is learning by doing better than learning by reading?
Learning was one of the most mysterious things related to humans till some years ago. Even still, scientists are not completely sure about the process of learning and how we can learn better. Nowadays some people like to learn by reading about the topic; while, others prefer to learn by doing. In my view, learning by doing in better and leads to deeper and better learning for two reasons. Here is my two reasons.
First, learning by doing helps you to stick information in your mind. Each time we learn something by doing it, we use all our five senses to keep learned information in our mind. Researches have proved that when we see something and touch it, we can keep its details and information in our mind better. For instance, Last year I joined a robotic group which their motto was “Learning by Doing”. It was not important for the team how much you know about coding, they believed if you do something by yourself and struggle with it for a while, you will learn more than the time you try to learn it by reading some books. When I joined this team, I knew almost nothing about coding; but after doing some projects, I could overcome my fear of coding and learn how to code.
Second, you can learn different aspect of the topic. If we try to learn everything by reading, we can learn just some limited aspects. There may be some aspects which the author of the book has ignored them. In this way, we will lose our chance to learn all aspects of the topic. On the other hand, when we try to learn something by doing it, we will definitely face to some problems and learn from them. This kind of learning cannot be happened if we just learn by reading. Last semester in chemistry course, I did not participate in class and decided to pass the exam just by reading a book. As the result, I had so many problems during studying the book; because, I had not done any practical experiments and could not understand what is the real purpose of the author.
To cut the long story short, all I want to say is that, learning by studying can sometimes be good. it can give us this chance to learn faster and provides so many sources which we can refer to them. In the other hand, learning by doing usually takes more time and if we do not have any supervisor we cannot be sure about the results we have got. But in my view, learning by doing is better, why so, it gives you this chance to really feel the topic you are learning. If you learn something by making some experiences about it, you will never ever forget them. That is why I believe learning by doing is better than learning by reading.
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Comments
Thanks for the article. It…
Thanks for the article. It was very interesting to find out your point of view. I think that everything depends on what you have to learn. Somethimes, the practice helps more, somethimes, and you have to read a lot to learn something. For example, there are writing skills, and I think that the only way to improve is by practicing. I can say it from my experience because I noticed that the more I write, the better I do. But even with a lot of practice, I have problems with writing somethimes, but in such cases, I use help. Last week I got the help of https://edubirdie.com/write-my-thesis because I spent too much time writing my thesis without results. And I believe it's better to ask for help than dedicate a lot of effort and get nothing as a result. But I'm sure that soon I'll be better, I need more time.
Grammar and spelling errors:
Line 1, column 185, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...rocess of learning and how we can learn better. Nowadays some people like to learn by ...
^^^^^^
Line 7, column 101, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: It
...ning by studying can sometimes be good. it can give us this chance to learn faster...
^^
Transition Words or Phrases used:
but, first, if, may, really, second, so, still, while, for instance, kind of, you know, in my view, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 69.0 43.0788530466 160% => Less pronouns wanted
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2135.0 1977.66487455 108% => OK
No of words: 484.0 407.700716846 119% => OK
Chars per words: 4.41115702479 4.8611393121 91% => OK
Fourth root words length: 4.69041575982 4.48103885553 105% => OK
Word Length SD: 2.29906879734 2.67179642975 86% => OK
Unique words: 219.0 212.727598566 103% => OK
Unique words percentage: 0.452479338843 0.524837075471 86% => More unique words wanted or less content wanted.
syllable_count: 641.7 618.680645161 104% => OK
avg_syllables_per_word: 1.3 1.51630824373 86% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 19.0 9.59856630824 198% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 40.120817539 48.9658058833 82% => OK
Chars per sentence: 85.4 100.406767564 85% => OK
Words per sentence: 19.36 20.6045352989 94% => OK
Discourse Markers: 4.68 5.45110844103 86% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.511523662827 0.236089414692 217% => OK
Sentence topic coherence: 0.186145950981 0.076458572812 243% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.143445612786 0.0737576698707 194% => OK
Paragraph topic coherence: 0.386349433674 0.150856017488 256% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.0750869610382 0.0645574589148 116% => OK
Essay readability:
automated_readability_index: 9.0 11.7677419355 76% => Automated_readability_index is low.
flesch_reading_ease: 77.57 58.1214874552 133% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 7.2 10.1575268817 71% => OK
coleman_liau_index: 8.3 10.9000537634 76% => OK
dale_chall_readability_score: 6.96 8.01818996416 87% => OK
difficult_words: 73.0 86.8835125448 84% => More difficult words wanted.
linsear_write_formula: 6.5 10.002688172 65% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 7.0 10.247311828 68% => The average readability is low. Need to imporve the language.
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.