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There is a thin line separating those who deserve an A and those who consistently receive Ass. As one and only(a) progresses by dint of the take aiming system, different ideas ar acquired about what the different letter cliques dream up and how to achieve them. The universal idea of an A is constantly changing, as does the bar of achieving one. Depending on the school/instructor, how difficult it is to achieve a certain cross out can vary.So much so that common phrases such as An favourable A and An A for effort have emerged, while others insist that an A is closer to graven image Han it is to a good effort. seduces atomic number 18 supposed to be a numerical/letter representation of ones academic progress in a course or lesson. But more often than not, good grades locomote a goal and not a reward thus students are striving for grades and not the intimacy which they represent. In his article Making the Grade, Kurt Westfield points out that students are often undeservin g granted good grades.This allows the said(prenominal) students to graduate with a degree and find a Job, without the actual knowledge sine qua noned to strive in their field. Similarly, he then goes on to circular that these under-qualified students that are now in the workplace arent ready for the tasks at hand. Universities are sending students into their careers with the same mindset they had throughout grapeshot, find the quick and elementary way to birth the Job done. Consequently, Jobs and projects could be done incorrectly or left incomplete. The difference is, though, that when these real world Jobs are incomplete or incorrect, they can create real world problems and difficulties.The grading system was make with the intention that it would accurately reflect a dents performance in a class. Its commonly believed that if a student understands a subject well, they deserve an A. But for a student to actually deserve that grade, they must in any case complete the entire wo rkload, whether they know they information or not. The grade in the class is determined by the amount of work the student completes correctly, and this is where the line of reasoning starts. Some argue that if a student demonstrates that he/she understands the given subject, he/she should be given a passing grade (whether their work was ideal or not).Others argue that if a student truly works their hardest and gives a strong effort in the class, they deserve a passing grade (whether their work was correct or not). At the end of the day though, if meddling for a simple A grade in a class, one must be willing to work and study for that class, and complete to each one assignment with accuracy (easier said than done, of course ). The source of the problem resides in the earliest years of the school system. Starting from a young age, students are being taught and alert for the next school year instead of for life.Elementary school students are being prepared for adolescent, meddleso meness are being prepared for householders, householders for college, etc. Each year of schooling teaches you Just enough to get through the next year. The problem is, though, that by the time the student reaches college he/ she is not ready for life as an adult, only for more school. kernel that students are going into college with the idea that they need to pass, and not the idea that they need to be preparing for their future. Students arent realizing that what they are learning is essential for their Job until its too slow and they are unable to perform.