“In 2007, two federal reports found that the performance of U.S. high school students on the reading portion of the National Assessment of Educational Progress (NAEP) has declined between 1992 and 2005, even though students reported earning higher grades and taking more difficult classes” (Goodwin, 2011). One might conclude that this data error identifies a deeper problem in the classroom called grade inflation. According to A Handbook of Education Law Terms, grade inflation is defined as “the increase in the grade awarded, without requiring the student to raise the standard” (Garner, 1999). Studies suggest that in the past, rising grades represented improved standards and academic rigor, however in today's classrooms this correlation does not always appear to be true. As trends in education change, so does the position on this topic. Through his writing style, appeal to his audience's logos, and use of processing strategies, Bryan Goodwin, author of "Grading Inflation: Killing with Kindness," presents a strong argument against grade inflation in the classroom. To begin with, Goodwin uses his writing style to present a strong argument against grade inflation. There are several elements that contribute to an author's writing style such as word choice, sentence flow, and voice. Goodwin uses each of these elements to present his thoughts on grade inflation. For example, Goodwin states, “Students and their parents should expect that high school grades will at least serve as reliable benchmarks against which to measure students' readiness for college” (Goodwin, 2011). In this example Goodwin demonstrates several elements of his writing style; his writing is very formal, which helps present a well-articulated point of view. Goodwin… middle of the paper… conveys a false sense of ability, thus setting them up for failure on standardized tests and even post-high school learning. These processing strategies not only demonstrate the claim Goodwin makes in his argument, but also appeal to the reader's ethos and pathos. In conclusion, holistically Goodwin provides a very convincing argument regarding inflation through his writing style, appealing to his audience's logos, and using elaboration strategies. The author's claim is that grade inflation gives students a false sense of their abilities and, as a result, they do not perform well after high school. Using each of the elements, Goodwin presents an argument that proves this claim. However, Goodwin does not force the reader to agree with him, instead he presents a very intentional argument that allows the reader to take the information presented and form their own opinion..