1. Some people believe that competition for high grades motivates students to excel in the classroom. Others believe that such competition seriously limits the quality of real learning.
Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.
The author of the issue claims that there are two schools about the effect of challenging for getting higher grading in the educational system over the students. One group believes that this sense of competition is helpful for promoting in the class; on the other hand, the other group feels this sense degrade the learning quality. In what follows, I will list the possible rearing reasons for both perspective; and finally, I will posit my standpoint.
The school, which beliefs the competition for getting a higher point in the grading system of school stimulus the students, weighs the influence of motivation on human beings. Indeed, motivation is a vital motor for going through a severe process and becoming successful. According to the noteworthy refreshing data released by the Psychology Department of Tehran University, the existence of motivation increases the chance of success in any task by the average of forty-five percent. Therefore, this group has considered the grading system as the engine of competition for getting a higher level.
As mentioned, on the other hand, there is another group which beliefs racing for getting the higher grade limits the learning quality. This group may feel that the sense of competing for a solo higher grade will affect student effort for learning the entire topics. Indeed, the exam covers the specific issues and is incapable of covering entire topics discussed in the class. A lucid example of this fact is the final examination which holds an hour and tries to cover the total discussed topics in the nine-month education period; it is obvious that an hour cannot cover the nine-month. In addition, the test emphasizes the most crucial topics. In this scenario, the attempt for getting the better rank in the exam is equal to the working on that specific topic which will be held on the test; therefore, the student will be the master of that field and has failures on the others.
If I have to clarify my viewpoint, the second group is the one with which I mostly concur. First of all, its supporting reason is plausible and reasonable. Besides, I have one more reason to support my viewpoint and it is the questionability of the examination system. Unfortunately, the examination system in the schools has lots of mistakes, and one of these mistakes in the caused pressure by the stress. The young pupil who does not have any actual life experiences during his seven-year life goes through the various tests to clarify his level of understanding and with his failures in the tests, he will get the label of the unsatisfied level of learning. This situation is really stressful for him, and this pressure could affect the student’s concentration in the exam and leads to his failure. Therefore, highlighting the exams and their grades as the motivation for excelling in the class is a futile effort.
To wrap it up, although the first school considered the exam as the motivation source for excelling, since the testing system is not flueless and comprehensive, putting weight on it will lead to severe problems such as the stressed students who mastered on a specific field.
| Post date | Users | Rates | Link to Content |
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| 2023-09-15 | Isolus | 83 | view |
| 2023-08-05 | Prasad002 | 66 | view |
| 2023-02-12 | abhikhanna | 50 | view |
| 2022-05-08 | Skittle_Mix07 | 62 | view |
| 2022-04-14 | sara2020 | 50 | view |
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Grammar and spelling errors:
Line 5, column 275, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...dents who mastered on a specific field.
^^^^^
Transition Words or Phrases used:
besides, finally, first, if, may, really, second, so, therefore, in addition, such as, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 35.0 33.0505617978 106% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2621.0 2235.4752809 117% => OK
No of words: 525.0 442.535393258 119% => OK
Chars per words: 4.99238095238 5.05705443957 99% => OK
Fourth root words length: 4.78673985869 4.55969084622 105% => OK
Word Length SD: 2.76564869396 2.79657885939 99% => OK
Unique words: 248.0 215.323595506 115% => OK
Unique words percentage: 0.472380952381 0.4932671777 96% => OK
syllable_count: 801.9 704.065955056 114% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 12.0 4.99550561798 240% => Less articles wanted as sentence beginning.
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 58.6623375026 60.3974514979 97% => OK
Chars per sentence: 124.80952381 118.986275619 105% => OK
Words per sentence: 25.0 23.4991977007 106% => OK
Discourse Markers: 5.61904761905 5.21951772744 108% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.188253060872 0.243740707755 77% => OK
Sentence topic coherence: 0.0569759188379 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.0467305543989 0.0758088955206 62% => OK
Paragraph topic coherence: 0.106243136542 0.150359130593 71% => OK
Paragraph topic coherence SD: 0.0317505769472 0.0667264976115 48% => 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: 14.6 14.1392134831 103% => OK
flesch_reading_ease: 54.56 48.8420337079 112% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 11.96 12.1639044944 98% => OK
dale_chall_readability_score: 8.82 8.38706741573 105% => OK
difficult_words: 131.0 100.480337079 130% => OK
linsear_write_formula: 13.5 11.8971910112 113% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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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.