Post the four sentences that integrate textual evidence into your essay, assignment help

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Post #25: Post the four sentences that integrate textual evidence into your essay: slides 17-18

These four sentences should demonstrate that you can integrate a quotation from an outside text into your essay in multiple ways.

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Surname 1 Name Professor Course Date Problem solving Essay Introduction Exams have been a major headache in every education system globally. There is no one single education-system that its students can boast of not experiencing the challenge of facing exams and coping with the exam “fever.” In fact, nearly every education system continues to research on the different ways through which students can be able to “learn” and experience the exam period with little or no undue tension at all. It is a problem that continues to challenge the sole essence of the education system and the importance of compressing years of learning into a single 2-hour examination. The question that arises is as to whether the 2-hour exam justifies the academic and the co-curricular learning and experience that a student gains in the years they spent in school. These questions require the adoption of a more continuance system of examination that justifies the input a student puts in the first year combined with the one that they have in the final year. More so, it requires answering the question as to whether a continuance assessment system will determine whether such a student’s grade reflect the correct input since everything will be averaged to an equal platform. Education systems rely on an examination formula that base periodical-learning success into a single test query which fails to take into consideration the holistic experience and learning of the education-system the student goes through. Surname 2 Historical Context The essence of examination has been and continues to be a qualification upon which people are gauged and determined to have fulfilled the set purpose. Just like a race, the system fails to take into account the many hours spent reading and the experience that culminates to such a success or a failure. It also refuses to take into consideration the underlying factors that individuals experience before or during such an exam period. Examinations have always been among us which was a characteristic of the ancient china in the Sui dynasty in 605 AD (Paul 123). Their essence was to find an equal platform upon which learners can be “identified” from the general populace. It is the sole reason that the education system was modeled on a stage-like leveling that culminated in the performance of an examination. Today education systems have grade-like levels that differentiate between the different learning grades and qualification system (Ravitch 194). Among the most famous is the 8-4-4 education-system that requires students to qualify to the other stage if they successfully pass the level exams. Such a system requires the students to go through eight years of primary education, sit for an examination that qualifies them to the next stage. Those who pass go on to the next level of secondary education. Those who fail are forced to enroll in technical courses, with the hope that they will prove handy and qualify excellently. After the four years of the secondary education, they sit for an examination that cuts off another group of those who fail to achieve the required grade to pursue further the next level of education. Those who fail at this level are required to join those who failed at the primary level in technical courses. It is only those that pass that gets to pursue education further and attain graduate education. Surname 3 Present Context While such a system has been and continues to be effective over the years, it is not final in its determination of those that are “successful” to be regarded as qualified. In fact, in the modern era, the most successful persons and the individuals who have achieved much in their lives have failed in the said “educational systems.” They found motivation and success in the most uneducational aspect of their lives. Success is no longer based on education alone but rather on the culmination of creative reasoning and intuitive thinking that allows a person to “see” beyond what the general populace can “see.” The education system chooses to base the success of individuals on their ability to retain knowledge on academic matters, rather than the creative and learned aspect of their learning (Zhao 227). The element of creativity has been neglected, and “success” has been reduced to the ability of students to retain knowledge. While it has been a realistic formula with which success has been achieved, the element of creativity cannot be purely based on some set examinations without taking into account the humanistic aspect. This is not to say that education serves no role in the success of these persons, but rather, education should stop being used as the sole platform upon which success is based on. Reviewing the Challenge The question we ask then is, which the most effective examination module in determining the most “qualified” student? This is an issue that needs to be addressed from different angles. In the passing of a sitting exam, what does it qualify one too and what are the consequences of foul play? For example, if a student cheats on an anatomy exam paper and manages to gunner an A grade, while a genuine student who understands anatomy gets a C grade due to tension; is the system still fair? What if a student can master theory gunners an A grade while an excellent student only gunners a B grade because he can’t explain themselves well in writing, is it still a Surname 4 fair grading system? The factors that influence success or failure of an examination system are numerous and very biased. The success of a student, in theory, does not automatically qualify them as a professional in real life (Ravitch 58). In fact, in most cases, it turns out that such students find it difficult to apply learned theory into real life situation. Therefore, it is important that when choosing an examination system, one takes into consideration the different factors and aspects of the whole system that “qualifies” one as successful. The fact that one can outdo other students in the set examination does not mean that they are the brightest of all, but rather, it dismisses the experience and growth aspect of such students in the period they spent learning. Solution What then is the best system? The term “exam” is defined as the act of assessment that is aimed at arriving a definite and conclusive answer. The name is not bound to a particular time frame or a specificity that requires a sort of justified response, but rather, it is modeled on a continuance that is linked by the term “assessment.” This “continuance” allows the examiner to take into account the different aspect of what they are assessing and arrive at a definite conclusion (Zhao 22). Similarly, the education system should adopt a continuance assessment that allows the examiners to review the developmental aspect of their students and the creative element before arriving at a conclusive answer. Today, children at a tender age in developed countries, through their interest and talents, are redirected into those particular fields so that they can nurture. It does not mean that education is neglected, but together, education and skill are used to bring up a wholesome individual who can contribute to the society from a tender age (Paul 76). Parents in these countries and wealthy parents around the globe send their children to such academies to ensure that their children are nurtured accordingly. It is a system that takes into account the Surname 5 wholesome aspect of an individual and intentionally chooses to excuse them from the rigid educational examination process and instead nurture them by their talent. Conclusion Tests are necessary for their essence, and in their purpose, however, they fail to address the fundamental element of human growth, talent, and creativity. These are factors that differentiate and determine the success of an individual. Even with examination success, if a person lacks these three elements they will not be able to achieve the success their test qualification projects them. The primary purpose of any education system is to bring forth a holistic individual that understands the social problems that exist and can impact positively in changing the social situation. In doing this, the person gains success and ensures humanity of achievement and growth. If the examination produces an individual who lacks the intuitive to “see” and improve the current situation, then the system is deemed to be lacking. Therefore, there is a need to access the current examination system and readjust on those areas that make such a system to wanting in the aim, purpose, performance, and impact on the general society. Surname 6 Work Cited Paul, Ron. The School Revolution: A New Answer for Our Broken Education System. New York: Grand Central Publishing. 2013. Print. Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic Books. 2016. Print. Zhao, Yong. Who's Afraid Of The Big Bad Dragon?: Why China Has The Best (And Worst) Education System In The World. Hoboken: Jossey-Bass. 2014. Print. Integrating In-Text Quotations: How to do it! At the Beginning “Kitten season is overwhelming, crowded, and very hectic. I can be examining one cat and there will be 10 or more waiting for me with more coming in one after the other on the other side of the exam room door. It's never-ending and it affects the cats. They pick up on the stress we feel," says Christa Raymond, a lead veterinary technician in the Animal Humane Society (“Cats in Crisis”). In the Middle In any given shelter, they are supposed to hold “strays up to only 5 days” according to animal shelter specialist Stephanie Watson (6). At the End According to Green Eco Services, “75% of Americans admit to littering within the past five years. • Divided by Your Own Words “We are always telling people about spay/neuter,” says Kit Belcher, the executive director of Beltrami Humane Society, and “[t]he responsibility starts the day the animal is born, but many don't accept the responsibility” (“Spaying/Neutering” 14). Post #25: Write four sentences that integrate textual evidence into your essay: Put one quotation at the beginning, one in the middle, one at the end, and one broken by your own words. - Remembering just a few simple rules can help you use the correct punctuation as you introduce quotations. o Rule 1: Complete sentence: "quotation." (If you use a complete sentence to introduce a quotation, use a colon (-) just before the quotation.) o Rule 2: Someone says, "quotation." (If the word just before the quotation is a verb indicating someone uttering the quoted words, use a comma. Examples include the words "says," "said," "states," "asks," and "yells.” o Rule 3: Ending with that “quotation.” (There is no punctuation if the word "that" comes just before the quotation, as in "the narrator says that.") o And remember that a semicolon (;) never is used to introduce quotations.
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Surname 1
Name
Professor
Course
Date
Problem solving Essay
Introduction
Exams have been a major headache in every education system globally. There is no one single
education-system that its students can boast of not experiencing the challenge of facing exams
and coping with the exam “fever.” In fact, nearly every education system continues to research
on the different ways through which students can be able to “learn” and experience the exam
period with little or no undue tension at all. It is a problem that continues to challenge the sole
essence of the education system and the importance of compressing years of learning into a
single 2-hour examination. The question that arises is as to whether the 2-hour exam justifies the
academic and the co-curricular learning and experience that a student gains in the years they
spent in school. These questions require the adoption of a more continuance system of
examination that justifies the input a student puts in the first year combined with the one that
they have in the final year. More so, it requires answering the question as to whether a
continuance assessment system will determine whether such a student’s grade reflect the correct
input since everything will be averaged to an equal platform. Education systems rely on an
examination formula that base periodical-learning success into a single test query which fails to
take into consideration the holistic experience and learning of the education-system the student
goes through. The curriculum has been narrowed and the manner in which students learn is like a
training on how to give “canned answers to pre-packed questions rather than learning to think

Surname 2
for themselves” according to Wendy Lecker, former president of the Stamford Parent Teacher
Council (“ Evaluation System Will Compound Problems” 54).
Historical Context
The essence of examination has been and continues to be a qualification upon which people are
gauged and determined to have fulfilled the set purpose. Just like a race, the system fails to take
into account the many hours spent reading and the experience that culminates to such a success
or a failure. It also refuses to take into consideration the underlying factors that individuals
experience before or during such an exam period. Examinations have always been among us
which was a characteristic of the ancient china in the Sui dynasty in 605 AD (Paul 123). Their
essence was to find an equal platform upon which learners can be “identified” from the general
populace. It is the sole reason that the education system was modeled on a stage-like leveling
that culminated in the performance of an examination. Today education systems have grade-like
levels that differentiate between the different learning grades and qualification system (Ravitch
194). Among the most famous is the 8-4-4 education-system that requires students to qualify to
the other stage if they successfully pass the level exams. Such a system requires the students to
go through eight years of primary education, sit for an examination that qualifies them to the
next stage. Those who pass go on to the next level of secondary education. Those who fail are
forced to enroll in technical courses, with the hope that they will prove handy and qualify
excellently. After the four years of the secondary education, they sit for an examination that cuts
off another group of those who fail to achieve the required grade to pursue further the next level
of education. Those who fail at this level are required to join those who failed at the primary
level in technical courses. It is only those that pass that gets to pursue education further and
attain graduate education.

Surname 3

Present Context
While such a system has been and continues to be effective over the years, it is not final in its
determination of those that are “successful” to be regarded as qualified. “There are very little or
even no positive effects that come from the test-based accountability systems on the learning
process of students and their overall educational progress,” says Carolyn J. Heinrich, the Sid
Richardson Professor of Public Affairs at the University of Texas, and “there is a widespread
tendency of teaching to the test and also of gaming of systems that in the end reflects a wasteful
usage of resources that leads to inflated and inaccurate measures of performances”
(“Standardized Tests with High Stakes Are Bad for Learning, Studies show” 21).
In fact, in the modern era, the most successful persons and the individuals who have achieved
much in their lives have failed in the said “educational systems.” They found motivation and
success in the most un-educational aspect of their lives. Success is no longer based on education
alone but rather on the culmination of creative reasoning and intuitive thinking that allows a
person to “see” beyond what the general populace can “see.” The education system chooses to
base the success of individuals on their ability to retain knowledge on academic matters, rather
than the creative and learned aspect of their learning (Zhao 227). The element of creativity has
been neglected, and “success” has been reduced to the ability of students to retain knowledge.
“Students as young as six or seven years old are currently being subjected to high stakes
examinations. Math and Sciences are the subjects that are frequently tested but the subjects that
help in the development of critical thinking and problem solving skills are squeezed out of the
school day,” says Dennis Van Roekel, MA, President of the National Education Association

Surname 4
(“NEA President Shares Thoughts on NCLB with Washington Post”). While it has been a
realistic formula with which success has been achieved, the element of creativity cannot be
purely based on some set examinations without taking into account the humanistic aspect. This is
not to say that education serves no role in the success of these persons, but rather, education
should stop being used as the sole platform upon which success is based on.
Reviewing the Challenge
The question we ask then is, which the most effective examination module in determining the
most “qualified” student? This is an issue that needs to be addressed from different angles. In the
passing of a sitting exam, what does it qualify one too and what are the consequences of foul
play? For example, if a student cheats on an anatomy exam paper and manages to gunner an A
grade, while a genuine student who understands anatomy get...


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