This problem admits of no easy solution. Because every line we draw will seem arbitrary to some extent, a person who holds a middle position needs to argue that it is better to draw some line—even a somewhat arbitrary one— than to draw no line at all. The recognition that some line is needed, and why, can often help us locate the real issues. This is the first step toward a reasonable position.
Of course, this still does not tell us where to draw the line. A separate argument is needed to show that the line should be drawn at one point, or in one area, rather than another. In the law, such arguments often appeal to value judg- ments about the effects of drawing the line at one place rather than another. For example, it is more efficient to draw a line where it is easy to detect, and drawing the line at one place will provide greater protection for some values or some people than will drawing it at another place. Different values often favor drawing different lines, and sometimes such arguments are not avail- able at all. Thus, in the end, it will be difficult to solve many of these pro- found and important problems.
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Is it unfair for teachers to fail students who get one point out of a hundred less than others students who pass? Why or why not? Would an alternative grading system be fairer?