We learn our most valuable lessons in life from struggling with our limitations rather than from enjoying our successes.
[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 to address the most compelling reasons and/or examples that could be used to challenge your position.]
The speaker asserts that we learn from difficulty rather than from successes. Some things indeed can learn from success, but difficult things make us learning more. Therefore, I strongly agree with the speaker.
To begin with, in academic study, learning from difficulty has a positive influence on students because students can know what they are lacking. For ensuring that students can study well, students have to use a pertinence of the study. Only through using a pertinence of the study, the study can be more efficient in the schools. Taiwan’s educational system can be an example. In Taiwan, students focus on studying to fulfill them to promote occupational development in the future, even though the process is hard. If students can know what they are lacking and use a pertinent of the study, they can save more time to learn more knowledge. In sum, learning from difficulty can make students effective, since they can know what they are lacking.
Secondly, scientists will benefit through difficulty, because difficulty makes scientists struggling to research the things they want to know. To many scientists, unknown things, which are difficult to many people, are so attractive that they struggle with human limitations to solve the problems. Mars can be a suitable example. Mars is such a mysterious red planet that many scientists are fascinated. To realize the geography of Mars, scientists need to invent a special camera that adapts to the environment of Mars. With this camera, scientists can observe the geography and biology of Mars. Thus, scientists can know more about Mars. In a word, learning from difficulty has a health influence on the science field.
Although people can learn some things from success, the things learning from success are less than the things learning from difficulty. The things learning from difficulty induce a profound impression on people. Only through experiencing a difficulty, people can learn their lesson. For instance, COVID-19 has constantly killed the people in the world because of people’s remising. Such a brutal virus was unprecedented that people were incapable of dealing with it in the beginning. Fortunately, the vaccination was invented successfully. As a result, the world casualty has been declining. Through difficulty this time, people learn a lesson. In brief, the things learning from difficulty make our getting a lesson.
To sum up, learning from difficulty exercises a positive influence on students and scientists, since difficulty can make students know what they are lacking, and make scientists seeking more knowledge. Even though some things learning from success are valuable, there are more things that we can learn from difficulty. Thus, I totally agree with what the speaker says.
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- Do you agree or disagree with the following statement Our current way of life will have a negative impact on future generations 67
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- The following appeared in a memo from a vice president of Quiot Manufacturing During the past year Quiot Manufacturing had 30 percent more on the job accidents than at the nearby Panoply Industries plant where the work shifts are one hour shorter than our 73
- Young people should be encouraged to pursue long term realistic goals rather than seek immediate fame and recognition 50
- We learn our most valuable lessons in life from struggling with our limitations rather than from enjoying our successes Write a response in which you discuss the extent to which you agree or disagree with the claim In developing and supporting your positi 50
Transition Words or Phrases used:
but, if, second, secondly, so, therefore, thus, well, for instance, in brief, as a result, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 5.0 14.8657303371 34% => More conjunction wanted.
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2347.0 2235.4752809 105% => OK
No of words: 440.0 442.535393258 99% => OK
Chars per words: 5.33409090909 5.05705443957 105% => OK
Fourth root words length: 4.57997565096 4.55969084622 100% => OK
Word Length SD: 2.78109672017 2.79657885939 99% => OK
Unique words: 191.0 215.323595506 89% => More unique words wanted.
Unique words percentage: 0.434090909091 0.4932671777 88% => More unique words wanted or less content wanted.
syllable_count: 689.4 704.065955056 98% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 13.0 4.38483146067 296% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 14.0 23.0359550562 61% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.3345903754 60.3974514979 65% => OK
Chars per sentence: 78.2333333333 118.986275619 66% => OK
Words per sentence: 14.6666666667 23.4991977007 62% => OK
Discourse Markers: 3.83333333333 5.21951772744 73% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 12.0 5.13820224719 234% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.18562309978 0.243740707755 76% => OK
Sentence topic coherence: 0.0596246188046 0.0831039109588 72% => OK
Sentence topic coherence SD: 0.0634734232178 0.0758088955206 84% => OK
Paragraph topic coherence: 0.132780903489 0.150359130593 88% => OK
Paragraph topic coherence SD: 0.0634463615462 0.0667264976115 95% => OK
Essay readability:
automated_readability_index: 11.0 14.1392134831 78% => Automated_readability_index is low.
flesch_reading_ease: 57.27 48.8420337079 117% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 8.8 12.1743820225 72% => OK
coleman_liau_index: 13.04 12.1639044944 107% => OK
dale_chall_readability_score: 7.85 8.38706741573 94% => OK
difficult_words: 98.0 100.480337079 98% => OK
linsear_write_formula: 5.5 11.8971910112 46% => Linsear_write_formula is low.
gunning_fog: 7.6 11.2143820225 68% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
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.