Some people believe that competition for high grades motivates students to excel in the classroom. Others believe that such competition seriously limits the quality of real learning.
Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.
The issue of whether the competition of high grades motivates students to excel in the classroom is a contentious one. Both the sides have strengths and weaknesses, however, I believe, getting good marks not always apply that you have a significant knowledge about the subject but it shows the traits of you being hardworking and being persistent. While not getting a high grade implies you have a practical knowledge or you learned the subject better. The competition to earn higher score might lead to rote learning concepts and not understanding the subject.
First, for some students competition of high grades motivate them to study better. Pushing yourself an extra mile to study the subject, implies that you are more persistent and hardworking person. Moreover, it also shows that you are able to work under pressure. This is based on one, to get into a race of scoring high grades, but if you learn the concept and understand the subject better there is no way to perform badly.
Furthermore, it not always implies that high grades are achieved only by rote learning concepts. Its import to be uncompromising in getting the real sense of the thing you learned. The students need to encourage to think critically and ask questions like why?. It’s important for the student to understand why are they learning and understand the practical application of the subject.
However, the other section who believes that competition of high grade might seriously limit the quality of real learning is also true in some sense. For example, a student just rote learning and pucking answer in the exam is a serious concern. The student will not able to excel in the future. Also, it is important for one to build interest in the subject, which help to learn about the subject better and to think out of box.
In conclusion, I believe learning concepts and understanding subject is more important. And eventually understanding the subject would not limit you to score high grades. But, just running the rat race without having practical knowledge is waste and hinder the real learning.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-09-15 | Isolus | 83 | view |
| 2023-08-05 | Prasad002 | 66 | view |
| 2023-02-12 | abhikhanna | 50 | view |
| 2022-05-08 | Skittle_Mix07 | 62 | view |
| 2022-04-14 | sara2020 | 50 | view |
- Universities should require every student to take a variety of courses outside the student s field of study Write a response in which you discuss the extent to which you agree or disagree with the claim In developing and supporting your position be sure t 66
- In twenty years there will be fewer cars in use than there are today 60
- closing the shop at 6 00 PM 70
- In 20 years there will be less pollution in the air than there is today 75
- Same national curriculum 58
Grammar and spelling errors:
Line 5, column 17, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...tanding the subject. First, for some students competition of high grades motivate the...
^^^^^^^^
Line 7, column 213, Rule ID: ALLOW_TO[1]
Message: Did you mean 'thinking'? Or maybe you should add a pronoun? In active voice, 'encourage' + 'to' takes an object, usually a pronoun.
Suggestion: thinking
...learned. The students need to encourage to think critically and ask questions like why?....
^^^^^^^^
Line 11, column 15, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... to think out of box. In conclusion, I believe learning concepts and understa...
^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, moreover, so, while, for example, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 5.0 12.4196629213 40% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 42.0 58.6224719101 72% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1752.0 2235.4752809 78% => OK
No of words: 349.0 442.535393258 79% => More content wanted.
Chars per words: 5.02005730659 5.05705443957 99% => OK
Fourth root words length: 4.32221490584 4.55969084622 95% => OK
Word Length SD: 2.71594849366 2.79657885939 97% => OK
Unique words: 170.0 215.323595506 79% => More unique words wanted.
Unique words percentage: 0.487106017192 0.4932671777 99% => OK
syllable_count: 522.9 704.065955056 74% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.9633679797 60.3974514979 65% => OK
Chars per sentence: 92.2105263158 118.986275619 77% => OK
Words per sentence: 18.3684210526 23.4991977007 78% => OK
Discourse Markers: 4.78947368421 5.21951772744 92% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.313674085831 0.243740707755 129% => OK
Sentence topic coherence: 0.106848926202 0.0831039109588 129% => OK
Sentence topic coherence SD: 0.0864367209668 0.0758088955206 114% => OK
Paragraph topic coherence: 0.186435345191 0.150359130593 124% => OK
Paragraph topic coherence SD: 0.0747208450872 0.0667264976115 112% => OK
Essay readability:
automated_readability_index: 11.4 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 61.67 48.8420337079 126% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 11.84 12.1639044944 97% => OK
dale_chall_readability_score: 7.65 8.38706741573 91% => OK
difficult_words: 69.0 100.480337079 69% => More difficult words wanted.
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.