Courseworks take a huge bulk of students’ higher education life. It could either be essays, or research works. Whatever it is, it’s expected to eat time, precious time. Consequently, students have to use their time wisely.
In the same way that students make their courseworks get prompt allocations of time, isn’t it ideal that they get to make sure that those coursework deserve their time? One may counter this argument by pointing out that it is not the students’ call to make the appraisal. Indeed, this is a realistic deduction of students’ role in the higher education system.
However, to treat this assumption absolute might result to an eroding perception about students’ role – particularly, their role-function, to evaluate what is good for their own higher education and what is not.
Reinforcing this student role, one of the first courseworks to be identified as constantly questioned for its worth in students’ time is the essay. Essay, by its natural design, is quite a simple tool. All students would have to do is think – think properly, think academically, and put all that into writing. The design alone won’t beg for any essay help.
However, this natural design has longed been tweaked by educators to the point that students who consistently finds trouble writing it, gets more trouble. Essay samples may help, but this help is largely dependent of students’ existing abilities in analytic reading and application.
Evidently, as more interventions are made on the essay coursework, the more difficult it became. And as this difficulty increased, the necessity for essay help grows. With this sort of demand, where do students go? They’re most likely to run for their mates, or classmates – those whose essay pieces are above par.
If they get nothing substantial from those folks, they could take the allotted tutor’s consultation hours. But of course, not everyone does. Either the tutor gets to be too busy, or students are too stubborn to stick by their own. Some may even be not so receptive in asking for essay help; and though it may be true, it sounds arrogant, or worse, impractical.
Tracking back about relevance, is this tweaking of essays making it worth the students’ time? The answer: yes and no. If the tweaking makes students persevere and learn better, then intervention to essay design is good. If the tweaking breeds students’ anxiety and subsequent inaction, then intervention becomes a waste.
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