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Some teachers claim that students would not learn curricular content without the incentive of grades. ███ ████████ ████ ███████ ████████ ██ ███ ████████ █████ █████ ██ ███████ ████ ██████████ █████ ███ ████████ ██ ████████ ███████ ███ ████████ ██ ███ ████████ ██ ██████████ ██ ████ ██ ██████████ ███ █████████ ██ ███████ ██████████ ██████ ██ █████████ ████████ ████████
Summarize Argument: Counter-Position
The author argues that grades do not serve a purpose in schools as an incentive to learn because students who really love the material taught there would learn it without needing to be incentivized, and students who are entirely indifferent to the material would not respond to such an incentive.
Identify and Describe Flaw
The author addresses two groups of students who fall at extremes of a spectrum: the students who are very excited about their school’s curriculum and the students who could not care less about it. However, he fails to address students in the middle of the spectrum, who might be somewhat interested in the material but not care enough to learn without an incentive like getting good grades. The author’s sweeping conclusion about the utility of grades for all students fails to address this group, so his argument is unsupported.
11.
The reasoning in the argument ██ ██████ ███████ ███ ████████
a
takes for granted ████ ███ ████ ███████ ██ ██████ ██ ██ ██████ █ █████ ████ ██ ███████████ ██ ████████
b
takes for granted ████ ████████ ███ ███ ███████████ ██ ███ ██████ ████ ███████ ███ █████████ ██████████ ██ ███ ██████████ ████████
c
fails to consider ████ ███ █████████ ██ ██████ ███ █████ ████ ██████ ███████████ ███████
d
ignores the possibility ████ ████████ ███ ████ ████████ ██ ███ ██████████ ████████ █████ ██ █████ ██████████ ██ ██ ██ ███████ ██ ██████ █████ ███ ██████████ ████████
e
fails to consider ████ ████ ████████ ███ ██ ███████ ██████████ ██ ███ ██████████ ███████████ ██ ███ ███████ █████ ██████