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Ashley Detki
Mrs. Pettay
ENG 112
8 March 2015
Relearning learning
From the first scene of a classroom, every student must confront homework. It
spans across the entirety of the time they spend in school, and it forms the background of
primary school education. The problem that stems from this reliance on homework are
the validity of it benefits. Homework, for the remarks of this paper, is defined as out of
class work excluding studying and projects. The debaters of homework have form strong
cases for both sides. Evidence exists that clearly demonstrates correlation of homework
and positive effects as well as negative. Homework, however, seems to have a stronger
case against. Homework is a fractured tool of learning that brings about tension, higher
student stress levels, and no proven increase in academic potential or ability.
Proponents for the use of homework in schools boast of the self-responsibility that
homework invites. Erika Patall, an assistant professor of educational psychology at the
University of Texas furnishes this idea in her article, Help Children form Good Study
Habits when she insists that used correctly, homework encourages goal-setting and
follow-through. She continues on to outline how homework paves the way for learning
how to overcome difficulties and even argues that [kids] are more likely to believe that
they can overcome challenges while doing homework, take more responsibility for
learning, and ultimately do better in school. Patalls argument for homework on a basis
of responsibility sees a great amount of supporters. A writer at The Atlantic, Jessica

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Lahey, agrees that the autonomy brought on from homework encourages kids to be able
to face challenges head on. Lahey emphasizes how homework produces desirable
difficulties, which leads to children who are better equipped to deal with real life
challenges. Proponents of homework are right to argue that homework helps cement
responsibility, but that responsibility may not be proper or beneficial to the student.
Self responsibility plays a large part in education, especially as students reach
the upper grade levels. The burden to achieve is high and it contradicts the argument in
favor of homework. Supporters of homework claim that homework instills responsibility,
but this claim rests on the assumption the responsibility is healthy. According to a study
conducted by Stanford University- on a sample population in top achieving schools- the
ramifications of this self-responsibility and discipline is more than just time. Fifty-six
percent of students claim that homework is their primary source of stress, while less than
one percent claimed that homework was not a stressor. The type of stress outlined in this
Stanford research lead to reductions in health, such as sleep loss. High levels of stress
have been known to lead to headaches, exhaustion, and stomach problems. In my
personal experience, I have found that the stress aroused by homework often correlates
with how healthy I am. During the winter of junior year, when I was undertaking three
AP courses alongside an academy curriculum, I had the worse stress of my life.
Consequently, I happened to be sick four times that winter. My ability to ward off
sicknesses was simply overtaken by my stress induced exhaustion. The stress of
homework, counters the call for so-called responsibility. When the student is too
overtaken by the consequences of the responsibility, it ceases to achieve what it is

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designed for. The student, regardless of the responsibility and discipline level, will fall
sick to the stress of homework, or fall behind in the work.

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