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.
Healthy competition always results in development. If we observe a group of students belonging to some discipline, competition for grades motivates students to study the subject, at least for the sake of scoring in the exams. In case the exam is well-designed, students would make sure to study every nook and corner of the subject to ensure high grades. Grades also work as a reinforcing factor for studies, as good grades result in greater respect among peers and teachers, and gives the student another reason to study the subject seriously.
From ancient times, it has been found that the teacher uses various methods for testing the studetnts’ grasp over the subjects learnt. Earlier, the subjects and hence the exams used to be more practice oriented whereas today we find more number of theory oriented tests, which aim to check the student’s theoretical knowledge in the field. The common motive among all these kinds of testing methodologies has always been ensuring that a student revises whatever he learns from the teacher often enough to memorise it and understand its use and significance. So, as the student prepares for the various tests prepared by the teacher, he/she keeps getting better at the subject and excels in it.
The real world in full of competition. When the student completes his/her studies to pursue some job in the real world, he/she would be met with numerous instances where the his/her progress would be graded by the superiors. The urge to excel in this grading would again be beneficial for the student to progress in the job at hand.
But sometimes this desire to perform better in the exams prompts the student to go in the wrong direction. He/she starts using all sorts of malpractices like copying during exam, which completely undermines the importance of the tests. Eventually, the student ends up becoming good at deception and cheating rather than becoming a scholar in the subject. Later, when he/she takes up some job, either the student would end up losing the job, or lead to severe damage to the company.
Hence, simply luring students to perform good in exams is not very effective. The teacher must make sure that the student understands the motivation behind studying the subject and gradually develops interest in it. This would ensure that the quality of learning is not affected in the process of grading the student. Thus, healthy competition for grades among students should be part of the learning process, but the teacher should try to present the subject in an interesting manner, so that student is not simpy forced to study the subject for getting high grades.
| 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 |
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Grammar and spelling errors:
Line 5, column 171, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'his'?
Suggestion: the; his
...ld be met with numerous instances where the his/her progress would be graded by the sup...
^^^^^^^
Line 9, column 381, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean 'parted'?
Suggestion: parted
...ion for grades among students should be part of the learning process, but the teache...
^^^^
Line 9, column 461, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an interesting manner" with adverb for "interesting"; eg, "in a hasty manner" with "hastily".
...acher should try to present the subject in an interesting manner, so that student is not simpy forced to...
^^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, hence, if, so, thus, well, whereas, as to, at least
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 19.5258426966 56% => More to be verbs wanted.
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2203.0 2235.4752809 99% => OK
No of words: 439.0 442.535393258 99% => OK
Chars per words: 5.01822323462 5.05705443957 99% => OK
Fourth root words length: 4.57737117129 4.55969084622 100% => OK
Word Length SD: 2.56836112096 2.79657885939 92% => OK
Unique words: 228.0 215.323595506 106% => OK
Unique words percentage: 0.519362186788 0.4932671777 105% => OK
syllable_count: 657.0 704.065955056 93% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 53.7328469055 60.3974514979 89% => OK
Chars per sentence: 115.947368421 118.986275619 97% => OK
Words per sentence: 23.1052631579 23.4991977007 98% => OK
Discourse Markers: 3.26315789474 5.21951772744 63% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.201037955066 0.243740707755 82% => OK
Sentence topic coherence: 0.0682544394913 0.0831039109588 82% => OK
Sentence topic coherence SD: 0.0435846736065 0.0758088955206 57% => OK
Paragraph topic coherence: 0.117869918358 0.150359130593 78% => OK
Paragraph topic coherence SD: 0.0399718330717 0.0667264976115 60% => OK
Essay readability:
automated_readability_index: 13.8 14.1392134831 98% => OK
flesch_reading_ease: 56.59 48.8420337079 116% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 12.13 12.1639044944 100% => OK
dale_chall_readability_score: 8.59 8.38706741573 102% => OK
difficult_words: 106.0 100.480337079 105% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 11.0 11.7820224719 93% => 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.