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Increasing student’s efficiency in the classroom has been debatable topic for a while now, the answer to which is not a trivial one. The prompts presents two contrasting views pertaining to the said efficiency of students. One of them suggests competition as the primary element of student success in the classroom, while the other attributes competition as a limiting factor. I moderately agree with the later due to two reasons.
To begin with, humans are diverse species possessing different capabilities to cope up with various situations. While some students can take classroom competition as a healthy medium to excel in studies, it would be common for the majority of others to be highly intimidated by it. For instance, if a student were mostly productive in a rather slow-paced and helping environment, he or she would not be able to perform well in a competitive environment. The student might also feel out of place, distressed and frustrated, all of which will result in a decline of student’s progress in studies. This example illustrates that while a few might benefit from such environment, there is still a high chance that the majority will suffer. Therefore, in hopes of increasing student productivity, the school management is likely to be disappointment by the results.
Further, students competing with one another can only compete to get the highest possible marks. The question that we need to answer is, are marks representative of accurate conceptual understanding of a student? For instance, a student can get good marks by just rote memorization of the topic, rather than a conceptual understanding of it. This gives an edge to the students who are naturally good at memorizing things and a disadvantage to those who focus on practically looking at what they learn in the classroom. This scenario depicts that grades are not a true image of what students learn in the class, giving a false basis of correlating grades with student’s success. Therefore, students aiming to study conceptually might feel compelled to change their ways to study in order secure better grades, ultimately inhibiting their real learning. Hence, the idea of inculcating competition inside a classroom with a motive to improve student’s grades seems flawed.
Concluding, there are many metrics at play that determine student success in a classroom. It is very difficult to be binary here and vouch for a single metric. Additionally, there is no such thing as a ‘one-size-fits-all’ solution that can work for every student. Nevertheless, competition can often lead to an unhealthy environment, advantageous to a few but detrimental to the progress of many other students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-12-09 | barek133743621 | view | |
| 2024-12-09 | barek133743621 | view | |
| 2024-11-28 | nha1806 | view | |
| 2024-11-26 | fayos | 85 | view |
| 2024-11-25 | fayos | 79 | view |
Grammar and spelling errors:
Line 1, column 146, Rule ID: AGREEMENT_SENT_START[1]
Message: You should probably use 'present'.
Suggestion: present
...which is not a trivial one. The prompts presents two contrasting views pertaining to the...
^^^^^^^^
Line 1, column 333, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'attributes'' or 'attribute's'?
Suggestion: attributes'; attribute's
...ccess in the classroom, while the other attributes competition as a limiting factor. I mod...
^^^^^^^^^^
Line 2, column 633, Rule ID: MANY_NN_U[6]
Message: Possible agreement error. The noun might seems to be uncountable; consider using: 'little might'.
Suggestion: little might
.... This example illustrates that while a few might benefit from such environment, there is...
^^^^^^^^^
Line 4, column 23, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun metrics seems to be uncountable; consider using: 'much metrics', 'a good deal of metrics'.
Suggestion: much metrics; a good deal of metrics
...es seems flawed. Concluding, there are many metrics at play that determine student success ...
^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, hence, if, look, nevertheless, so, still, therefore, well, while, for instance, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 6.0 14.8657303371 40% => More conjunction wanted.
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 22.0 33.0505617978 67% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 2258.0 2235.4752809 101% => OK
No of words: 432.0 442.535393258 98% => OK
Chars per words: 5.22685185185 5.05705443957 103% => OK
Fourth root words length: 4.55901411391 4.55969084622 100% => OK
Word Length SD: 3.24123012178 2.79657885939 116% => OK
Unique words: 238.0 215.323595506 111% => OK
Unique words percentage: 0.550925925926 0.4932671777 112% => OK
syllable_count: 705.6 704.065955056 100% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 34.0442555781 60.3974514979 56% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 107.523809524 118.986275619 90% => OK
Words per sentence: 20.5714285714 23.4991977007 88% => OK
Discourse Markers: 4.95238095238 5.21951772744 95% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0 0.243740707755 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.0831039109588 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.0758088955206 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.150359130593 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0667264976115 0% => 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: 13.5 14.1392134831 95% => OK
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 13.05 12.1639044944 107% => OK
dale_chall_readability_score: 8.87 8.38706741573 106% => OK
difficult_words: 116.0 100.480337079 115% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 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.