Some people believe that the purpose of education is to free the mind and the spirit. Others believe that formal education tends to restrain our minds and spirits rather than set them free.
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 true purpose of education is to teach young minds about the real world, about ethics, about propriety and many other aspects of life in order to create a substantial backbone in the future of our society. The prompt argues the differences between the aim of education. I strongly agree with the notion that the education broadens the mind and spirit and gives us a clear consciousness about life for the following two reasons.
Firstly, it is painfully obvious that a uneducated society can be very noxious and they dwellers in the society ultimately face moral destruction. If we try to find the answer to the question, "Why is this moral degradation happens mostly in the comparative uneducated society?"--it will become pellucid that education is the key which will mend the mind. For example, take the rural African countries into perspective. The warlords rule and torture over the common people and deal in illegal substances and even human trafficking. Surveys prove that these warlords come from a society where education was scarce due to poverty. They environment around these tyrants failed them to provide moral education. The above example illustrates how education frees up the mind and spirit and let us distinguish between good and evil.
Secondly, even if we assume that these extreme cases are not the general idea, we should at least clearly see the contrast between a educated and non-educated person in every aspect of life. A proper educated person can innovate, can design and even create new things using their intellectual mind. For example, all the innovators of the modern era came from a high education background. Innovation can not happen without free mind and spirit.
In contrast, it is ceded that, the recent education system, sometimes, seems to constrict students only to study for tests or for job security. The test or memory based education system of the developing countries can not ensure a bright young generation. For example, in the developing countries, teachers seem to coerce the students only to study the materials that will come up in the examination. Even the parents are very hangovered by the idea that, getting good grades is the only indication of getting good education. Such viewpoints inhibits the mind and strains the imagination of a young student, which, in the long run, will ultimately cause the society more harm than good. But, modern erudite and commensurate of the education systems have come to understand the problem and constantly trying to modify this "study for exams"- based view.
In conclusion, while the prompt is correct when compared to certain type of education, it is still obvious that a good formal education will always enable a young mind to innovate and prosper.
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Grammar and spelling errors:
Line 5, column 39, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
... Firstly, it is painfully obvious that a uneducated society can be very noxious ...
^
Line 9, column 132, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
... least clearly see the contrast between a educated and non-educated person in eve...
^
Line 13, column 543, Rule ID: AGREEMENT_SENT_START[1]
Message: You should probably use 'inhibit'.
Suggestion: inhibit
...getting good education. Such viewpoints inhibits the mind and strains the imagination of...
^^^^^^^^
Transition Words or Phrases used:
but, first, firstly, if, second, secondly, so, still, well, while, at least, for example, in conclusion, in contrast
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 55.0 58.6224719101 94% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 2338.0 2235.4752809 105% => OK
No of words: 453.0 442.535393258 102% => OK
Chars per words: 5.16114790287 5.05705443957 102% => OK
Fourth root words length: 4.61343653406 4.55969084622 101% => OK
Word Length SD: 2.78029163718 2.79657885939 99% => OK
Unique words: 250.0 215.323595506 116% => OK
Unique words percentage: 0.551876379691 0.4932671777 112% => OK
syllable_count: 737.1 704.065955056 105% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 47.4581567698 60.3974514979 79% => OK
Chars per sentence: 111.333333333 118.986275619 94% => OK
Words per sentence: 21.5714285714 23.4991977007 92% => OK
Discourse Markers: 5.52380952381 5.21951772744 106% => 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 : 9.0 5.13820224719 175% => OK
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: 0.223991325794 0.243740707755 92% => OK
Sentence topic coherence: 0.0639304232084 0.0831039109588 77% => OK
Sentence topic coherence SD: 0.0585309549504 0.0758088955206 77% => OK
Paragraph topic coherence: 0.122827651045 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0285674096894 0.0667264976115 43% => 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: 13.7 14.1392134831 97% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 8.83 8.38706741573 105% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => 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.