Grading

Grading is a … used in schools to … student achievements. Almost every … keeps a record of each student’s … in order to have some basis for measuring his … . The record supplies information for … to parents. Universities and … often use this information to help determine whether they should … a student.

For a long time, the most … method of recording achievement was by …, with a mark, or …, of 100 per cent representing … achievement. The … mark for a … was usually 70 per cent, and for … work, about 80 per cent. Today, the letters A, B, C, D, E, and … F, are much more commonly used. The mark A stands for exceptional achievement, and E or F means … .

A few schools use no … system at all. Instead, each … writes a detailed … to the parents. Such letters report the student’s progress…, activities, and social …

13. Read the essay and do the tasks after it. My First Week at a College: a Time of Transition

by Thomas Goldstein

A first date. A first kiss. A serious injury. A death in the family. By anyone's account, all of these things are major events in life. Not surprisingly, nearly everybody I know has experienced one or more of these occurrences — well everyone, that is, except me. Yes, I have led what Henry David Thoreau called a "life of quiet desperation." All throughout high school I was faced with the same monotonous routine: wake up, brush teeth, go to school, study, come home, study some more. I was so busy studying, in fact, that I rarely found time to grow as an individual. After one full week at college, however, my whole world came tumbling down: I realized that life would never be the same again.

My metamorphosis into full-time college student did not begin immediately. In fact, August 21, 1998 – the day I departed for college – started out just like any typical summer day. I first, arose and then walked briskly for thirty minutes on my treadmill. After a quick shower, I ate my breakfast: scrambled eggs, a biscuit, and two strips of bacon. Finally, I left home for the last time. "Don't worry, Thomas," said my mom on the drive up to Newark International Airport. "You'll do spectacular at college." Once at the airport, I began to doubt my mother's words. As a matter of fact, I started to entertain serious reservations about my entire future. Would I flunk out at college? Would I experiment with drugs? Would I make it back home alive? By the time I boarded the plane, I was so grief-stricken I could hardly breathe.

Despite all that, my time on the airplane proved therapeutic. Since I had not flown for more than eight years, the sensations I experienced were practically new. For example, the mere fact of getting off the ground reduced my body weight. This, in turn, put me in a state of deep relaxation. Looking out of the airplane when it was 10,000 feet above sea level provided me with sights of miniature cars and houses that were simply awesome. Being up in the air, if nothing else, restored my perspective. For the first time, I felt that I was in control of my college education.

I arrived at Mitchell Hall in high spirits. My room was nice: it contained a marble sink in one corner, an oak desk in another, and a twin-sized bed. After laboriously unpacking, I found time to grab a quick snack and head off campus. Since I needed a new shirt, I decided to visit the Hechts' Metro Center Store downtown. On my way, I walked past the most beautiful building ever built: the White House. Once again, I entered a state of complete awe — so much, that I even entertained thoughts of one day becoming President of the United States. At the end of my first day, I believed that college would be one of the easiest transitions of my life.

I was not until my fourth day away from home — the day classes began — that I began to panic. English, my first course of the day, proved to be every bit as scary as I thought. "Good morning students," proclaimed the professor. "Welcome to English 10. This semester, we will be studying a variety of literary prose. In addition, you will do plenty of writing. Your grade will be based on six essays and one final exam." Since I have poor writing skills, I started to suspect the worst: I would wind up with a "C" in composition class. There was nothing I could do, however, but listen to the professor lecture for fifty minutes. The next class, Finite Mathematics, proved to be less intimidating, mainly because math is one of my "strong" subjects. Chemistry 003, the final class of the day, was by far the most stressful. Due to its meticulous detail, I always thought science difficult. That class progressed at such a frenzied pace that I nearly collapsed as I was taking notes. After taking five pages of messy notes, I realized that college was a far cry from my simple courses of high school.

On the telephone that evening, I was so shook up that I practically screamed. "Mom! My workload is just so overwhelming! I don't know what to do!" Despite warm reassurances from my mother, I remained in a lugubrious mood. Not surprisingly, I was unable to sleep that night. In the midst of my insomnia, I looked out at the pitch-black sky and began to ask myself questions. How many hours each day should I study? To which courses should I devote the most time? Will I ever have any occasion to pursue enjoyable activities? I didn't know.

The next day was just as grueling. The courses – Microeconomics and Introduction to Sociology – were objective. Despite this positive trait, both classes required much study. For example, three hours elapsed before I finished reading all 27 pages of Chapter 1 in my sociology book. Moreover, that was the day I started to focus extensively on school-work. I originally had set out to spend seven hours studying. However, I became exhausted — my hands were aching, my heart was pounding, and my eyes were having trouble remaining open. After studying for only four and one-half hours, I was forced to quit. "I'm a loser?' I told myself. "I'll never make it through college." I went to sleep that night feeling more dejected than ever.

My negative attitudes were altered, almost entirely, by one single event — a conversation I had with my mother. For two days, I had told my mother how dissatisfied I was with college life. Finally, my mother became tired of my complaining. "Your father and I are paying a ton of money so that you can go to college! Our hopes do not involve you receiving straight A’s. We want you to balance schoolwork with a normal social life. You need to make some friends and begin to socialize. Thomas, you have no right to moan and groan if you do not take the steps to help yourself." It had been a long while since my mother had been this angry with me. Her wrath, combined with the shame I felt as a result of my whining, made me realize that these next four years were to be a time of acquiring both knowledge and lifelong friends.

I began to take action almost immediately. I began by introducing myself to my neighbors. Then I offered to help my neighbors with the task of tidying up their rooms. While some individuals responded with a cold shoulder, a surprising number showed appreciation for my overture of kindness. By week's end, no less than three of my new friends invited me to go to the movies.

In addition, I was able to function more efficiently. The amount of work, which had seemed insurmountable a few days earlier, became less intimidating. To restore some sense of sanity, I established a set of guidelines. First, I would study no more than six hours on weekdays and seven hours on weekends. Second, I would allow myself several study breaks during the day. Third, I would socialize for at least a half an hour each day. These three rules significantly reduced my stress level. I was finally convinced that college was not designed to make people feel miserable.

College, it appeared, will be radically different than my boring life in high school. There will be new teachers, new subjects, new exams, and new friends. I know that I must keep an optimistic attitude. Like all turning points, however, the outcome depends largely on the magnitude and depth of my efforts.