It is, as numerous students internalize, really difficult to perform a balancing act on 2 parts of a learning process according to importance. Leaving out their respective benefits, however, students should invariably come to the realization that it is learning the facts that facilitates the absorbance of concepts and enriches the ideas.
Firstly, learning the facts promotes the efficiency in studying the concepts. Recent criticisms have drastically reprimanded the school systems for being "Ivory towers", where concepts are divorced from the practical applications. In order to inverse such negative perceptions, now we are assigned to projects to embark on which involve a considerable amount of research so as to integrate ideas with facts when a new concept is being demonstrated. For example, during the research essay that was concentrated on government intervention with regard to the great depression in Canada, never ever had I authentically understood how this administration benefited people until I learned about the fact that relief policy had been enforced to remove the burden of their financial bankruptcy. Consequently I succeeded in boosting my efficiency of absorbing a certain idea by making reference to a historical event.
Moreover, studying the facts can be beneficial to deepening the concepts. How can we achieve excellence in internalizing a certain idea without applying it to the contemporary or primordial state that is the most imperative? In a word, fact is like a vehicle which we should employ to unravel all the relevantly corresponding scenarios. For example, if I were to present the class with a speech featuring the "chicken or the egg" dilemma by arguing the former comes the first, I would eventually need to put my theory in a framework that is constructed with reliable and impeccable evidences; I would go to the library and search for facts that bolsters my idea and can gradually "Hijack" the brains of the audience by leading them to ultimately develop this enriched mindset about the chicken's existence preceding the egg's.
In conclusion, there is no sweeping generalization as to which one is more important, the fact or the idea. No matter which of them outweighs the other, what we should bear in mind is that fact is an indispensable link between unprocessed knowledge and internalization as well as enrichment.
- Students of a university have a long break between university semesters; the university requires all students to do one of the following for one month during the break:1.Students must take a course on the subject that has no direct connection to their maj 76
- Do you agree or disagree with the following statement?Young people today have no influence on the important decisions that determine the future of society as a whole.Use specific reasons and examples to support your answer. 80
- TPO 36- Do you agree or disagree with the following statement?For the successful development of a country, it is more important for a government to spend money on the education of very young children(five to ten years old) than to spend money on universit 80
- Because the world is changing so quickly, people now are less happy or less satisfied with their lives than people were in the past. 80
- Because modern life is very complex, it is essential for young people to have the ability to plan and organize. 70
Grammar and spelling errors:
Line 3, column 382, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...volve a considerable amount of research so as to integrate ideas with facts when a new c...
^^^^^^^^
Line 3, column 798, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Consequently,
...e burden of their financial bankruptcy. Consequently I succeeded in boosting my efficiency o...
^^^^^^^^^^^^
Line 5, column 807, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'chickens'' or 'chicken's'?
Suggestion: chickens'; chicken's
...develop this enriched mindset about the chickens existence preceding the eggs. In con...
^^^^^^^^
Transition Words or Phrases used:
consequently, first, firstly, however, if, moreover, really, so, then, well, as to, for example, in conclusion, as well as, with regard to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 30.0 43.0788530466 70% => OK
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2033.0 1977.66487455 103% => OK
No of words: 377.0 407.700716846 92% => More content wanted.
Chars per words: 5.3925729443 4.8611393121 111% => OK
Fourth root words length: 4.4064143971 4.48103885553 98% => OK
Word Length SD: 3.32276583873 2.67179642975 124% => OK
Unique words: 223.0 212.727598566 105% => OK
Unique words percentage: 0.59151193634 0.524837075471 113% => OK
syllable_count: 632.7 618.680645161 102% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 9.59856630824 31% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 13.0 20.6003584229 63% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 29.0 20.1344086022 144% => The Avg. Sentence Length is relatively long.
Sentence length SD: 114.813148949 48.9658058833 234% => The lengths of sentences changed so frequently.
Chars per sentence: 156.384615385 100.406767564 156% => OK
Words per sentence: 29.0 20.6045352989 141% => OK
Discourse Markers: 10.6153846154 5.45110844103 195% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.193517788842 0.236089414692 82% => OK
Sentence topic coherence: 0.0593709778567 0.076458572812 78% => OK
Sentence topic coherence SD: 0.0354323010669 0.0737576698707 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.109262645137 0.150856017488 72% => OK
Paragraph topic coherence SD: 0.027619914609 0.0645574589148 43% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 18.5 11.7677419355 157% => OK
flesch_reading_ease: 33.58 58.1214874552 58% => Flesch_reading_ease is low.
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 15.8 10.1575268817 156% => OK
coleman_liau_index: 14.57 10.9000537634 134% => OK
dale_chall_readability_score: 10.39 8.01818996416 130% => OK
difficult_words: 127.0 86.8835125448 146% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 13.6 10.0537634409 135% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
---------------------
Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 78.3333333333 out of 100
Scores by essay e-grader: 23.5 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.