The topic that grades are important factors to encourage students to learn more has been questionable for decades. Most people, even educators, agree with this statement but in my opinion, they pose an obstacle for students to learn effectively. I feel this way for two main reasons, which I am going to explain in the following essay.
First of all, grades do not promote students to study and to learn more. In the grading-based education system, the sole aim of students is getting a high score on exams. So, their efforts for learning are temporary because they cannot find something inspiring to motivate themselves to learn for learning. My university life is a compelling example of this. I started at the university with enthusiasm but when I learned that our pass mark limit increased from 50 to 65 out of 100 in order to make students more interested in the classes, I felt nervous. So, we studied intensively to get a score above 65 but we forgot all the information right after exams since the only thing to attract students attention was increasing the pass mark. When we graduated from the university, we had learned nothing. To my way of thinking, educators should discover new ways or motives in order to encourage students to be interested in subjects.
Secondly, I believe that grades are demotivational factors for students when they plan for their future career. Some students may get low scores even if their knowledge is very high on subjects. When they get a low score on exams, they lose their self-confidence and feel high pressure on them to get better grades. This leads them to stop studying those subjects and to show an interest in others, which are easier. My own experience demonstrates this. When I was at primary school, my math and physics scores were such amazing that my teachers wanted me to skip to higher grades. They prompted me to learn concepts, however, when I started the high school, I was dispirited. I wanted to be an architect but found subjects dull and teachers always promoted us to prepare for the university entrance exam. I found nothing on subjects so my scores were lower than before. This led me to stop studying them and to change my career plans.
In conclusion, I strongly believe that grades decrease students motivation to learn. This is because when they are exposed to plenty of exams and supposed to be successful on them, they are prone to study just for getting high scores and leave their ambitions for their future career path since they get lower scores on required classes.
- TPO 24 Integrated Writing Task 12
- TOEFL TPO 16 - Integrated Writing Task 88
- TPO-16 - Independent Writing Task Do you agree or disagree with the following statement? The best way to travel is in a group led by a tour guide. Use specific reasons and examples to support your answer. 73
- Young people enjoy life more than older people do.Do you agree or disagree? 60
- TOEFL TPO 21 - Integrated Writing Task 80
Grammar and spelling errors:
Line 7, column 181, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s and supposed to be successful on them, they are prone to study just for getting...
^^
Transition Words or Phrases used:
but, first, however, if, may, second, secondly, so, thus, i feel, in conclusion, first of all, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 3.0 9.8082437276 31% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 62.0 43.0788530466 144% => Less pronouns wanted
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2118.0 1977.66487455 107% => OK
No of words: 439.0 407.700716846 108% => OK
Chars per words: 4.82460136674 4.8611393121 99% => OK
Fourth root words length: 4.57737117129 4.48103885553 102% => OK
Word Length SD: 2.66681994948 2.67179642975 100% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.50569476082 0.524837075471 96% => OK
syllable_count: 649.8 618.680645161 105% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 21.0 9.59856630824 219% => Less pronouns wanted as sentence beginning.
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 48.7448897036 48.9658058833 100% => OK
Chars per sentence: 92.0869565217 100.406767564 92% => OK
Words per sentence: 19.0869565217 20.6045352989 93% => OK
Discourse Markers: 4.69565217391 5.45110844103 86% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.156258203601 0.236089414692 66% => OK
Sentence topic coherence: 0.0550689685511 0.076458572812 72% => OK
Sentence topic coherence SD: 0.0600552873849 0.0737576698707 81% => OK
Paragraph topic coherence: 0.116459184684 0.150856017488 77% => OK
Paragraph topic coherence SD: 0.0781443474055 0.0645574589148 121% => OK
Essay readability:
automated_readability_index: 10.8 11.7677419355 92% => Automated_readability_index is low.
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 10.68 10.9000537634 98% => OK
dale_chall_readability_score: 7.92 8.01818996416 99% => OK
difficult_words: 93.0 86.8835125448 107% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.