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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 she does not explain that what percentage of those students have these undeserved diplomas. What are the reasons that they have these 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 assertation. At this point, the argumentation can be just an assumption and cause for readers uncertainty.
Shery builds her argument that fear of failure is effective teaching tool 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.