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  I am torn between three and four stars for this book but Amazon won't give me a 3.5 option. I have taught at the university level for the past ve years and certainly most students can benet from what is in this book. I want to encourage students to buy and read! this book. he mythbusting that the authors engage in is certainly worth the price of the book. #ou can pay now with a little cash or pay later with a low grade to nd out the truth about grading. Almost every chapter has good information. I especially liked $hapters %& & 5& and (.I also en)oyed how they disparage *'s as grades ++ what does a * prove to anyone, An A indicates e-cellence in a course and a $ indicates trouble but a * is essentially worthless as a predictor or indicator of anything. As the authors say& not even professors get e-cited about *'s.owever& I do have some complaints./irst& and most important to students is that the authors treat grading opportunities as singular events. his prevents students from treating grades strategically. 0y advice to students about achieving the best grades possible is for them to strive to earn an A on the rst e-am of each course they take. *ecause the material on the rst e-am is usually much easier than on the /inal 1-am& holding a grade up is easier than pulling one up. he authors touch on the lack of time to study properly for all of the /inals at the end of the term but don't really o2er a solution to the time crunch. *y learning early in the semester where they stand in each course& students can allot their time better. An early A enables them to focus their e2orts on the courses thatthey have a shot at pulling up or on those that they can hold ++ particularly when they know they gave the rst test their best shot. hy spend your limited time on writing a paper or studying for an e-am for a course where you have a low * when that time would be better spent pulling up a $ or holding an A,I also do not like how the authors treat a university as a whole rather than as separate parts. hey teach at much larger schools than I have I have never had a eaching Assistant grade anything for me! so they should know better. /or instance& in their discussion of grade in4ation they talk about universities as a whole when they must know that within each university are colleges or departments where there can be a large disparity in grading. At my previous  school& over 56 of the grades in one department7college were A's while in mine the number was closer to %6. In fact if I awarded over 86 A's and *'sI would receive a nastygram from my boss asking how over half of my students could be Above Average9 :tudents should not assume that good grades are inevitable if they )ust pick the right university. he same disparity is true of di2erent departments' use of A's as instructors7lecturers rather than full+time faculty particularly at the undergraduate level!. It may take a little more research to discover the information but students may rest assured that potential employers have done 1I; homework90y other complaints are more from a faculty standpoint. /irst the authors give the most supercial e-planation of curving grades possible. hey take the most e-treme e-amples they have heard of and declare them representative of the thinking of all professors who do curve e-ams. /or the record& I curve e-ams in case I ask an e-am <uestion in an awkward or confusing way or if I failed to teach a point as thoroughly as I perhaps did a previous semester when& as the authors point out in a di2erent discussion& I may have created the e-am <uestion!. hy should students be penalized for 0# errors,0y last complaint about the book is that it makes grades the end all and be all of a college career. =erhaps that is inevitable considering the topic of this book. I know that the authors don't believe that because they do encourage some behavior that is contrary to ma-imizing your grades. I )ust wish they had encouraged students to be more adventurous in the choosing of classes. *y declaring grades to be >the currency of college> they discourage students from broadening their horizons. 0ost professors have seen :traight A students who they know to be ill+prepared for the big wide world because they stuck to a narrowly tailored academic regimen of courses they would do well in. #ou can get away with this in college. ?nfortunately& this is usually self+defeating in life because most employers and citizens have higher e-pectations of people with college diplomas than )ust a trade school mentality.In conclusion& I encourage students to buy this book despite my complaints here. $ertainly in my own life I have used material from what I thought at the time were >throw+away> courses or from professors who were tough graders. Idoubt that I am alone in this e-perience. =ursuing good grades is an important part of the college e-perience& but by no means is it the only part.   his book will help students to achieve better grades and that is the reason  they should buy it and read it.
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