How to Talk to Your Professor About a Bad Grade

Talking to your professor may mean engaging in awkward conversation, but it matters in your academic journey. If you’re wondering, “Will my professor think less of me?” — you’re not alone. Many, if not most, of your peers think the same way.

The truth is, professors expect students to ask questions about their grades. Your professors designed their grading criteria for transparency and fairness. Therefore, you can ask clarificatory questions without fear of retaliation. In fact, your professor will likely see it as a sign of your academic maturity and commitment.

Did you know that positive student-faculty relationships boost academic outcomes? A recent Gallup research confirms that students are more engaged when they feel professors care about them. The study shows a direct correlation between supportive faculty interactions and improved student achievement.

If the idea of talking to your professor intimidates you, bear in mind that student-to-professor conversations do happen in college. You must get over the discomfort that comes with talking to your professor, especially if you’re meeting, say, SAP requirements. You are also bound to discuss numerous other topics besides your grade, including research opportunities, group projects, and career advice.

You’re not asking for a favor, a grade boost, or special treatment; you’re seeking clear answers and effective academic guidance. You want a clearer understanding of where you didn’t meet expectations and how you can meet them in the future.

Your professor may not change your grade even when you’ve made a compelling case, but the situation will give you valuable insights about yourself. You’ll discover lapses in your writing style, exam strategy, or presentation skills. You can then work on turning those weaknesses into strengths — and that’s a win, too.

Don’t be hasty in reaching out to your professor about the grade talk. Instead, be prepared to persuade.

Read and understand the syllabus grading policies. You must pay special attention to how grades are calculated, and the syllabus is the best place for it.

The most common grade factors include:

• the weight of exams/assignments
• grade scales/cutoffs
• late submission policies
• rules on dropping classes or courses
• extra credit

Review the assignment criteria to determine how points are distributed across areas. Read your professor’s comments on your work. You’ll gain useful insights into their reasons for your grade. Be sure to take note of patterns in their feedback, such as on your writing style.

Perform an objective comparison of your work against the stated rubric. Be honest in your comparison, even if it results in emotional discomfort. Ask yourself, “Where did I meet, exceed, and fall short of the stated criteria?” and write down specific examples of your work for future reference. 

Check for errors in your grade’s calculation. Verify if your grade matches the syllabus weights and totals. If you find a significant error, you can present it to your professor.

Ask specific questions about your grade. Avoid questions like, “Why didn’t I get a better grade?” and be specific instead to show that you’ve done your research. Doing this makes you more prepared for the constructive conversation ahead.

Put yourself in your professor’s shoes. Asking yourself, “Why did I receive this grade?” will make you less defensive and more prepared for a respectful conversation.

Being prepared demonstrates your respect for your professor’s time. In the same manner, you maximize your time spent on “The Grades Talk” by being informed and organized.

While time is of the essence, you can’t rush the process of setting a meeting with your professor. Instead, you must go through the proper channels and follow the process. Doing so demonstrates your professionalism, leads to a productive meeting, and increases your chances of a positive outcome.

Send an email to your professor to request a meeting. Set the specific time dedicated to discussing your grade and work. Do not approach your professor immediately after class. There’s no sense in a rushed conversation about a critical topic as your grade.

Make your email brief and professional. Your professor receives dozens of emails every week; reading their correspondence takes time. You want to get your message across quickly.

Be careful about your email’s tone. You want to frame your request for a grade-related meeting as a clarification, not a complaint. Your main goal is a collaboration, not a confrontation. If possible, let a peer or mentor review your email before sending it for a third-party perspective.

Be sure to include your name, course/section, specific assignment, and purpose in the email. It makes it easy for your professor to identify who you are and what your agenda is.

Request an appointment or set a meeting during office hours. Your professor should ideally have the choice. Be sure to demonstrate professional courtesy and respect for their time.

Avoid using emotional language, making accusations, and giving demands. Your email must have a professional and neutral tone. While it may be personal to you, it’s a professional matter at its core.

Here’s a sample email for guidance:

Subject: [Course Name/Section] – Question About [Assignment Name] Grade

Dear Professor [Last Name],

My name is [Your Name], and I am a student in your [Course Name], Section [Number]. I recently received my grade on [Assignment Name] and would appreciate the opportunity to discuss it with you.

I have reviewed the feedback and would like to better understand where I fell short so I can improve on future assignments. Would it be possible to meet during your office hours, or could we schedule a brief appointment?

Thank you for your time.

Best regards,
[Your Name]
[Student ID if required]

Being prepared is one thing, but actually being in the meeting is another challenge. You can run into an issue in the moment, say, a mental block, despite your preparation. Fortunately, you can overcome unexpected issues by embracing some useful tips during the meeting.

Set a respectful tone by thanking your professor for the meeting. Keep it straightforward. You can say, “Thank you for meeting with me, Professor Smith.” Small talk is also a good conversation starter, but keep it short.

Build your conversation around academic learning and progress. Your past grade may be the reason for the meeting, but changing it isn’t your primary goal. Instead, you want to learn about the steps you must take to improve in class.

Ask open-ended questions that encourage explanations and feedback instead of yes/no answers. You can ask:

• “Can you help me understand how my AI project could have been better?”
• “What specific areas do you think I can improve on?”

Write down notes about the talking points during your conversation. Your notes are valuable for future reference in your professor’s feedback. Plus, it’s a good way to demonstrate your seriousness about learning from your mistakes.

Listen more, talk less. You must let your professor explain his reasons for giving your grade. In turn, you can learn from his reasons and ask relevant clarificatory questions.

Avoid blaming, making excuses, and getting defensive, much less arguing with your professor. Otherwise, you’ll derail the conversation and end it prematurely.

Ask clarifying questions if you disagree with your professor’s feedback. You can advocate for yourself without challenging your professor’s judgment.

Remember: Your main goal is understanding why your grades are what they are. You’re not in it to win against your professor.

Phrases to Use:
• “I’d like to understand where I went wrong so I can improve.”
• “Can you walk me through how this was graded?”
• “What could I have done differently to earn a higher score?”
• “I want to make sure I understand your expectations for the next assignment.”

Phrases to Avoid:
• “This grade is unfair.”
• “I worked really hard on this.”
• “Other students got better grades for the same work.”
• “I need this grade for my GPA/scholarship/grad school.”

During the meeting, you can request a regrade. You must consider the circumstances and consequences of this course of action, because getting a regrade may or may not work in your favor.

Consider if you have a valid reason to request a regrade. Your request must be based on a measurable discrepancy, not your subjective judgment.

The valid reasons include:

• Mathematical errors in calculating grades (e.g., totaling points), which your professor can recalculate
• Unanswered questions or missed pages during ungraded exams, which your professor can physically check
• Rubric and corresponding score applied inconsistently, which your professor can directly compare based on the stated criteria.
 
Determine if you have an invalid reason. If you do, your request for a regrade may not stand a chance.

Common examples include:

• “I worked hard in your class.” Effort isn’t enough in getting good grades; meeting performance standards matters more.
• “I need this grade to meet SAP requirements.” Your personal needs aren’t part of the grading criteria.
• “But my classmates received higher scores.” You can’t compare your academic performance to others.

Be prepared for the possible consequences. Your professor may warn you that a regrade can result in lower scores upon a second review. If your professor reviewed your midterm essay and found reasoning flaws, you can incur deductions. 

Make a clear, concise, and compelling formal request. You must point out specific points, cite the rubric, and explain the calculations. 

Be aware of your school’s deadlines for grade disputes, if any. The timing restrictions can mean forfeiting your opportunity for a formal regrade request.

Prepare yourself for a possible denial of your request. You must accept it gracefully because it is what it is, and you’ve done your part.