Grades encourage students to learn.
Usually students receive grades from their teachers in the courses they register for, ranging from A to F. An undeniable fact is that a low grade will upset a student and depress their enthusiasm for study, which might mislead some people to generate the idea that students are discouraged by grades. However, this point of view suffers from both logical and factual fallacies. As far as the importance of grades, are concerned, I strongly hold the opinion that grades do motivate students to study.
First, grades are of great importance to students. As a matter of fact, a decent grade can help primary students to gain the allowance from their parents as prize; an excellent grade can help high-school students to enter their dreaming university; an outstanding grade can enable university students to apply for Ivy league univeristy or hunt for their desirable jobs. Thus, for students, since grades can exert a heavy influence on their future, they are actually encouraged by grades. My personal experience is a compelling example of it. The last time when I was about to apply for the graduate program in United States, I sufted the Duke university's website and found that my dreaming program had a high requirement of applicants' GPA. In other words, only the one whom got a high GPA in his or her current university is likely to gain an offer from Duke. Thus, for the sake of being enrolled by Duke, I decided to take my every course seriously so that I could get satisfying grades eventually, exercising after class, asking professors for help with my assignments during office hours and actively involving in group projects. Thanks to the hard work, I successfully got desirable grades eventually and thus improved my GPA.
Second, grades can stimulat students to work hard based on their self-esteem. Granted, sometimes a low grade like F actually does disappoint students and thus curb their motivation for learn. However, this is a short-term phenomenon in that in the long run, for purpose of not being shamed by such low grade or being jorked by their peers because of it, students can bounce back from initial disappointment and devote themselves more into study. Take myself, a ordinary university student, as an example. When I was a freshman, hardly did I took my study seriously, being chained to dorm to play computer games and watch videos on the Tiktok for the whold day, while my roommates spend considerable amount of time in libraries for learning. Because of my casual attitude, I never showed up in the group study and attended the lecture. As a result, I only got 'F' in most of courses while my roommates gained "Excellent" in every course because of his hard work. I was shamed by the large gap between my roommates and I. Therefore, in the next semester, in order not to lag far behind my roommates or even go beyond him, I studied to mid-night, took notes in lectures and frequently raised questions in lectures, which enabled me to get "A" in every course.
In conclusion, it is the grades that inspire students to dedicate more energy and time into study.
- TPO69 80
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Grammar and spelling errors:
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...ies. As far as the importance of grades, are concerned, I strongly hold the opini...
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...nks to the hard work, I successfully got desirable grades eventually and thus imp...
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...hemselves more into study. Take myself, a ordinary university student, as an exam...
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...ded the lecture. As a result, I only got F in most of courses while my roommates ...
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Message: After 'most of', you should use 'the' ('most of the courses') or simply say ''most courses''.
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... lecture. As a result, I only got F in most of courses while my roommates gained 'Excelle...
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Transition Words or Phrases used:
actually, first, however, second, so, therefore, thus, while, in conclusion, of course, as a matter of fact, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2588.0 1977.66487455 131% => OK
No of words: 529.0 407.700716846 130% => OK
Chars per words: 4.89224952741 4.8611393121 101% => OK
Fourth root words length: 4.79583152331 4.48103885553 107% => OK
Word Length SD: 2.79074896276 2.67179642975 104% => OK
Unique words: 281.0 212.727598566 132% => OK
Unique words percentage: 0.531190926276 0.524837075471 101% => OK
syllable_count: 814.5 618.680645161 132% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 78.1846194001 48.9658058833 160% => OK
Chars per sentence: 117.636363636 100.406767564 117% => OK
Words per sentence: 24.0454545455 20.6045352989 117% => OK
Discourse Markers: 6.18181818182 5.45110844103 113% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.291448193445 0.236089414692 123% => OK
Sentence topic coherence: 0.0903388871084 0.076458572812 118% => OK
Sentence topic coherence SD: 0.0871719807189 0.0737576698707 118% => OK
Paragraph topic coherence: 0.194259862789 0.150856017488 129% => OK
Paragraph topic coherence SD: 0.0285857300223 0.0645574589148 44% => 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: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.38 10.9000537634 104% => OK
dale_chall_readability_score: 8.83 8.01818996416 110% => OK
difficult_words: 134.0 86.8835125448 154% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.