It is true that the question of whether to reward students with excellent academic results or those showing great improvements remains a source of controversy in the education field. While a number of people believe that only students achieving the highest grades deserve rewards, I would argue that praising students who achieve improvements is much more reasonable.
On the one hand, there are a variety of reasons why awards should be given to students having excellent academic performances. Firstly, this could create a highly competitive studying environment at school, seeing that students often desire to win prizes. As
a consequence, school children could be encouraged to put their effort into studying for the highest scores. Secondly, by adopting this approach, gifted students who are outstanding could be given opportunities to nurture their abilities. My secondary school, for instance, selects students with the best results for extra classes to develop their capabilities in order to take them to national competitions.
On the other hand, I believe that giving encouragement to those who make strides in their studies results in more favourable outcomes.The first benefit is that this could give equal chances for every student to receive awards, rather than only focus on the highest achievers. Instead of feeling disappointed when competing with their top classmates, students who are recognized for their effort during semesters will feel motivated if they are rewarded for making significant progress. Another benefit is that this form of recogniton follows the holistic principle of learning, which is to access the world of knowledge, not just to gain high scores. Consequently, several common phenomena which occur when examinations approach, including pressure, anxiety and cheating, would be reduced.
In conclusion, although rewarding students with the highest scores is advantageous to some extent, it seems to me that it is better to give encouragement to those who have improved their level of academic performance.
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Grammar and spelling errors:
Line 1, column 17, Rule ID: WHETHER[3]
Message: Wordiness: Shorten this phrase to the shortest possible suggestion.
Suggestion: whether; the question whether
It is true that the question of whether to reward students with excellent acade...
^^^^^^^^^^^^^^^^^^^^^^^
Line 6, column 135, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: The
...ies results in more favourable outcomes.The first benefit is that this could give e...
^^^
Transition Words or Phrases used:
consequently, first, firstly, if, second, secondly, so, while, for instance, in conclusion, it is true, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 13.1623246493 114% => OK
Auxiliary verbs: 8.0 7.85571142285 102% => OK
Conjunction : 2.0 10.4138276553 19% => More conjunction wanted.
Relative clauses : 17.0 7.30460921844 233% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 31.0 24.0651302605 129% => Less pronouns wanted
Preposition: 41.0 41.998997996 98% => OK
Nominalization: 8.0 8.3376753507 96% => OK
Performance on vocabulary words:
No of characters: 1744.0 1615.20841683 108% => OK
No of words: 314.0 315.596192385 99% => OK
Chars per words: 5.55414012739 5.12529762239 108% => OK
Fourth root words length: 4.20951839842 4.20363070211 100% => OK
Word Length SD: 2.94128927577 2.80592935109 105% => OK
Unique words: 190.0 176.041082164 108% => OK
Unique words percentage: 0.605095541401 0.561755894193 108% => OK
syllable_count: 529.2 506.74238477 104% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 12.0 16.0721442886 75% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 26.0 20.2975951904 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 45.5493474767 49.4020404114 92% => OK
Chars per sentence: 145.333333333 106.682146367 136% => OK
Words per sentence: 26.1666666667 20.7667163134 126% => OK
Discourse Markers: 10.0833333333 7.06120827912 143% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 0.0 3.4128256513 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.309970346556 0.244688304435 127% => OK
Sentence topic coherence: 0.108399687646 0.084324248473 129% => OK
Sentence topic coherence SD: 0.0720870939338 0.0667982634062 108% => OK
Paragraph topic coherence: 0.179838448828 0.151304729494 119% => OK
Paragraph topic coherence SD: 0.0563321348218 0.056905535591 99% => OK
Essay readability:
automated_readability_index: 17.8 13.0946893788 136% => OK
flesch_reading_ease: 36.63 50.2224549098 73% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.6 11.3001002004 129% => OK
coleman_liau_index: 15.21 12.4159519038 123% => OK
dale_chall_readability_score: 9.75 8.58950901804 114% => OK
difficult_words: 96.0 78.4519038076 122% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 12.4 10.1190380762 123% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
---------------------
Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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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.