Formal education tends to restrain our minds and spirits rather than set them free.
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.
A glance at modern pedagogy sheds light on a question that has long instigated dispute, that is, whether formal education a restriction to student's minds and spirits or not. Some people claim that formal education can only smother learners's free thinking. I partly agree with the statement, and I think it depends on different disciplines.
A glance at modern pedagogy sheds light on a question that has long instigated dispute, that is, whether formal education a restriction to student's minds and spirits or not. Some people claim that formal education can only smother learners's free thinking. I partly agree with the statement, and I think it depends on different disciplines.
Foremost, the hallmarks of formal education entails closely following teacher's instructions, accomplishing assignments and preparing for exams. This can definitely impede student's minds where creative and critical thinking is expected, likes in arts and literature. For instance, I still remember when I was in primary school, all the students were required to draw the same thing in the same way in our art class. The teacher insisted that this is a way to teach us the most basic drawing skills, but my enthusiasm for painting was dampened. Similarly, in literature, students are expected to come up with their own understandings of a certain story or essay, instead of listening to the analysis from teachers and other critics.
What is more, formal education can be at odds with student's nature of exploring and playing sometimes. This is best illustrated by the education model adopted by most education institutes in my country, China, where students are required to seat quietly in their seats in a relatively crowded classroom, listening to their teachers with full attention. No other things is allowed. Even at high schools students have to follow the instructions from teachers in experiment classes, and nothing not included in the lecture is allowed, which can be devastating for scientific education. If students were not given the latitude to explore nature by their own, they would hardly have the siprits of questioning and finding answers in future.
Nonetheless, formal education can also be condusive in a sense. At early age, formal education privides students with basic and essential knowledge for further study systematically. This partly proffer an answer to the outstanding performance of Chinese students in math tests compared to their international counterparts. The conquence is conspicuous: an increasingly number of Chinese university students are studying statistics and financing these days, which can be lucrative and can drive social mobility. Fundamental knowledge are best taught in formal ways, preventing the disarray of letting students do what they want to.
Due to aforementioned ground, formal education can be harmful for student's minds when critical and independent thinking are needed. In these circumstances, less restrications from teachers should be imposed on students. Meanwhile, crucial knowledge for future study are best conveyed by teachers and absorbed by students firmally, in a way that organization and regulation is preserved.
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Grammar and spelling errors:
Line 5, column 726, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...rits of questioning and finding answers in future. Nonetheless, formal education can a...
^^^^^^^^^
Line 7, column 354, Rule ID: A_RB_NN[1]
Message: You used an adverb ('increasingly') instead an adjective, or a noun ('number') instead of another adjective.
...terparts. The conquence is conspicuous: an increasingly number of Chinese university students are stud...
^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, if, nonetheless, similarly, so, still, thus, while, for instance, i think, what is more, in the same way
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 27.0 33.0505617978 82% => OK
Preposition: 58.0 58.6224719101 99% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 2403.0 2235.4752809 107% => OK
No of words: 438.0 442.535393258 99% => OK
Chars per words: 5.48630136986 5.05705443957 108% => OK
Fourth root words length: 4.57476223824 4.55969084622 100% => OK
Word Length SD: 3.04171716747 2.79657885939 109% => OK
Unique words: 244.0 215.323595506 113% => OK
Unique words percentage: 0.557077625571 0.4932671777 113% => OK
syllable_count: 733.5 704.065955056 104% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Interrogative: 2.0 0.740449438202 270% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 49.9443681439 60.3974514979 83% => OK
Chars per sentence: 114.428571429 118.986275619 96% => OK
Words per sentence: 20.8571428571 23.4991977007 89% => OK
Discourse Markers: 5.47619047619 5.21951772744 105% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.123117791407 0.243740707755 51% => OK
Sentence topic coherence: 0.0429181581867 0.0831039109588 52% => OK
Sentence topic coherence SD: 0.0320891056917 0.0758088955206 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0819996185847 0.150359130593 55% => OK
Paragraph topic coherence SD: 0.0305852473794 0.0667264976115 46% => 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: 14.9 14.1392134831 105% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.56 12.1639044944 120% => OK
dale_chall_readability_score: 9.06 8.38706741573 108% => OK
difficult_words: 123.0 100.480337079 122% => 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?
---------------------
Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 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.