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paper 4 expos - 1 Karim Gres Karim Expository Writing Paper...

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1 Karim Gres Karim Expository Writing Paper 4 Jean Twenge, “An Army of One: Me” & Malcolm Gladwell, “The Power of Context: Bernie Goetz and the Rise and Fall of New York City Crime” As the years pass by, it seems as if society’s self-esteem has improved by accomplishing strong achievements and being placed in a high-class economic state. Recently, school has been a place where children go to in order to build confidence and make friends with other children who share common interests and characteristics. Likewise, adults such as doctors, teachers, and lawyers, try to build self-confidence in the workplace. This over-confidence is causing a problem in one’s perspective of viewing themselves compared to others. In Jean Twenge’s essay, “An Army of One: Me,” she explains that humans fixate on self-esteem and build a sense of narcissism, carrying a confidence that the individual holds the vital position. Malcolm Gladwell, in his essay “The Power of Context: Bernie Goetz and the Rise and Fall of New York City Crime,” describes how small processes of a situation can alter the ways that a person will react during the scene on the figurative phase of life, such as schools affecting the effectiveness learning of children. For one to develop a strong sense of self without producing a sense of narcissism, the education system ought to integrate a stricter environment by only rewarding its top students, successfulness be achieved by the incorporation of happiness into people’s lives, and a sense of respect should be demonstrated to society. It seems as if the modern school system is striving to obtain a higher rating on America’s Top Schools, than a higher achievement rate for its students by lavishly rewarding them, rather than allowing them to improve their learning field. Jean Twenge
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2 explains in her essay, “Kayla was invited to the math class party as a reward for making a good grade … a barely passing 71. The pizza parties used to be only for children who made As, but in recent years the school has invited every child who simply passed” (Twenge, 490). Schools are inflating grades and allowing kids who borderline passed to feel accomplished by depriving a motivation to learn and improve. Teachers build their own self-esteem by this process. They re-acknowledge their teaching as effective and successful by viewing their glass as half full, instead of half empty. Teachers feel as if students learned enough information just to “pass,” which puts students in a general pool of grades, rather than a specific, accomplished group.
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