Word: grader
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...right, of course, about the third alternative, and a very sensible one it is--working out some system of fooling the grader; although I should prefer the world "impressing." We admit to being impressionable, but not being hypercredulous simps. His first two tactics for beating the system, his Vague Generalities and Artful Equivocations, seem to presume the later, and are only going to convince Crimson-reading graders (there are a few and we tell our friends) that the time has come to tighten the screws just a bit more...
Think, Mr. Carswell (Wherever you are), think, all of you: Imagine the situation of your grader. (Unless he is of the Wheatstone Bridge-double differential CH3C6H2 (NO2)3 set. These people are more cogs; automata; they simply feel to make sure you have punched the right holes. As they cannot think, they cannot be impressed; they are clods. The only way to beat their system is to cheat.) In the humanities and social sciences, it is well to remember there is a man (occasionally a woman), a human type filling out your picture postcard. What does he want to read...
Carswell's further discussion of the O.A. is quite to the point--he himself realizes its superiority to any E. however A. His illustration includes one of the key "Wake Up the Grader" phrases--"It is absurd." What force! What gall! What fun! "Ridiculous," "hopeless," "nonsense," on the one hand; "doubtless," "obvious," "unquestionable," on the other, will have the same effect. A hint of nostalgic, anti-academic languor at this stage as well may match the grader's own mood: "It seems more than obvious to one entangled in the petty quibbles of contemporary Medievalists--at times, indeed, approaching...
...THREE-fourths), says the eager second-grader as he holds up a card with the fraction spelled out in Japanese hiragana script and numerals. Then a classmate selects a segmented triangle that illustrates the fraction. "Atte imasuka?" (Is that correct?) asks the teacher from Tokyo. "Hai," says the class in unison as little hands go up to answer the next question...
Still, it takes a brave student to dive into the deep water of a complicated subject. "For the first couple of weeks, I couldn't understand anything," recalls Great Falls second-grader Courtney Pilka. "But after I got used to it, I started liking it a lot. I learned the alphabet and the numbers. Now it's part of my life." For many students, this is true outside the classroom as well, as they are inspired to explore Japanese restaurants, art and music. "I think the cultural experience is every bit as important as the language," says Jill McKee...