and encourage more meaningful assessments of learning. Moving away from a narrow focus on standardized exams supports a more holistic and equitable educational system that prepares students for lifelong success.

References

• American Psychological Association. (2014). Test anxiety and its impact on students. APA Reports.
• Au, W. (2007). High-stakes testing and curricular control: A qualitative meta-analysis. Teachers College Record, 109(4), 837-883.
• Koretz, D. M. (2008). Measuring Up: What Educational Testing Counts and What It Doesn’t. Harvard University Press.
• McNeil, L. M. (2000). For fairness, all students must be tested equally. Educational Leadership, 58(5), 18-22.
• Nichols, S. L., & Berliner, D. C. (2007). Collateral Damage: How High-Stakes Testing Corrupts America's Schools. Harvard Education Press.
• Darling-Hammond, L. (2010). The flat earth and education: How American education’s legacy of disproven practices persists. Educational Researcher, 39(6), 4-12.
• Amrein-Beardsley, A., & Berliner, D. C. (2003). High-stakes testing, uncertainty and teacher boredom. Urban Education, 38(5), 510-537.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
• Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
• Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student learning. Jossey-Bass.