> “You should have failed this class. I’m going to make accommodations so that no student can pass next semester the same way you did.”
> This is what my Ancient History II professor told me when my group and I got our final group project essay handed out.
What a terrible, hack of a teacher.
If you've ever said something like that to a student, quit your job.
Those people are the reason academia is such a miserable experience for so many.
Yep. The main reason I didn't further pursue History academia was that it was too much of a monoculture with a bit of nepotism sparkled all over it. Not to discard everyone there of course; there were some awesome courses and faculty. But there's no way I was going to dedicate my life to such environment with so little in return for it.
Nah, the teacher was just wrong about the facts. If they had been right about the facts, there's nothing wrong with saying that imo. The reality was that it was the partner who should have gotten that lecture rather than the author.
So I'd say that you shouldn't say that if you're relying on your own feelings and impressions to judge facts not in evidence, because your instincts may be wrong. They may even be racist or sexist (i.e. something that the person you're maligning has to deal with constantly), instead of in this case when it was just a weakness for ass-kissers.
Too many times somebody else got a good grade from my work. I don't begrudge them the grade because I don't care when other people get nice things for free (I love it when me or my friends get nice things for free), but they certainly had no knowledge in what had been taught in the class they just got a B in.
> Those people are the reason academia is such a miserable experience for so many.
School isn't a therapy session or entertainment. If it's a miserable experience and you come out smart, it's 1000x better than if its a wonderful experience and you come out dumb.
That's a big if. I've learned far more from settings and courses I enjoyed than from ones I hated. I expect the causation flowed in both directions, and there's no way I'm unique in that regard.
I like the trunk analogy, the branches can only grow so much before the tip the entire tree over.
I usually use the example of a blue sky. Write that the sky is blue. That's it. Simple yet the temptations to paint the sky with clouds, trees, and emotions is hard to resist. Always come back to the writing, and endure that you clearly wrote that the sky is just blue.
> This is what my Ancient History II professor told me when my group and I got our final group project essay handed out.
What a terrible, hack of a teacher. If you've ever said something like that to a student, quit your job. Those people are the reason academia is such a miserable experience for so many.
So I'd say that you shouldn't say that if you're relying on your own feelings and impressions to judge facts not in evidence, because your instincts may be wrong. They may even be racist or sexist (i.e. something that the person you're maligning has to deal with constantly), instead of in this case when it was just a weakness for ass-kissers.
Too many times somebody else got a good grade from my work. I don't begrudge them the grade because I don't care when other people get nice things for free (I love it when me or my friends get nice things for free), but they certainly had no knowledge in what had been taught in the class they just got a B in.
> Those people are the reason academia is such a miserable experience for so many.
School isn't a therapy session or entertainment. If it's a miserable experience and you come out smart, it's 1000x better than if its a wonderful experience and you come out dumb.
I usually use the example of a blue sky. Write that the sky is blue. That's it. Simple yet the temptations to paint the sky with clouds, trees, and emotions is hard to resist. Always come back to the writing, and endure that you clearly wrote that the sky is just blue.