Do you agree or disagree with the following statement? Grades encourage students to learn. Use specific reasons and examples to support your opinion.
In the educational process grades have determining roles. In fact it can shape the student’s future and lead them to different paths. There are many debates about whether the grades help the students to learn or not. Generally speaking, as far as I am concerned I believe that grades do not necessarily show that the students have learned the subject matter. I feel this because of two reasons: grade can encourage rote learning and they do not represent the students’ full capacities.
First of all, I think mere focus on grade, might lead to rote learning. In the process of education, for many teachers and the students final grades are very important and show the students capabilities and the teachers’ success. Of course for some students and teachers deep learning is more important than the grades. However, for most students grades are the only important outcome of the school year. Hence, many of them just focus on the final exams and try to memorize the course books to be able to answer to final exams’ questions and after the exams are over they soon forget everything that they have memorized. For example, I recall at the high school, I had to memorize mathematical formulas. Although my grades at math were high, I did not have a deep understanding of them and during the summer break I would forget everything. This I think was the case for many of my classmates who only focused on gaining high grades.
In addition to rote learning, I believe that grades might not represent the students’ capabilities. Some teachers might think that high grades might reflect the students’ learning. However, many teachers’ believe that grades do not necessarily show learning. There are many factors that affect the students behavior during the exam’s night. Hence, the exams, particularly the final exams, can not fully show the students’ mastery over the subject. Therefore, there is no direct connection between grades and learning. By a way of example, I remember during my sophomore linguistics was my favorite subject. I was one of the prominent students. During the final exam I got sick and my grades in linguistics suffered a lot. On the other hand my classmate who acted very poorly during the semester, stayed awake all nights before the exams and gained high remarks. That is why based on the grades we can not judge how much someone have learned something.
In conclusion and on the basis of the aforementioned agreements, I would like to reiterate that believe that grades can not necessarily lead to learning. I feel this because many students memorize the concepts druring the exam’s night and because grades will not reflect the students’ learning.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-22 | Dimitrina | 60 | view |
| 2019-10-29 | NIMA SAEEDI | 70 | view |
| 2019-10-28 | NIMA SAEEDI | 70 | view |
| 2019-10-28 | NIMA SAEEDI | 70 | view |
| 2019-10-10 | ArianAskari | 76 | view |
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Grammar and spelling errors:
Line 3, column 313, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
... There are many factors that affect the students behavior during the exam's night. ...
^^^^^^^^
Line 3, column 953, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'has'.
Suggestion: has
...rades we can not judge how much someone have learned something. In conclusion and o...
^^^^
Transition Words or Phrases used:
first, hence, however, if, so, therefore, for example, i feel, i think, in addition, in conclusion, in fact, of course, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 3.0 8.0752688172 37% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2281.0 1977.66487455 115% => OK
No of words: 450.0 407.700716846 110% => OK
Chars per words: 5.06888888889 4.8611393121 104% => OK
Fourth root words length: 4.6057793516 4.48103885553 103% => OK
Word Length SD: 2.89283576537 2.67179642975 108% => OK
Unique words: 201.0 212.727598566 94% => More unique words wanted.
Unique words percentage: 0.446666666667 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 711.0 618.680645161 115% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.1265773261 48.9658058833 80% => OK
Chars per sentence: 87.7307692308 100.406767564 87% => OK
Words per sentence: 17.3076923077 20.6045352989 84% => OK
Discourse Markers: 5.80769230769 5.45110844103 107% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 11.0 4.88709677419 225% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.150877454793 0.236089414692 64% => OK
Sentence topic coherence: 0.0551158585039 0.076458572812 72% => OK
Sentence topic coherence SD: 0.0449293651032 0.0737576698707 61% => OK
Paragraph topic coherence: 0.11755739382 0.150856017488 78% => OK
Paragraph topic coherence SD: 0.0550738520469 0.0645574589148 85% => OK
Essay readability:
automated_readability_index: 11.1 11.7677419355 94% => Automated_readability_index is low.
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.83 10.9000537634 109% => OK
dale_chall_readability_score: 7.36 8.01818996416 92% => OK
difficult_words: 82.0 86.8835125448 94% => OK
linsear_write_formula: 7.0 10.002688172 70% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.