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The Struggle For Education Essay

1668 words - 7 pages

Having a good education plays a serious part in our life. Not only does it help us get a good job, it also helps us build our knowledge and prepare us for a success future. However, not everyone is fortunate to get college education. People who do have a good education face another problem, which is preparing their academic literacy for college. When moving to college, everyone’s academic literacy is different. However in today’s society, people’s academic literacy does not meet the expectation of college. Rebecca D. Cox states in her article, “The College Fear Factor,” that students struggle in college based on their past experience in kindergarten to twelve grade. When moving to college, ...view middle of the document...

In our calculus class, we were quizzed on a weeks’ worth of materials. We were able to use each other for help or any other resources except for the teacher. For the tests, we were able to use a one page paper front and back to assist us on the test. The smaller we wrote, the more information we could use on the test. We all wanted to get good grades, so we used any advantages given to us, which proves Cox’s theory “students are more concerned with right or wrong answers than with developing an understanding of the text” (152). There is no need to memorize much because all the information was on that one page. Critical thinking for a problem was not necessary because the answer was right in front of us. I have written examples on my sheet of paper, and if I saw something similar to it, I would follow that example and see where it got me. When deriving problems, I had a sheet of formulas or shortcuts to make deriving a lot easier. I did not have to figure out how to get to that shortcut and then use it.
After being accepted to UCSC, I had mistaken my level of academic literacy was not as I expected it to be. I found this out by taking the English entry test. I believed this was going to be a piece of cake for me as I have gotten a good score on the SAT and in my high school English class. After a few weeks, I found my results on the portal, and it said I needed to take an English discourse. I felt crushed, disheartened, discouraged, and outraged by these scores. I was like the student in Cox’s exsmple where the student had taken English 1A at a community college and done well. However, when the student transferred to another college, the student wrote an essay that did not meet the standards of the essay that the professor is requiring (145). I did not know what to do. The prompt felt easy to me, but I guessed it was not good enough for college. I even tried to deny the fact that it is true. I have thought that is just one of the person’s score and I was still waiting on the other. However, a few weeks passed by, and the score had never changed. It feels like high school does not matter because I had learned nothing and I had, like Rose’s student “come to the university with limited experience in applying knowledge, puzzling over solutions, solving problems” (Rose 191). After a few days, I had accepted the fact that I must apply myself to start over and learn from the University level of academic literacy. By doing so, my academic literacy would be in par with other students at the University. Knowing this would make me more comfortable in a University.
Also, College involves understanding the concept and applying the concept. I have taken vector calculus in college, and thought it was going to be the same as high school where we could use notes and a calculator. However, when a student asked what the test would be like, the professor responded, “There are about 5-6 problems on the test, but each question will have a sub-category. Also, you...

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