In her article, “In Praise of the F Word,” Mary Sherry argues that fear of failure as a teaching mechanism is a motive for students to be better academic learners. Sherry states that today students are not putting effort to do the best at school because teachers do not face them with the threat of failure. In addition, she points out that students’ parents are not collaborative with teachers in their threat of flunking as a teaching tool. At the end, she concludes her argument with a petition for teachers and parents to consider this method as an effective teaching technique that can be used by teachers with parent’s unquestionable support. Overall, sherry’s article is an impressive article. The author position against the weak teaching system is clear for readers and attracts their attention. Sherry seems well-defined when present her personal examples and academic life. However, Sherry’s article is unconvincing for readers. The lack of bringing strong pieces of evidence, the acceptance of bias in her argument and non-consideration of the socio-economic factors are some of the reasons that sherry’s argument is ineffectual and does not convince the readers.
First of all, Sherry’s logical appeals and lack of strong pieces of evidence makes her argument questionable. At the beginning of her article, she mentions that “tens of thousands of eighteen-year-olds will graduate this year and be handed meaningless diplomas” (559). This detail is not clear for readers because it does not clarify at what percentage of those students have undeserved diplomas. What are some reasons that students have meaningless diplomas? How many of them have problems with concentration in class? These lack pieces of evidence make the reader uncertain about the correctness of this fact and the real reason for this issue. In addition, In her article, Sherry asserts that “Flunking as a regular policy has just as much merit today as it did two generations ago”(560). The writer mentions the importance that this method has today but does not consider statistics or a strong outside source to provide readers the truth of this assertion. At this point, the argumentation can be just an assumption and can cause readers uncertainty. Sherry builds her argument by using just her personal examples as a teacher and her example with her son. But her experience, even though she sees both sides of the failure teaching tool (as a teacher at adult literacy program and parent of her son) does not make her qualified to come to a conclusion that this teaching tool is more valuable than other teaching methods. She does not bring other data from other authors or surveys that are relevant to her argument. This reliance on seemingly makes the reader believe that she and her son’s teacher are the only ones that see the effectiveness of this argument. As a result, these examples are not satisfactory to come up with a relevant conclusion.
Secondly, the non-consideration of the opposite side of the argument and the disinterest to hear other views constitutes bias for Sherry’s argument. The author throughout the whole article explores just her own personal situation and not the perspective of others. She mentions the fact that “one example does not make a case” (560), but she really disregards the viewpoint of teachers that use other teachings tool. In addition, not all students supposed to have the same level of achievement. Every student is unique and has their own character, attitude and mental development that it is not the same for all students. Some students are interested in one subject, some in another subject, and some others have less mental development that means that they need extra help and extra attention. If fear of failure can be prosperous for one this does not mean that it is successful for another one. Also, Sherry writes that “A teacher can expect students to concentrate… and card of failure is the way to show who holds the winning hand in the classroom” (559). At this point, the author does not consider the other teaching tools that can be effective to attract students’ attention and make them concentrate in the classroom. Every teacher has his/her own technique to make a student concentrate that can be as successful as can be failure method. For example, make the class more attractive for students, speak personally with them, keep them busy during the lessons, use collaboration among students are some of the effective teaching tools that can make a student take the class more seriously. Her argument is deceptive for readers because non-consideration of counterarguments in her article makes the argument bias and undermines
Social-economic environment when students live is another important factor that author does not take into consideration in her argument. The Disregard of these factors is another weakness that her article has. At one phrase in her article sherry announce that everybody should think that no student considers school as a priority unless they have something to push them to do it, furthermore is not important the environment from which students come (560).The social economic factor or environmental when children grow up has a valuable importance in understanding that education has a significant role in their lives. For example, if students live in a bed environment with parents that use alcohol or illegal drugs, they are more exposed to do not understand the importance that education has in their lives; as a result, they are less concentrated in class and less concerned from flunking in class even though teachers can threaten them with the fear of failure. So, if students are not conscious of the importance that education has in their feature life they really do not worry about fear of failure. Undoubtedly, a valuable role to understand the importance that education has in children life has the environmental factors that surround them. The threat of flunking, in this case, does not really help them. Sherry in her article consider just one social-economic class (well-educated class, she is a teacher) but not everyone has a chance to have a teacher as a mother to make the child understand the importance that learning has in his/her life. Obviously, the author disregard of these factors makes her argument weak and less persuasive for readers.
In conclusion, the article “In Praise of F Word” is heedless when considers other factors that indicate students and it undermines teachers and students views. Furthermore, she does not display valuable evidence to support her argument. These reasons make her argument inefficient and less persuasive for readers. Essentially, teaching methods are complicated and if the threat of flunking is successful for some students for some other is not. Besides this for others can have bad mental consequences like anxiety and stress. However, the importance of flunking in some cases is inevitable.