Understanding Grading Guidelines: The First-Person Dilemma
Have you ever found yourself puzzled by a professor’s grading criteria, particularly when it comes to the use of first-person pronouns in discussion posts? You’re not alone! A fellow student recently shared their confusion about a specific restriction in their course: while expressing thoughts as “My perspective is…” is permissible, stating opinions as “I believe that…” isn’t.
At first glance, this might seem inconsistent, and understandably so. One might wonder why it’s acceptable to use a possessive form while the basic structure remains rooted in the first person. If the intent is to encourage a more formal tone akin to academic essays, wouldn’t it make more sense to prohibit first-person references entirely?
This situation raises an intriguing question about the nuances of academic writing. By limiting first-person pronouns, the professor may be aiming to foster a sense of collective discourse rather than individual opinion. This encourages students to take ownership of their viewpoints (hence, the “my”), while still promoting a level of objectivity typical in scholarly discussions.
If you’re feeling mixed emotions about this rule, you’re not alone. One student mentioned drafting an email to seek clarity but hesitated, fearing it might reflect poorly on their understanding of the guidelines—especially after receiving a lower grade due to this oversight.
If you find yourself in a similar situation, consider reaching out to your professor with your questions. Framing your inquiry as a desire to improve your academic writing could lead to a constructive conversation. Remember, learning is often about navigating through ambiguities, and seeking clarity is a sign of engagement, not ignorance.
Have you encountered unusual academic rules that left you scratching your head? Feel free to share your experiences and thoughts in the comments below!
This is an interesting situation you find yourself in, and it highlights a unique approach to academic writing that some professors implement. Understanding the rationale behind your professor’s grading criteria can help you adapt your writing style accordingly, while also allowing for a more nuanced understanding of perspective in academic discourse.
First, it’s important to recognize that different instructors have varied philosophies when it comes to incorporating personal voice in academic writing. Allowing “my” while restricting “I” could be an intentional strategy to encourage a balance between personal reflection and objective analysis. Here are a few points to consider that might explain her reasoning:
Fostering Analytical Thinking: By allowing “my” but not “I,” your professor may be encouraging students to focus on the ideas being presented rather than on their own identities or beliefs. Using “my perspective” allows for personal insight, but it also prompts students to discuss how their experiences relate to broader themes or concepts. This can lead to deeper analytical writing, where the emphasis is on the ideas rather than the author’s ego.
Clarity and Objectivity: In academic writing, clarity and objectivity are highly valued. The use of “I” can sometimes lead to subjective conclusions that reflect personal biases. On the other hand, “my” can be seen as a way to express ownership of an idea without making it purely personal or subjective. This nuanced distinction may help maintain a certain level of formality and scholarly tone in your posts.
Encouraging Engagement with Course Material: Your professor might be trying to promote a particular way of engaging with course content. Phrasing like “my interpretation of the text” encourages you to explore course materials thoughtfully while allowing for personal insights. It indicates a thoughtful reflection and application of academic concepts to personal observations or experiences.
Practice for Future Academic Work: Many academic disciplines prefer a more formal tone, and understanding how to argue a point using possessive forms might prepare you for future projects, thesis writing, or publications. This exercise could serve to refine your writing skills for advanced academic settings where such distinctions become more significant.
Practical Tips for Adjusting Your Posts:
Rephrase Statements: When drafting your posts, try to look for ways to incorporate your perspective using possessive forms. For example, instead of stating, “I believe the theory is outdated,” you could say, “My analysis suggests that the theory may no longer apply.”
Focus on Collective Understanding: Use phrases like “It is evident to me that…” or “My observations lead me to conclude…” to express your thoughts while adhering to the guidelines. This maintains a personal touch while conforming to the desired academic tone.
Request Clarification: If you decide to send your professor an email, consider framing it in a way that shows you want to fully embrace her guidelines. For example, you could express curiosity about how this distinction improves academic writing quality, demonstrating your willingness to learn and adapt rather than challenging her authority.
These strategies can help you navigate the grading criteria set by your professor while allowing you to express your thoughts and insights. Adjusting your writing style in response to feedback will not only improve your grades but also strengthen your overall academic capabilities. Good luck!