How to Argue About Exam Results

Step 1: Clearly Define What You Want to Argue

Not all grades are open to argument. If it's an objective test where the right or wrong answers are clear-cut, there's usually no room for argument. However, for open-ended questions, essays, or papers, you can consider proceeding with the argument.

Step 2: Decide Whom to Approach for an Argument

Typically, your first thought might be to approach the professor who taught the course. However, professors can be very busy and might not respond to your emails promptly. They may also not have been directly involved in grading your exam if it was graded by a teaching assistant or another student. Therefore, besides emailing the professor, you should also reach out to other relevant individuals such as lecturers or teaching assistants. While emailing just one person might result in no response, emailing multiple relevant individuals increases the likelihood of getting a reply. Even if the person who responds is not directly responsible for the matter, they may provide you with useful advice.

Step 3: How to Write the Email

The email's general content could be something like this: "I feel that my exam score is not as expected, and I must have overlooked certain key points. I would greatly appreciate knowing what areas need improvement so that I can study better in the future." Your tone should be humble and sincere, conveying that you are not merely seeking a higher score but genuinely want to identify areas for improvement. Avoid a confrontational tone, such as saying, "I think my score is too low; why is that?"

After writing the email, you need to wait for a reply patiently. Wait for a day or two, and the responsible person for the exam will inform you of the time and place for a discussion. Remember not to rush into their office without an appointment. Doing so might be seen as impolite and harm your impression. Furthermore, the professor might not have time to discuss the matter with you, resulting in an awkward situation.

Step 4: Preparation Before the Meeting

During the discussion with your professor or instructor, it's crucial to make them believe that you truly grasp the course material. This is because "good knowledge" translates to a "good impression," which makes them more likely to be accommodating. How can you achieve this? Thorough preparation is key.

First, try to find the exam questions if possible and recall your answers and thought process. Then, list the points you may have missed and highlight the areas where you believe your answers were strong. This will give you a comprehensive understanding of your performance. Ensure that you review any unclear topics thoroughly. Fuzzy knowledge will not help your case. For instance, if the exam question was about "the impact of raising reserve requirements on the capital market," and you suddenly realize you have no idea what "reserve requirements" are, it will be challenging to convince your professor.

Second, regarding the "missed points" you've listed, imagine what the professor might say, and prepare how to explain and counter those points. Write down your responses and practice them a few times. This way, you'll be able to articulate your thoughts fluently, which can boost your performance during the discussion. After explaining your perspective, skillfully steer the conversation towards your strong points. This will ensure that most of the professor's impression is centered on your strengths, making your weaknesses seem less significant.

Step 5: The Discussion

Once you are adequately prepared, it's time for the discussion with your professor. The entire discussion process is akin to a debate, where your professor points out issues, and you counter them. Attitude is paramount during this discussion. For legitimate shortcomings, accept them humbly and avoid being defensive. If you have differing opinions, wait until the professor finishes speaking before countering, and maintain a calm and composed demeanor. Don't display frustration or impatience.

Here's an example from my experience: The professor said, "I think your answer lacked clarity, and it would have been better to number your points as 1, 2, 3." At this point, I was confused because I had clearly used "firstly," "secondly," etc., in my answer. So, I responded sincerely, "I believe using 'firstly,' 'secondly,' 'thirdly' provides clarity." Then, I pointed to where those words were in my answer. (At this moment, the professor seemed a bit embarrassed since the issue he raised was invalid.) But I didn't stop there. Before the professor could say anything else, I continued, "Regarding this question, I think..." and briefly introduced my answer, reinforcing the idea that the professor's main impression should be about my strong points, making the weaknesses seem "insignificant."

The key is to exude confidence and positivity throughout the discussion. Try to respond fluently and wait for your turn to counter any points. Towards the end, if there's an opportunity for casual conversation, seize it. For instance, if the professor says, "I'm sorry you're disappointed with your score," you can respond somewhat dejectedly, saying, "No, it's my fault. Otherwise, I could have had a 70 average." This will let the professor know that you are a serious student and provide insight into your overall performance. (Of course, be truthful; don't make things up.)

That concludes the entire process of arguing about your exam results! As a final detail, after the meeting, send another email to express your gratitude for the opportunity to discuss the matter and indicate that you gained valuable insights. Given the positive impression you've created, the professor is likely to be more accommodating, and you can then patiently await the outcome.

I hope this guidance proves helpful, and I wish you all the best in achieving your desired exam results!