Because the course is literature, we expect a challenging course that demands English language expertise. Yet as a professor, Doe is required to be encouraging. She is supposed to help her students excel, and not supposed to make her students feel belittled. Professor Doe expects that all her students perform at exactly the same level at exactly the same time, rather than acknowledge the diversity of learning style, experience, or pace. I believe that Professor Doe is ill prepared either to adapt her instruction to address the individual needs of her students, or unable to identify appropriate, fair, and reasonable accommodations for them. Professor Doe does not seem to appreciate or acknowledge the value that foreign students have in her class. Rather than offer foreign students opportunities for academic advancement or personal progress, Professor Doe simply dismisses us with disdain. It has been...
Students like me have had to pay a lot of money for tutors and other learning aides: costs that could have been avoided had our professor taken more time to help us. When students approach Professor Doe during her office hours, she does not want to go beyond the immediate discussion of the specific unit at hand. Instead, Professor Doe insists that we stick to the subject we are learning without being flexible. If we have broad, overarching questions, Professor Doe shuffles papers on her desk and pretends to have a more important appointment.
Certainly, the fact that I signed up for the course both times I was given a form is an indication of my understanding of my responsibilities and my desire to fulfill them. When I was not scheduled for these classes, I assumed I still had some time to meet the requirements in a future semester. However, I am learning only now that due to the aforementioned inconsistency between the
Next I will respond to the accusation that I collaborated with other students on Question 3 in violation of the exam instructions which read, "Students may not work together." I assure the committee that collaboration with others for this exam was never a consideration for me for the following reasons. One, I had no reason to consult with others because as a take-home exam, I had a wealth of information and
24, 2004 at 10:40 PM when he gave me an E. For the test. I had sent many e-mails to the instructor asking for my mid-term grade, but he said that it was still under review. Throughout the term Mr. Cameron read from an overhead projector that displayed small, blurry words and he often covered the words with his hand. Therefore, it was difficult to read the text and follow the
Dean of Students, As I prepare to meet with you this coming week, I do so with a full understanding of the seriousness of my offense. However, this is an understanding that I have truly only gained during the last year and as a result of my own regrettable actions. Last year, I was accused of plagiarism for failing to properly quote and cite some of the sources that I
letter will demonstrate that I have the talent you are looking for in a Pre-Rehabilitation student. I am dedicated to improving myself, and that is something I have proven my entire life. My service in the Army and National Guard is my strongest accomplishment, and it has provided me with the discipline and sense of purpose that will allow me to excel in the Pre-Rehabilitation program. I first took an
There was no ill-intent or mens rea on my part leading to an honor code violation. And finally, I simply did not collaborate with anyone in my class to construct any of the answers. I cannot stress that enough: I think that is precisely the purpose of the meeting with the dean and the investigation. An investigation would find unequivocally that I did not collaborate with anyone. As an added
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now