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 difficult things rather than from success. Some things indeed can learn from success, but difficult things make us learn more valuable lessons. 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 missing. For ensure that students can study well, students have to use the pertinence of the study. Only using the pertinence of the study, the study can be more efficient in the schools. Taiwan's educational system can be an example. In Taiwan, even though the process is hard, students are willing to focus on studying to fulfill them to promote occupational development in the future. If students know what they are missing and use a pertinent of the study, they can save more time to learn more knowledge. In sum, learning from difficulty makes students effective, since they can know what they are missing.
Secondly, scientists will benefit through a difficulty, because difficulty makes scientists struggle to research the things they want to know. For many scientists, unknown things, which are difficult for 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 are needed 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 learn 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 make a profound impression on people. Only by experiencing a difficulty, people will learn their lesson. For instance, COVID-19 has constantly killed the people in the world because of people's ignoring. Such a brutal virus was unprecedented that people were incapable of dealing with it in the beginning. Fortunately, the vaccination was invented successfully; And the world casualty has been declining. Through a difficulty, people learn a valuable lessons. 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 missing, and make scientists seek more knowledge. Even though some things can learn from success, there are more valuable things that we can learn from difficulty. Thus, I totally agree with what the speaker says.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-04-07 | guozhishan | 50 | view |
| 2023-09-22 | Bidusik47 | 70 | view |
| 2023-07-17 | Technoblade | 70 | view |
| 2023-06-29 | Ankita2904 | 66 | view |
| 2023-03-23 | Shruti29 | 16 | view |
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Grammar and spelling errors:
Line 3, column 96, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ty has a positive influence on students, because students can know what they are ...
^^
Line 7, column 623, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'lesson'?
Suggestion: lesson
...h a difficulty, people learn a valuable lessons. In brief, the things learning from dif...
^^^^^^^
Transition Words or Phrases used:
but, if, second, secondly, so, therefore, thus, well, for instance, in brief, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 6.0 14.8657303371 40% => More conjunction wanted.
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 62.0 58.6224719101 106% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2348.0 2235.4752809 105% => OK
No of words: 443.0 442.535393258 100% => OK
Chars per words: 5.30022573363 5.05705443957 105% => OK
Fourth root words length: 4.58776254615 4.55969084622 101% => OK
Word Length SD: 2.73703125361 2.79657885939 98% => OK
Unique words: 189.0 215.323595506 88% => More unique words wanted.
Unique words percentage: 0.426636568849 0.4932671777 86% => More unique words wanted or less content wanted.
syllable_count: 692.1 704.065955056 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: 6.0 4.99550561798 120% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 15.0 23.0359550562 65% => The Avg. Sentence Length is relatively short.
Sentence length SD: 43.5483984804 60.3974514979 72% => OK
Chars per sentence: 83.8571428571 118.986275619 70% => OK
Words per sentence: 15.8214285714 23.4991977007 67% => OK
Discourse Markers: 3.64285714286 5.21951772744 70% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
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: 0.19976205295 0.243740707755 82% => OK
Sentence topic coherence: 0.0668024826662 0.0831039109588 80% => OK
Sentence topic coherence SD: 0.0651536660201 0.0758088955206 86% => OK
Paragraph topic coherence: 0.136842417177 0.150359130593 91% => OK
Paragraph topic coherence SD: 0.06216864439 0.0667264976115 93% => OK
Essay readability:
automated_readability_index: 11.4 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 56.25 48.8420337079 115% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 13.16 12.1639044944 108% => OK
dale_chall_readability_score: 7.8 8.38706741573 93% => OK
difficult_words: 96.0 100.480337079 96% => OK
linsear_write_formula: 6.5 11.8971910112 55% => Linsear_write_formula is low.
gunning_fog: 8.0 11.2143820225 71% => 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.