People have different notions about the question that it is more important for students to understand ideas and concept than it is for them to learn facts. Some people think that learning the facts is more significant than learning theory. Some others would not agree with this statement. In my opinion, as a student I support the idea that it is really necessary for students to understand the perception clearly. I feel this way for two reasons, which I will explore in the following essay.
First of all, for students the purpose of going to the university is to gain knowledge. It is no doubt that knowledge contains in both facts and books. But, in the university students spend most of their time to absorb the knowledge in the textbooks. That is why they need to read many books and pay attention to the lectures of the professors, because if they do not understand the ideas and the formulas deeply and obviously, they cannot express or represent their abilities to do research or experiment. My own experience is a compelling example of this case. When I was in tenth grade, I was not good at biology. I struggled so much when I had to do experiments. For this reason I asked one of my friends who was excellent at this subject. He explained for me how to do experiment step by step carefully. I followed his instruction meticulously. Eventually, I could complete my experiment about biology subject by myself and I recognized that I was able to do it because I knew the concept of each of step. This point illustrates that knowing the concepts and ideas is really important.
Secondly, understanding the concept and ideas deeply and clearly helps students to apply what they have learned in their classes to reality. We all acknowledge that before we do something we usually make plan and organize what we will do. That means we need to know the concept before we act. For example before you repair a computer, you need to have the knowledge about the computer. Or another case is that if you want to go to a bank, you have to know which way to reach there. If you do not know which street will lead you there, how can you arrive there? Therefore, students have to know theories about the major that they choose to learn in order to help them to apply what they have learned to their job in the future.
In conclusion, gaining the theories is the purpose of students when they go to the university. For two reasons, which I have just mentioned above, I strongly support the ideas that learning concepts and ideas is very needed for students.
- TPO-08 - Integrated Writing Task Toward the end of his life, the Chevalier de Seingalt (1725-1798) wrote a long memoir recounting his life and adventures. The Chevalier was a somewhat controversial figure, but since he met many famous people, including ki 78
- TPO-13 - Independent Writing Task Do you agree or disagree with the following statement? The extended family (grandparents, cousins, aunts, and uncles) is less important now than it was in the past.Use specific reasons and examples to support your answer. 66
- TPO-07 - Independent Writing Task 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. 66
- TPO-22 - Independent Writing Task Do you agree or disagree with the following statement? Teachers should not make their social or political views known to students in the classroom.Use specific reasons and examples to support your answer. 70
- TPO-07 - Integrated Writing Task In an effort to encourage ecologically sustainable forestry practices, an international organization started issuing certifications to wood companies that meet high ecological standards by conserving resources and recyclin 80
Transition Words or Phrases used:
but, first, if, really, second, secondly, so, therefore, for example, i feel, in conclusion, no doubt, first of all, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 20.0 11.0286738351 181% => OK
Pronoun: 72.0 43.0788530466 167% => Less pronouns wanted
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2107.0 1977.66487455 107% => OK
No of words: 456.0 407.700716846 112% => OK
Chars per words: 4.62061403509 4.8611393121 95% => OK
Fourth root words length: 4.62105577807 4.48103885553 103% => OK
Word Length SD: 2.63175346644 2.67179642975 99% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.462719298246 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 645.3 618.680645161 104% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 47.7473162913 48.9658058833 98% => OK
Chars per sentence: 81.0384615385 100.406767564 81% => OK
Words per sentence: 17.5384615385 20.6045352989 85% => OK
Discourse Markers: 5.0 5.45110844103 92% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.373767952564 0.236089414692 158% => OK
Sentence topic coherence: 0.0951829484507 0.076458572812 124% => OK
Sentence topic coherence SD: 0.0874789516666 0.0737576698707 119% => OK
Paragraph topic coherence: 0.246222919374 0.150856017488 163% => OK
Paragraph topic coherence SD: 0.115981286833 0.0645574589148 180% => OK
Essay readability:
automated_readability_index: 9.1 11.7677419355 77% => Automated_readability_index is low.
flesch_reading_ease: 71.14 58.1214874552 122% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 7.6 10.1575268817 75% => OK
coleman_liau_index: 9.22 10.9000537634 85% => OK
dale_chall_readability_score: 7.28 8.01818996416 91% => OK
difficult_words: 81.0 86.8835125448 93% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 8.0 10.247311828 78% => 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.