Do you agree or disagree with the following statement? It is more important for students to understand ideas and concepts than it is for them to learn facts.
Use specific reasons and examples to support your answer.
Basically, I agree with the idea that it is more important for students to understnad ideas and concepts than it is for them to learn facts. There are two reasons to make my view convincing. That is because only learing facts is easy to get a main point in worng ways and student are easy to lose their concentration for studing.
There are some people who just want to get facts to reduce their learing time. However, it is really dangerous idea and could be a temporary and impermanent knowledge. For instance, when people learn english, they just memorize vocavoralies and the grammer. This make people, even though they have studied english for more than 10 years, unable to communicate with foreigners. That is because they might learn focused on the facts such as a score of English test, not trying to study what this words came from such as prefixs and stems of english. If someone who just learn in wrong way will be a teacher, he will definitly his students in the same mathod. In turns, it could be a serious problem, especailly if it were the educational case.
Furthermore, students who concentrate on only the facts are easy to loss their interests of studing. If they could learn somthing how it came from or how it works, that encourage students to study harder and allows them to develop more creative hypothesis. For instance, when I had the history class in the collage, there are two kinds of distintive teachers. One helps me to teach how to get a good grade in terms of the history class teaching only the facts, the other taughs me both the answer such as the name of the war and all processing of the history such as why a specific war has to be, or what was the problem between two countries. I still the remember parts of the history the second teacher tough , although it is not really related to my corrent major. When studen learn somthing with the concepts and main idea, it will goes longer than getting the information about only the facts.
As state above, I accord with the idea that student should learn somthing both the concepts and the facts together. That is because it is possilble for student to study in wrong way which might be dangerous, and getting only facts will lead student to get a lack of intrests in studing. It is impossible to overstate the importance of both the process and the result in getting some knowledge.
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| 2023-07-07 | nilav | 66 | view |
| 2023-04-18 | sonyeoso | 78 | view |
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| 2022-12-30 | MotherAstronaut | 65 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
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Grammar and spelling errors:
Line 3, column 577, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...of english. If someone who just learn in wrong way will be a teacher, he will de...
^^
Line 3, column 588, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... If someone who just learn in wrong way will be a teacher, he will definitly his...
^^
Line 3, column 672, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...tudents in the same mathod. In turns, it could be a serious problem, especailly i...
^^
Line 5, column 654, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
... problem between two countries. I still the remember parts of the history the second teacher...
^^^^^^^^^^^^
Line 5, column 712, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
... of the history the second teacher tough , although it is not really related to my...
^^
Line 5, column 838, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'go'
Suggestion: go
...ith the concepts and main idea, it will goes longer than getting the information abo...
^^^^
Transition Words or Phrases used:
furthermore, however, if, really, second, so, still, as to, for instance, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 50.0 52.1666666667 96% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 1952.0 1977.66487455 99% => OK
No of words: 424.0 407.700716846 104% => OK
Chars per words: 4.60377358491 4.8611393121 95% => OK
Fourth root words length: 4.53775939005 4.48103885553 101% => OK
Word Length SD: 2.45834501395 2.67179642975 92% => OK
Unique words: 197.0 212.727598566 93% => More unique words wanted.
Unique words percentage: 0.464622641509 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 588.6 618.680645161 95% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 1.0 4.94265232975 20% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 48.3628941347 48.9658058833 99% => OK
Chars per sentence: 102.736842105 100.406767564 102% => OK
Words per sentence: 22.3157894737 20.6045352989 108% => OK
Discourse Markers: 4.26315789474 5.45110844103 78% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.276057232837 0.236089414692 117% => OK
Sentence topic coherence: 0.0896006195386 0.076458572812 117% => OK
Sentence topic coherence SD: 0.104773410285 0.0737576698707 142% => OK
Paragraph topic coherence: 0.203716780941 0.150856017488 135% => OK
Paragraph topic coherence SD: 0.0969870539318 0.0645574589148 150% => OK
Essay readability:
automated_readability_index: 11.4 11.7677419355 97% => OK
flesch_reading_ease: 66.07 58.1214874552 114% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 9.7 10.9000537634 89% => OK
dale_chall_readability_score: 7.45 8.01818996416 93% => OK
difficult_words: 73.0 86.8835125448 84% => More difficult words wanted.
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 10.0 10.247311828 98% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.