UNICROSS Lecturer Publicly Displays Student's Letter Requesting Grade Upgrades
A lecturer at the University of Cross Rivers State (UNICROSS) has publicly displayed an audacious letter written by a third-year student, boldly requesting assistance in boosting his grades in two courses. The student, whose identity was withheld, cited his occupation as the reason for poor performance and inability to attend early morning classes.
Student's Letter Details and Justification
In the letter dated April 6, addressed to the head of the Journalism and Media Studies Department, the student appealed for help in upgrading his grades in News Writing and Reporting (JMS 211) and Foreign Correspondence (JMS 314). He explained that his work schedule made it difficult to attend the 8:00 am classes for both courses, leading to low grades. The student expressed confidence that "everything will be sorted out" with the lecturer's assistance.
Lecturer's Reaction and Ethical Concerns
Cornelius Ellah, the lecturer in the Department of Journalism and Media Studies, shared the letter on Facebook on April 7, admitting he never expected to receive such a request. He described the student's audacity as unusual and newsworthy, highlighting how it reflects a neglect of core educational values. Ellah emphasized that the letter serves as a reminder of how students can unknowingly expose themselves to exploitation, such as "cash for marks" schemes.
He stated, "The essence of education gets lost whenever the focus shifts from learning to merely obtaining undeserved marks or grades." In response, Ellah privately advised the student that attending lectures and genuinely acquiring knowledge are more valuable than chasing grades, stressing that true success is built on integrity, discipline, and hard work.
Public Reactions and Broader Implications
The letter has sparked varied reactions on social media. Some commenters criticized the student's misdirected boldness and errors in the application, suggesting it indicates a need for more learning. Others expressed sympathy, noting the challenges of balancing work and studies, and called for compassionate assistance. The incident raises broader questions about academic integrity and the pressures faced by students in Nigerian universities.
Ellah concluded his post with a call for wisdom and grace for lecturers to guide students toward honesty and excellence. This case underscores ongoing issues in higher education, where ethical dilemmas and student struggles intersect, prompting discussions on how institutions can better support learners while upholding standards.
