Learning methods have been a debatable issue. Teachers argue that grasping ideas and concepts is more crucial than learning facts. Personally, I agree with this argument.
On one hand, what takes my priority is study efficiency. It is well noted that many different ideas and concepts are more related to each other. In other words, many of them are based on other ones, and they can be easily derived directly. Accordingly, students are able to see links between different ideas (or concepts), thus stand a golden chance to remember and understand them with less difficulty. As a result, students study at a faster rate, leading to great enhancements in their academic performance. More importantly, the fact is that many ideas and concepts explain how something works, or why something is the way it is. Subsequently, this likely helps students get a better understanding of their school subjects, as they are bound to be made clearer and more intuitive by the ideas and concepts they have learned. Correspondingly, students have a greater opportunity to perform better at school. Indeed, teaching ideas and concepts augments students’ study productivity.
On the other hand, some people might say that making students learn ideas and concepts would be totally redundant since they are of very little value. As a consequence, too much time go to waste and students no longer perform well academically. However, that is not necessarily the case. In fact, many concepts are very informative and beneficial to students. They have a tendency to prove vital to students’ future career. Furthermore, it is common knowledge that ideas and concepts can be very exciting for students. Many of them are brilliant and unexpected, and able to surprise and satisfy curious learners. For that reason, there is likelihood that students enjoy learning new ideas and concepts, therefore developing motivations to study. It follows that students put large amounts of effort into learning. Consequently, they are sure to become more efficient and productive at studying. By and large, the claim that learning ideas and concepts is harmful to studying performance is intrinsically wrong.
In summary, for the aforementioned reasons, students are advised to learn ideas and concepts instead of facts. It is highly recommended that teachers take my writing into detailed consideration to make an appropriate decision on learning methods.
- TPO-40 - Integrated Writing Task 78
- TPO 4 _ Independent TaskDo you agree or disagree with the following statement?In twenty years there will be fewer cars in use than today.Use specific reasons and examples to support your answer. 73
- TPO 49- Independent writingDo you agree or disagree with the following statement?The ability to maintain friendships with a small number of people over a long period of time is more important for happiness than the ability to make many new friends easily. 76
- Do you agree or disagree with the following statement?Teachers were more appreciated and valued by society in the past than they are nowadays.Use specific reasons and examples to support your answer. 73
- Some parent offer their school-age children money for each high grade (mark) they get in school Do you think this is a good idea?Use specific reasons and examples to support your answer. 76
Grammar and spelling errors:
Line 3, column 80, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...study efficiency. It is well noted that many different ideas and concepts are more related to ...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, consequently, furthermore, however, if, so, therefore, thus, well, in fact, in summary, as a result, by and large, in other words, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 15.1003584229 172% => OK
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 22.0 13.8261648746 159% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 32.0 43.0788530466 74% => OK
Preposition: 41.0 52.1666666667 79% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2053.0 1977.66487455 104% => OK
No of words: 384.0 407.700716846 94% => More content wanted.
Chars per words: 5.34635416667 4.8611393121 110% => OK
Fourth root words length: 4.4267276788 4.48103885553 99% => OK
Word Length SD: 2.99397067551 2.67179642975 112% => OK
Unique words: 209.0 212.727598566 98% => OK
Unique words percentage: 0.544270833333 0.524837075471 104% => OK
syllable_count: 635.4 618.680645161 103% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 15.0 20.1344086022 74% => The Avg. Sentence Length is relatively short.
Sentence length SD: 37.1654893685 48.9658058833 76% => OK
Chars per sentence: 82.12 100.406767564 82% => OK
Words per sentence: 15.36 20.6045352989 75% => OK
Discourse Markers: 6.44 5.45110844103 118% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => 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: 0.294839938559 0.236089414692 125% => OK
Sentence topic coherence: 0.080298528512 0.076458572812 105% => OK
Sentence topic coherence SD: 0.0661647441426 0.0737576698707 90% => OK
Paragraph topic coherence: 0.193996336127 0.150856017488 129% => OK
Paragraph topic coherence SD: 0.0238637180804 0.0645574589148 37% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 11.4 11.7677419355 97% => OK
flesch_reading_ease: 47.79 58.1214874552 82% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 13.16 10.9000537634 121% => OK
dale_chall_readability_score: 8.53 8.01818996416 106% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 6.0 10.002688172 60% => Linsear_write_formula is low.
gunning_fog: 8.0 10.0537634409 80% => OK
text_standard: 9.0 10.247311828 88% => 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: 78.3333333333 out of 100
Scores by essay e-grader: 23.5 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.