V. Counterclaim
Begin with a counterclaim. Add your rebuttal.
While some may argue that students should be rewarded for their good grades by organizations, on the contrary, I believe that rewarding students solely based on their academic performance can have detrimental effects.
Supporting Details:
What evidence (facts, quotes, statistics) will you include showing the counterclaim is wrong? Be sure to cite!
What reasoning will you include?
1. Evidence → Studies done by ________ show ______________.
2. Reasoning (explain and elaborate)
3. Reasoning (explain and elaborate)
For Should you be Rewarded for Good Grades? by Scholastic
, it is argued that rewarding students for good grades can actually hinder their intrinsic motivation. The article cites a study by the Journal of Personality and Social Psychology which found that extrinsic rewards, such as money or prizes, can undermine a person's internal drive to learn. This is because the focus shifts from learning for the sake of knowledge to learning solely for the reward. As a result, students may become less engaged in their studies and develop a shallow understanding of the material. Additionally, the article mentions another study conducted by the New York Times which found that students who were rewarded for good grades often experienced higher levels of anxiety and stress, as the pressure to perform well increased. This further supports the argument that rewarding students solely based on their academic performance can have negative consequences.
Furthermore, it is important to consider that grades do not provide a comprehensive measure of a student's abilities or potential. Not all students learn at the same pace or have the same strengths. Some students may excel academically while others may excel in other areas such as sports, arts, or leadership. Rewarding only academic achievements fails to recognize and appreciate the diverse talents and skills of students. By solely focusing on grades, we may inadvertently discourage students who may not be strong in academics but excel in other areas. This can lead to feelings of inadequacy and low self-esteem, which can further hinder their overall development and well-being.
Moreover, the pressure to constantly achieve good grades can promote a narrow mindset, where students may prioritize superficial learning strategies such as memorization and regurgitation, rather than developing critical thinking skills and a deeper understanding of the subject matter. The focus on grades may also limit creativity and exploration, as students may fear taking risks or pursuing subjects they are genuinely interested in if they believe it may negatively impact their academic performance. This can potentially stifle innovation and hinder the development of well-rounded individuals.
In conclusion, while the idea of rewarding students for good grades may initially seem appealing, it is essential to consider the potential detrimental effects it can have. By solely focusing on academic performance, we risk undermining intrinsic motivation, creating unnecessary pressure and stress, overlooking students' diverse talents, and limiting intellectual growth and creativity. Therefore, it is crucial to adopt a more holistic approach in recognizing and celebrating students' achievements beyond just their grades.