Competition for high grades seriously limits the quality of learning at all levels of education.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The primary role of education is to fulfill the natural curiosity of mind, engender the power of imagination, and make complete individuals. The prompt suggests that the competition for getting high grades somehow diminishes the quality of learning at all levels of education. I mostly agree with the prompt and will elucidate my position with three reasons.
Firstly, when one competes for something immaterial as grades, his or her entire focus is on how to get them, and at this very point, the primal purpose of education, which is learning takes the back seat, as one gets the satisfaction by good grades than learning something new. However, the greatest minds of the world never gave importance to these artificial sources like grades, publications, etc. their primary purpose was to learn, and they get satisfaction by filling their appetite for learning. For example, Sir Albert Einstein – the synonyms of genius – was considered a dull student in his school and college. However, his outstanding genius was realized later by the world when he changed our understanding of the universe. Thus, in this case, doing well in the academic setup, by getting good grades, is not necessary to do scientific inventions. And the sole purpose of education is to fulfill one desire of learning than waste one’s time in competitions.
Secondly, elaborating on the last sentence of the last paragraph, if someone has a particular interest, then he or she will learn it passionately, and that automatically improves the quality of learning. But if we materialize someone’s interest in grades, the quality suffers as the person in pursuit of getting high grades will only focus on those topics or concepts that have the highest chances to come in exams, and, in doing so, the quality will suffer drastically. For example, John Nash – the noble prize winner in economics – didn’t take part in the competition of publishing ordinary papers during his Ph.D., in his pursuit of developing an original idea. To him, the quality was more important than quantity; this led him to develop the completely original idea which he published successfully, which won him the noble prize. If, however, he also chooses the easy path of mundane work that his peers used to do, then he might never win the Nobel prize. So quality is of paramount importance in academia or in general. By competition, the focus on quality somehow fogged by the sheer pseudo satisfaction one gets by other unnecessary means like getting good grades.
However, for some people, the primary purpose of education is to get a job, and in today’s competition-oriented world, grades are very convenient – not accurate – yardstick to describe one’s skill, whether for a job or higher education. Thus, it makes it imperative for the student to get good grades to make good careers, which added a lot of pressure on them; this indeed makes it more critical for the authority to re-evaluate how much importance should be given to grades as that creates a huge pressure among individuals, some do not take that pressure and commit suicide. For example, the education system in India is highly competitive, and India is at the top position in student suicide cases. Thus, there is a dire need to shift the importance of grades, and rather invent new effective methods of evaluation that focuses more on quality.
In conclusion, one may argue that a competitive environment improves individuals as it made them work harder and reach their full potential. But, if someone is really interested in learning, that itself is sufficient to fuel him or her to work hard and get better at it. Thus one should be very clear on what really gives them happiness: good grades or learning without restrictions.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-21 | Himanshu Sharma | 66 | view |
| 2020-01-05 | stevewang1007 | 70 | view |
| 2019-11-07 | kook | 66 | view |
| 2019-10-11 | Mohit Raghuvanshi | 50 | view |
| 2019-10-06 | omarsamiiir | 50 | view |
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Grammar and spelling errors:
Line 9, column 426, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...he highest chances to come in exams, and ,in doing so, the quality will suffer dra...
^^
Line 9, column 628, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...lishing ordinary papers during his Ph.D. , in is pursuit of developing an original...
^^
Line 9, column 863, Rule ID: HE_VERB_AGR[3]
Message: The pronoun 'he' must be used with a third-person verb: 'chooses'.
Suggestion: chooses
...m the noble prize. If, however, he also choose the easy path of mundane work that his ...
^^^^^^
Line 17, column 273, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... her to work hard and get better at it. Thus one should be very clear on what really...
^^^^
Line 17, column 338, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...lear on what really give them happiness: good grades or learning without restrict...
^^
Transition Words or Phrases used:
also, but, first, firstly, however, if, may, really, second, secondly, so, then, thus, well, as to, for example, in conclusion, in general
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 24.0 12.9106741573 186% => OK
Performance on vocabulary words:
No of characters: 3166.0 2235.4752809 142% => OK
No of words: 628.0 442.535393258 142% => Less content wanted.
Chars per words: 5.04140127389 5.05705443957 100% => OK
Fourth root words length: 5.00598923014 4.55969084622 110% => OK
Word Length SD: 2.81545325888 2.79657885939 101% => OK
Unique words: 312.0 215.323595506 145% => OK
Unique words percentage: 0.496815286624 0.4932671777 101% => OK
syllable_count: 998.1 704.065955056 142% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 56.8929364071 60.3974514979 94% => OK
Chars per sentence: 121.769230769 118.986275619 102% => OK
Words per sentence: 24.1538461538 23.4991977007 103% => OK
Discourse Markers: 5.30769230769 5.21951772744 102% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 21.0 10.2758426966 204% => Less positive sentences wanted.
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.172305544739 0.243740707755 71% => OK
Sentence topic coherence: 0.0491490666144 0.0831039109588 59% => OK
Sentence topic coherence SD: 0.0553013819989 0.0758088955206 73% => OK
Paragraph topic coherence: 0.110382483172 0.150359130593 73% => OK
Paragraph topic coherence SD: 0.0572469320596 0.0667264976115 86% => OK
Essay readability:
automated_readability_index: 14.4 14.1392134831 102% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.25 12.1639044944 101% => OK
dale_chall_readability_score: 8.45 8.38706741573 101% => OK
difficult_words: 144.0 100.480337079 143% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 15.0 11.7820224719 127% => 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.