Learning is primarily a matter of personal discipline; students cannot be motivated by school or college alone.
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 given claim presents two primary ideas. The first, that “learning is primarily a matter of personal discipline,” I find to be a gross over generalization that fails to account for the wide array of circumstances in which learning takes place. The second, that “students cannot be motivated by school or college alone,” I believe to be valid. As these two statements are not necessarily contrapositive to one another, I take a stance of qualified disagreement with the claim in this essay. While I must disagree with the claim as a whole due to the fallacy of the first component, I acknowledge that the latter component is reasonable and supportable.
To make broad generalizations about underlying motivations and causes of learning is inherently flawed. Motivations for learning are severely context depended, specifically, age plays a large role in what motivates students to learn. Young students, early childhood or lower grades will primarily be motivated by desire to please teacher, authority figures, and peers. During these early years, students lack the perspective over their own lives to make conscious decisions about how hard they should work or study. Instead, they take queues from their teachers and classmates to decide what is important. Generally, the threat of disappointment from teachers and parents or even performance-based punishment or reward is the primary motivator for childhood learning. It is not until later on in a student’s education that personal discipline starts to play a key role.
Once students move into high school and college, learning becomes more self-directed. Furthermore, in college, the option to drop out is much more easily available. As a function of this transition, learning comes to rely much more heavily on personal discipline. Now that the decisions about what to learn as well as the decision whether to learn at all are in the student’s hands, they must have personal discipline and personal desire to learn in order to do so effectively. However, environment still has a significant impact, even when learning is self-directed. For instance, many college students express desire to live up to parents’ expectations. Speaking from my own experience being a student at Stanford, having peers achieving at a high level is another driver for personal success. Thus, since there are several external motivating factors present, it is still unfair to make the claim that learning is primarily a matter of personal discipline.
My disagreement is qualified, because I do agree that students cannot be motivated by school or college alone. Examples that I have already mentioned show that parents, and peers can also play a large role in motivating students to learn. Take the average public high school in the US. Students attending the same school, exposed to the same techniques employed by the school to motivate learning, end up spanning a full spectrum from high school dropouts to acceptance into elite colleges. This variety is strong evidence that the school alone cannot consistently motivate students. This view is reinforced by studies involving growth mindset. Students who hold the personal belief that they can improve and become better in a subject learn more quickly and effectively than students who believe that success in a given subject is based on natural talent.
In conclusion, personal discipline is certainly relevant in learning, however, it cannot be said that learning is ‘primarily’ a matter of personal disciple. Meanwhile, it is indeed accurate to say that schools and colleges lack the power to single handedly motivate students. The claim at hand is therefore false at best and deliberately misleading at worst. The claim attempts to follow up a bold and unsupported viewpoint with a related viewpoint that is framed as support for the first. While the second viewpoint is valid, it does not in fact prove the first viewpoint, therefore encouraging the reader to accept the first under false pretense.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-10 | IFE360TOXIC | 50 | view |
| 2019-11-26 | faatir | 50 | view |
| 2019-10-17 | kmata2 | 50 | view |
| 2019-09-29 | 08sandip | 50 | view |
| 2019-08-26 | Mystery3434 | 62 | view |
- Learning is primarily a matter of personal discipline; students cannot be motivated by school or college alone.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 y 78
- The following is a recommendation from the Board of Directors of Monarch Books."We recommend that Monarch Books open a café in its store. Monarch, having been in business at the same location for more than twenty years, has a large customer base because 55
Grammar and spelling errors:
Line 1, column 120, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...rimarily a matter of personal discipline,' I find to be a gross over generalizati...
^^^^^^
Line 1, column 258, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...mstances in which learning takes place. The second, that 'students cannot be m...
^^^
Line 1, column 336, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
... be motivated by school or college alone,' I believe to be valid. As these two st...
^^^^^^
Transition Words or Phrases used:
also, first, furthermore, however, if, second, so, still, therefore, thus, well, while, for instance, in conclusion, in fact, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 32.0 19.5258426966 164% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 20.0 11.3162921348 177% => OK
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 3414.0 2235.4752809 153% => OK
No of words: 640.0 442.535393258 145% => Less content wanted.
Chars per words: 5.334375 5.05705443957 105% => OK
Fourth root words length: 5.02973371873 4.55969084622 110% => OK
Word Length SD: 3.14095303013 2.79657885939 112% => OK
Unique words: 321.0 215.323595506 149% => OK
Unique words percentage: 0.5015625 0.4932671777 102% => OK
syllable_count: 1062.9 704.065955056 151% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 6.24550561798 256% => Less pronouns wanted as sentence beginning.
Article: 8.0 4.99550561798 160% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 45.9685694252 60.3974514979 76% => OK
Chars per sentence: 106.6875 118.986275619 90% => OK
Words per sentence: 20.0 23.4991977007 85% => OK
Discourse Markers: 4.25 5.21951772744 81% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 19.0 10.2758426966 185% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.310488504951 0.243740707755 127% => OK
Sentence topic coherence: 0.0758170880478 0.0831039109588 91% => OK
Sentence topic coherence SD: 0.0619275516118 0.0758088955206 82% => OK
Paragraph topic coherence: 0.175019838066 0.150359130593 116% => OK
Paragraph topic coherence SD: 0.0471971115903 0.0667264976115 71% => OK
Essay readability:
automated_readability_index: 13.7 14.1392134831 97% => 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: 13.63 12.1639044944 112% => OK
dale_chall_readability_score: 8.65 8.38706741573 103% => OK
difficult_words: 163.0 100.480337079 162% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.