Some people believe that it is more important to pay attention to factual information others think that it is more important to learn concepts and ideas. I completely agree with the statement that it is more important for students to focus on concepts than to learn facts. I feel this way for two reasons which I will examine in this essay.
First of all, understanding basic fundamentals helps students to get a clear picture of what they have been studying. Obviously, if a student gets a good hand over the concepts of a subject he has a high chance to master it. As a result, learning fundamental ideas helps them to achieve good grades in their exams. This is best demonstrated by my personal example. When I was studying in my college, I focused more on the facts stated in the chemistry book and neglected much of the concepts. Consequently, this affected my ability to secure good grades in the unit test exam. Due to this, I decided to shift my focus more on the conceptual side of the subject which would help me to understand it from the basics. It looked like a difficult task to fulfill, but as I got a good knowledge about the topics I became more confident to answer questions. As a result, I received great grades in my end-semester examination. I am sure that if I had not decided to learn ideas and concepts I would not have been able to achieve such great scores.
Second, learning ideas helps students to improve their imaginative side and become more creative than those students who only are interested in factual information. Evidently, it is seen that students who are more creative rely on the conceptual part they know as it proves as a reliable source. Whereas students who excel with facts just know the facts and if questioned about any concepts they may not be able to provide answers. For instance, when I took Environmental studies as an elective in my college, in one of the lectures the teacher asked about eutrophication. One of my classmates stated the facts he read and tried to give the answer but as the professor asked about what the term means he was not able to answer as his concepts were not clear. Hence, it is clear that knowing facts is a good thing and can be more effective if you have a thorough understanding of concepts.
In conclusion, I am of the opinion that it is more significant to have a better understanding of concepts than of facts. This is because the students get a better idea of which they can implement and because it helps to improve their creative side.
- It is more important for students to understand ideas and concepts than it is for them to learn facts 70
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- Do you agree or disagree with the following statement Nowadays people are more willing to help people they don t know for example by giving clothing and food to people who need them than they were in the past Use specific reasons and examples to support y 66
- Native to Europe and Asia cheatgrass is an invasive species of grass that is causing problems in North American fields The plant quickly dominates fields that it has invaded and drives out other plants This can cause among other problems severe damage to 63
- 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 kings and writers his memoir has b 63
Grammar and spelling errors:
Line 3, column 29, Rule ID: BASIC_FUNDAMENTALS[1]
Message: Use simply 'fundamentals'.
Suggestion: fundamentals
...s essay. First of all, understanding basic fundamentals helps students to get a clear picture o...
^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, consequently, first, hence, if, look, may, second, so, whereas, for instance, i feel, in conclusion, in fact, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 10.0 13.8261648746 72% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 60.0 43.0788530466 139% => Less pronouns wanted
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2080.0 1977.66487455 105% => OK
No of words: 452.0 407.700716846 111% => OK
Chars per words: 4.6017699115 4.8611393121 95% => OK
Fourth root words length: 4.61088837703 4.48103885553 103% => OK
Word Length SD: 2.73151165557 2.67179642975 102% => OK
Unique words: 207.0 212.727598566 97% => OK
Unique words percentage: 0.45796460177 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 655.2 618.680645161 106% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 32.1751160874 48.9658058833 66% => OK
Chars per sentence: 99.0476190476 100.406767564 99% => OK
Words per sentence: 21.5238095238 20.6045352989 104% => OK
Discourse Markers: 6.66666666667 5.45110844103 122% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 17.0 11.8709677419 143% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
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: 0.405244207166 0.236089414692 172% => OK
Sentence topic coherence: 0.108101121462 0.076458572812 141% => OK
Sentence topic coherence SD: 0.0957283598286 0.0737576698707 130% => OK
Paragraph topic coherence: 0.255278553775 0.150856017488 169% => OK
Paragraph topic coherence SD: 0.095777969104 0.0645574589148 148% => OK
Essay readability:
automated_readability_index: 11.0 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 67.08 58.1214874552 115% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 9.4 10.9000537634 86% => OK
dale_chall_readability_score: 7.61 8.01818996416 95% => OK
difficult_words: 84.0 86.8835125448 97% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.4 10.0537634409 103% => 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.