Week 3 objective - Articulation

1) My argument

I want to argue that every elementary schools should not give lessons with ability grouping. To enter elite universities, to enter great business, to earn a lot of money in Korea, students think that they must be top 1% in Korean SAT. Whether it is true or not, Korean students are always forced to study. Even, Korea almost every elementary schools are trying to use ability grouping in classes. However, I think that it shouldn't be realized. So I want to research about it.

2) How I found my argument

My first research question was, 'Which is more important between studying or free-time for elementary school students?'. It seems reasonable that studying is more important that freedom of elementary schools. However, as I continued researching, I found that it isn't. Finally, I have an argument that elementary schools should not give lessons with ability grouping, because studying shouldn't be first for elementary school students

3) New research questions

I have several questions that need to be solved.

-What are the side effects caused by the ability grouping?
-Why Korean elementary schools start giving lessons with ability grouping?
-How much elementary school students get stress because of the academic?
-What are the existing arguments about ability grouping?
-Are there different effects between elementary schools and high schools from ability grouping?

4) Connections to the Harvard Sampler

This argument is very related to the Harvard Sampler. My argument needs to be explained with human mind and emotions. Because human mind and emotions are major point to support that elementary schools should not give lessons with ability grouping because elementary school students get bad effects from it. Therefore, this argument is very related to the Harvard Sampler.