There are certain aspects educators take into account when considering and investigating the roles school take in guiding their students. The statement claims that educational institutions should discourage their students from learning what they are not like to succed. However, I hold the quite opposite point of view. For schools should not be success-oriented and have the responsibility to provide as much opportunities as possible for students to try different things.
The statement suggests educational organizations should dissuade their students from learning something they have a low chance of success. The assumption is that with limited time and resources, it is more efficient for each student to focus on the area they are good at, making them more competitive and more likely to win in the future. For example, teaching a boy without a good voice singing is almost a waste of his time and effort, which he could be used to practice basketball and even become an NBA star years later. Surely, the latter choice seems more wise and reasonable.
The claim may sounds appealing, is however, not good for the development of a child in the long term. First of all, it is hard for anyone to judge if it it possible for a student to be a leader in a certain field of study, and thus preventing them from learning certain knowledge or techniques may preclude the student to make achievements in some areas. Take myself as an example, when I was in primary school, I wasn't good at writing, and nor me neither my teacher think I will be a good writer in the future. However, after entering middle school, I gradually became really interested by writing, and made great efforts improving myself. Eventually, I was the almost the best students in writing class in my high school. I cannot imagine what would happen if my primary school teacher have told not to spend lots of time on writing just because I was not good at it. Children are developing quickly, and no one knows what will happen to them.
In contrary to the statement, it is undeniable that learing as much diverse knowledge as possible helps the student to development mentally in a versatile pattern. Scientists have concluded when processing different types of information, for instance, while reading and listening to the music, different parts of our brain are activited. That is to say, although someone does not have singing genes and do not want to be a singer in the future, practicing singing is also beneficial, for it makes sure different parts of the brain are trained. The balanced brain development, will in turn, help one to succeed in other fields he is good at.
For the aforementioned evidence, I firmly believe that educational institutions have the responsibility to provide equal opportunities to all students regardless of their talents or performance in some certain areas. Education is for knowledge and should not be led by future success or outcomes.
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Grammar and spelling errors:
Line 1, column 406, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
...d have the responsibility to provide as much opportunities as possible for students ...
^^^^
Line 5, column 151, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: it
... all, it is hard for anyone to judge if it it possible for a student to be a leader i...
^^^^^
Line 5, column 415, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wasn't
...xample, when I was in primary school, I wasnt good at writing, and nor me neither my ...
^^^^^
Line 5, column 660, Rule ID: THE_EXACTLY_THE[1]
Message: Duplicated 'the' in the phrase: 'the almost the'. Did you mean 'almost the'?
Suggestion: almost the
...rts improving myself. Eventually, I was the almost the best students in writing class in my hi...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, first, however, if, may, really, so, thus, while, for example, for instance, first of all, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 41.0 33.0505617978 124% => Less pronouns wanted
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2462.0 2235.4752809 110% => OK
No of words: 495.0 442.535393258 112% => OK
Chars per words: 4.97373737374 5.05705443957 98% => OK
Fourth root words length: 4.71684168287 4.55969084622 103% => OK
Word Length SD: 2.88125288759 2.79657885939 103% => OK
Unique words: 254.0 215.323595506 118% => OK
Unique words percentage: 0.513131313131 0.4932671777 104% => OK
syllable_count: 769.5 704.065955056 109% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
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: 23.0 23.0359550562 100% => OK
Sentence length SD: 53.5745819178 60.3974514979 89% => OK
Chars per sentence: 117.238095238 118.986275619 99% => OK
Words per sentence: 23.5714285714 23.4991977007 100% => OK
Discourse Markers: 5.28571428571 5.21951772744 101% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
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: 0.208526861967 0.243740707755 86% => OK
Sentence topic coherence: 0.0601083096287 0.0831039109588 72% => OK
Sentence topic coherence SD: 0.0712620278882 0.0758088955206 94% => OK
Paragraph topic coherence: 0.127084759185 0.150359130593 85% => OK
Paragraph topic coherence SD: 0.047425832138 0.0667264976115 71% => OK
Essay readability:
automated_readability_index: 13.8 14.1392134831 98% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 11.84 12.1639044944 97% => OK
dale_chall_readability_score: 8.06 8.38706741573 96% => OK
difficult_words: 103.0 100.480337079 103% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
Rates: 79.17 out of 100
Scores by essay e-grader: 4.75 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.