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Name

English 1158

August 27, 2023

Short Composition 1, Syllabus Argument

As a dynamic field that should foster inclusivity and fair evaluation, the field of

education is something that should be continually monitored to ensure that policies that govern

intellectual growth and classroom dynamics are put in place. The policies that should be put in

place are those that ensure that all students are treated fairly without judging them based on the

characteristics that they portray. Grading system should be fair to all, not favoring a group of

students and punishing another group of students. Having said that, the grading system in this

class is something that warrants reconsideration. The practice of assigning 20% weight to

participation and attendance in course grading should be closely examined. While it is true that

active participation and collaborative learning environment are important aspects of a well-

rounded education, the implications of allotting 20% of the final grade to participation and

attendance can be detrimental to certain students. These factors raise concerns about learning

styles, equity, and the true reflection of the academic achievements of students. In this essay, I

argue why the section of the syllabus that allocates 20% of the final grade to participation and

attendance should be reevaluated and propose a more balanced alternative that aligns with

students’ diversity.

The allocation of 20% of the final grade to participation and attendance is unfair to

students who may have legitimate reasons for their limited involvement in class activities.

Shyness is one factor that can lead to students not participating in class activities. Other factors
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may be social anxiety and personal circumstances. This policy may also affect students who have

different learning styles. For example, some students enjoy putting their thoughts down on paper

contrary to speaking their minds out in classes. Therefore, penalizing such students by assigning

a substantial part of their final grade to something they are not comfortable doing is unfair and

can lead to the undervaluing of their academic potential. According to Baykut et al., rigid

participation requirements in classrooms can negatively affect introverted or shy students. He

adds that the rigid participation requirements affect their psychological well-being and

motivation and can sometimes lead to counterproductive outcomes (Baykut 163). Assigning 20%

of the final grade to participation and attendance is akin to forcing introverted students to acquire

a personality they do not possess.

Allocating 20% of the final grade to participation and attendance creates inequity among

students. In a class, there are extroverted and introverted students. The current policy

disproportionately favors extroverted students who are naturally inclined to speak in class

discussions. Besides, it unfairly penalizes introverts. It should be noted that introverts engage

deeply with material through reflective reading and independent study. For example, a research

conducted by Elam, introverted students are less likely to take advantage of speaking

opportunities. They learn through observation and analysis. This means that class participation is

not a thing for introverts. This policy should be changed to allow students in a class compete in

the same grounds.

Advocates of the policy of assigning grades to participation and attendance argue that

students who regularly attend and participate in class activities are more committed to the course

and foster a sense of community. However, it is essential to consider whether attendance alone

truly reflects engagement and understanding. The purpose of education is to understand what is
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being taught and apply them in daily lives. However, it is not true that regular attendance and

participation is a guarantee to understanding. This means that instead of relying on physical

presence, an assessment approach where a variety of evaluation methods that gauge students’

grasp on the subject matter should be incorporated. A more accurate representation of students’

progress can be shown by implementing some diversified assessments like written reflections,

quizzes and projects. While some of these assessments are already included in the syllabus, the

20% grade assigned to participation and attendance should be distributed to other assessment

areas.

20% of the final grade is a high percentage. Placing such percentage to participation and

attendance may lead to superficial engagement rather than meaningful interaction. Students will

be inclined at contributing in class discussions merely for the sake of fulfilling the requirement

and getting grades instead of thoughtful and insightful contributions. Therefore, it can undermine

participatory learning and discourage the development of critical thinking skills. Similarly, when

there is too much focus on participation as a graded requirement, an environment of competition

among students will be created that will undermine an open dialogue. Students will be taking

part in class discussions for the sake of it.

To strike a balance between engagement and academic achievement, the grading

distribution should be recalibrated to ensure that there is a fairer assessment of students’ mastery

of the course content. The approach could involve allocating a smaller percentage to

participation and attendance. For example, 5% of the final grade should be allocated to

participation and attendance and 15% to a well-structured assessment that encourages critical

thinking and gauges deeper comprehension. Through this, students who are introverts will not be

unfairly penalized. Besides, the evaluation will be more comprehensive.

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Overall, while the intention behind assigning 20% of the final grade to participation and

attendance is commendable, it raises concerns about equity and assessment authenticity. The

implementation of such a policy can lead to unintended consequences that compromises the

quality of learning. by reevaluating this policy and proposing one that places more emphasis on

inclusivity, effective learning environment and respects diverse learning styles, there will be a

fair evaluation of students’ academic achievement.

Word count: 916

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Work Cited

Baykut, Sibel, et al. "The impact of the hidden curriculum on international students in the

context of a country with a toxic triangle of diversity." The Curriculum Journal 33.2

(2022): 156-177.

Elam. “Different Styles of Language Learners.” ELAM, 21 Apr. 2022, elam.ca/en/language-

courses/the-different-learning-styles-of-introverts-and-extroverts.