LETTER: Procrastination not always class' fault

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by Christina Kao

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"I can't wait to do my homework."

"Studying is so fun. I wish I could do it all the time."

How many times can you say that you have heard these statements uttered by a student (at Rice or any other university)?

I am writing in response to Chris Ciompi's opinion column ( Thresher , Sept. 22) in which he argues that procrastination at Rice results from a lack of intrigue in classes.

First of all, Mr. Ciompi claims that procrastination is "a universal phenomenon that pierces every aspect of Rice life." But what defines procrastination?

Is a student "procrastinating" or "wasting time" if he is not doing his or her homework?

Someone once told me that time is a Rice student's most precious commodity. And, in fact, it is a limited commodity because there are only 24 hours in a day.

I don't believe that students at Rice necessarily "procrastinate" simply because they are doing homework at 2 a.m. nor are they "wasting time" if they are not involved in some "productive" activity.

However, one cannot do work every single moment of the day. Besides, students can learn without being in class or doing homework.

Life is not all about academics; it is also about being able to live within a community of other individuals.

Secondly, Mr. Ciompi expresses his general dislike of foundation courses.

As a junior biochemistry major, I have taken my share of foundation courses and introductory-level lecture classes. And, granted, in a large class, the professor cannot format his or her lectures to suit every individual student's needs.

But in a class of 200 students, there are 199 other students who are in the same situation, and some of them must have an interest in the subject material.

Talk to the other students in the class or talk to upperclassmen who have taken the course.

Students can and do aide in each other's education.

Or go talk to the professor during office hours and engage in an in-depth discussion about the subject matter.

Professors are accessible for one-on-one interaction, especially college masters or associates.

I am not, by any means, arguing that foundation courses provide an ideal classroom environment or that I found every class intellectually stimulating. But there were moments when a professor said something that struck me as amazing or when I understood a concept in a whole new light.

And those moments compensated for those other moments of boredom and frustration.

Sometimes, classes force you to learn things that you would not normally endeavor to learn on your own. But, everything you learn opens new doors and widens your perspective.

Each student has a responsibility to make the most out of his or her experiences; the professor cannot shoulder the entire responsibility.

Remember that an interesting class does not necessarily stimulate a desire to do homework.

Last year I took an English class with a wonderful professor and stimulating discussion, but I did not sit down eagerly at night to conquer Milton or Spenser.

Finally, Mr. Ciompi argues that "the foundation courses here at Rice are supposed to provide a cornerstone for the other required distribution courses, but that understanding only inflames my desire not to take them because they lead directly to more courses, which I think I will not enjoy ... my only goal in my distribution courses is to get them over with and move on to something in which I can set myself up for success."

If you dislike your classes so much, don't take them. If you think they will lead to more classes you don't enjoy, then change your major.

If you are taking these courses simply to set yourself up for success, perhaps you truly do need to find a better purpose or goal here at Rice.

In the movie Dangerous Minds , Michelle Pfeiffer plays a teacher who repeatedly tells her students that they have choices.

Well, Rice students have choices, too. It is simply a question of making the right ones.

Christina Kao

WRC '97

This item appeared in the Opinion section of the September 29, 1995 issue.

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