Formal education tends to restrain our minds and spirits rather than set them free.
The author states that an individual's freedom of thought is hindered through formal education rather than allowing free thinking. Formal education gives an opportunity for individuals pursue their interest in areas of their choosing with some prior basic knowledge. While the helpfulness of formal education's debatable topic, I disagree with the claim that formal education restrain's one's mind and conforms thinking.
Firstly, formal education is one of the means with which imbibes an individual to think in numerous ways about a single topic or a problem. For instance: while solving a problem in math, a student learns to solve an individual problem in more than one way. This gives a different perspective to one individual issue or problem. Further, inculcating the skill of "thinking out of the box".
Secondly, an individual student who's interest extends to a particular field of study, formal education helps the student obtain deeper insight into that particular field of study that interest's him/her. It could further lead to contribution by that person in the particular field of his/her endeavor. Further contributing to the welfare of the society which would bring in a sense of satisfaction to that person.
Citing an example of a person's interest extending to the field of medicine, she was able to get formal education in the field of medicine with the intention of becoming a doctor and aiding to the needs of many people who suffer from illness. Her endeavor in obtaining formal education and further willing to contribute to saving others' lives has set her spirits free although she had to endure upon the journey of formal education.
In conclusion, formal education used to one's advantage, in pursuing the interest that one has, could be used to set one's spirits free and train the mind to think of a solving an issue from a different point of view.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-23 | sapana | 50 | view |
| 2020-01-17 | Himanshu Sharma | 66 | view |
| 2020-01-17 | Himanshu Sharma | 79 | view |
| 2020-01-11 | aish | 50 | view |
| 2019-12-05 | tulipkatie | 83 | view |
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- Formal education tends to restrain our minds and spirits rather than set them free. 50
- Some people believe that government funding of the arts is necessary to ensure that the arts can flourish and be available to all people. Others believe that government funding of the arts threatens the integrity of the arts.Write a response in which you 50
Grammar and spelling errors:
Line 1, column 27, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'individuals'' or 'individual's'?
Suggestion: individuals'; individual's
The author states that an individuals freedom of thought is hindered through ...
^^^^^^^^^^^
Line 1, column 385, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...e claim that formal education restrains ones mind and conforms thinking. Firstly,...
^^^^
Line 5, column 33, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: who's
...s;. Secondly, an individual student whos interest extends to a particular field ...
^^^^
Line 5, column 302, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Further,
...e particular field of his/her endeavor. Further contributing to the welfare of the soci...
^^^^^^^
Line 7, column 21, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...to that person. Citing an example of a persons interest extending to the fiel...
^^
Line 9, column 41, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...In conclusion, formal education used to ones advantage, in pursuing the interest tha...
^^^^
Line 9, column 117, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...rest that one has, could be used to set ones spirits free and train the mind to thin...
^^^^
Discourse Markers used:
['but', 'first', 'firstly', 'if', 'second', 'secondly', 'so', 'while', 'for instance', 'in conclusion']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.275147928994 0.240241500013 115% => OK
Verbs: 0.14201183432 0.157235817809 90% => OK
Adjectives: 0.0887573964497 0.0880659088768 101% => OK
Adverbs: 0.0207100591716 0.0497285424764 42% => Some adverbs wanted.
Pronouns: 0.0236686390533 0.0444667217837 53% => OK
Prepositions: 0.153846153846 0.12292977631 125% => OK
Participles: 0.0532544378698 0.0406280797675 131% => OK
Conjunctions: 2.78695330118 2.79330140395 100% => OK
Infinitives: 0.0473372781065 0.030933414821 153% => OK
Particles: 0.0 0.0016655270985 0% => OK
Determiners: 0.118343195266 0.0997080785238 119% => OK
Modal_auxiliary: 0.00887573964497 0.0249443105267 36% => OK
WH_determiners: 0.00887573964497 0.0148568991511 60% => OK
Vocabulary words and sentences:
No of characters: 1894.0 2732.02544248 69% => OK
No of words: 308.0 452.878318584 68% => More content wanted.
Chars per words: 6.14935064935 6.0361032391 102% => OK
Fourth root words length: 4.18926351222 4.58838876751 91% => OK
words length more than 5 chars: 0.396103896104 0.366273622748 108% => OK
words length more than 6 chars: 0.301948051948 0.280924506359 107% => OK
words length more than 7 chars: 0.217532467532 0.200843997647 108% => OK
words length more than 8 chars: 0.149350649351 0.132149295362 113% => OK
Word Length SD: 2.78695330118 2.79330140395 100% => OK
Unique words: 159.0 219.290929204 73% => More unique words wanted.
Unique words percentage: 0.516233766234 0.48968727796 105% => OK
Word variations: 52.4715093683 55.4138127331 95% => OK
How many sentences: 13.0 20.6194690265 63% => OK
Sentence length: 23.6923076923 23.380412469 101% => OK
Sentence length SD: 52.4192249841 59.4972553346 88% => OK
Chars per sentence: 145.692307692 141.124799967 103% => OK
Words per sentence: 23.6923076923 23.380412469 101% => OK
Discourse Markers: 0.769230769231 0.674092028746 114% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 7.0 5.21349557522 134% => OK
Readability: 53.8871128871 51.4728631049 105% => OK
Elegance: 2.5873015873 1.64882698954 157% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.210335418453 0.391690518653 54% => OK
Sentence sentence coherence: 0.176022632695 0.123202303941 143% => OK
Sentence sentence coherence SD: 0.0866905321682 0.077325440228 112% => OK
Sentence paragraph coherence: 0.662992603126 0.547984918172 121% => OK
Sentence paragraph coherence SD: 0.153005082206 0.149214159877 103% => OK
Sentence topic coherence: 0.102189877102 0.161403998019 63% => OK
Sentence topic coherence SD: 0.0794027851278 0.0892212321368 89% => OK
Paragraph paragraph coherence: 0.365049104121 0.385218514788 95% => OK
Paragraph paragraph coherence SD: 0.0937587965744 0.0692045440612 135% => OK
Paragraph topic coherence: 0.151916114694 0.275328986314 55% => OK
Paragraph topic coherence SD: 0.0616307605208 0.0653680567796 94% => OK
Task Achievement:
Sentences with positive sentiment : 7.0 10.4325221239 67% => OK
Sentences with negative sentiment : 4.0 5.30420353982 75% => OK
Sentences with neutral sentiment: 2.0 4.88274336283 41% => OK
Positive topic words: 7.0 7.22455752212 97% => OK
Negative topic words: 4.0 3.66592920354 109% => OK
Neutral topic words: 1.0 2.70907079646 37% => OK
Total topic words: 12.0 13.5995575221 88% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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Note: This is not the final score. 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.