As I creep ever closer to the terminus of the undergraduate program in English education, feelings of felicity abound in the depths of my soul as I contemplate the opportunities that I go forth have to positively impact myriad young lives, constituent them to grow as viewers, writers, interpersonal communicators, readers, and as people as they prep atomic number 18 to enter a workforce and a party that demands multi-faceted talents and multi-dimensional abilities to communicate with an increasingly pluralistic American public. While the task does seem a bit daunting, it is a challenge that I wholeheartedly embrace and think about frequently.
One of the primary reasons that I desire to teach, perchance paradoxically, is to make changes in an academic urinate that I despise. It is an environment that, all too frequently, does not set ahead inferential, divergent, and critical thinking, and panders to a radical egalitarian, hedonistic society that eschews lucubration in favor of constant entertainment. Students atomic number 18 merely encouraged to think literally about objective facts. An abundance of true/ wild and multiple- choice tests are an indication of how low expectations are. Students must only be able to recognize what looks right from their readings, or perhaps only have to memorize information that their instructors dictate to them.
Students are rarely forced to reconstruct information, such as on essay tests or in actual writing, and their minds turn to gelatin because they are not held accountable for problem solving further only recapitulating information that is shoved down their throats - the quintessential representation of pretense - pseudo-scholarship. In addition to lack of rigor in the curriculum, grades are oftentimes inflated, making academics doubly impossible - a monster, chassis of like Frankenstein. Well, I think it is entirely unacceptable. Students must generalise that the world is an unforgiving place and that they must take...
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