Learning is primary a matter of personal discipline, students cannot be motivated by school or college alone.
I personally partly agree with the speaker's claim, because although in some extent the learning is only a part of individuals, it also could be influenced by student groups, academic organizations, and classmates in colleges.
Admittedly, how and when to learn is decided based on one's habits and learning per se is actually said to be the self-absorbing of knowledge. People learn things from different ways, some can memorize key points by scanning, loudly reading or copy-writing. In the real universities, notebooks written by high academic performance students are always popular within student groups, assuming that what prominent students write is the best spot. While it is irresponsible to refute the content of those notebooks, the way of writing and logic underlying them is whether suitable for certain student are unconclusive. Moreover, as a purposeful action favored by extremely few part of students, learning should be motivated by one's goals and be limited by one's conditions. Purposes and conditions are nearly impossible to change by outside environment unless a huge transformation takes place on oneself. Thus, from perspectives mentioned, learning would amount on a personal discipline without influenced by other factors.
However, arguments stated before could noy completely discuss the original assertation. Quite aside from deciding by students' own factors, their studying states are also more or less sub-conscientiously linked with environments provided by schools.
Atmospheres, a vital influencing factor on the road of learning, are the densest in academic institutions. They may cause a psychological effect which could not be noticed by oneself, that is, students' inclinations to be anomalous in a group. For example, in libraries where students are full of energies and dedicated on studying, students who do not want to learn will be forced to do that because such innate effect requires them to be similar with others. Furthermore, conditions and environments the school provides also plays an important role in affecting people's learning, such as online library and free access of famous journals, and even some discourses held by prominent professors. As long as students find those resources helpful they are becoming beneficiary of schools and colleges. Wonderful individuals studying or teaching at academic institutions are another supporting evidence to the linkage of students' learning to schools. The reason why society sets role models is to spur people's desire to emulate. In schools is the same, role models are encouragements for students, providing them spirits and confidence.
To sum up, personally learning is decided and influenced by both oneself and environment, although such latter affect is not so obvious, we could not obviate their existence. Thus, schools and colleges motivations are equally important for one's learning.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-08-08 | M1randa | 83 | view |
| 2023-07-27 | KalyaniHarbola | 75 | view |
| 2023-04-22 | Vishakha Khambhaitta | 50 | view |
| 2023-04-17 | publicresearcher95 | 75 | view |
| 2023-03-15 | Pranav Lohote | 66 | view |
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Grammar and spelling errors:
Line 3, column 669, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun part seems to be countable; consider using: 'few parts'.
Suggestion: few parts
... purposeful action favored by extremely few part of students, learning should be motivat...
^^^^^^^^
Line 9, column 241, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...s motivations are equally important for ones learning.
^^^^
Line 9, column 256, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...re equally important for ones learning.
^^^^^
Transition Words or Phrases used:
actually, also, furthermore, however, if, may, moreover, so, thus, while, even so, for example, such as, more or less, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 19.5258426966 149% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 19.0 33.0505617978 57% => OK
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2461.0 2235.4752809 110% => OK
No of words: 441.0 442.535393258 100% => OK
Chars per words: 5.58049886621 5.05705443957 110% => OK
Fourth root words length: 4.58257569496 4.55969084622 101% => OK
Word Length SD: 3.13769605649 2.79657885939 112% => OK
Unique words: 259.0 215.323595506 120% => OK
Unique words percentage: 0.587301587302 0.4932671777 119% => OK
syllable_count: 759.6 704.065955056 108% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 45.6748289543 60.3974514979 76% => OK
Chars per sentence: 123.05 118.986275619 103% => OK
Words per sentence: 22.05 23.4991977007 94% => OK
Discourse Markers: 6.4 5.21951772744 123% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.278714970336 0.243740707755 114% => OK
Sentence topic coherence: 0.0743000908471 0.0831039109588 89% => OK
Sentence topic coherence SD: 0.0546008450797 0.0758088955206 72% => OK
Paragraph topic coherence: 0.140785669195 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.0632832986234 0.0667264976115 95% => OK
Essay readability:
automated_readability_index: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 15.08 12.1639044944 124% => OK
dale_chall_readability_score: 9.7 8.38706741573 116% => OK
difficult_words: 139.0 100.480337079 138% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
---------------------
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.