Competition for high grades seriously limits the quality of learning at all levels of education.
It is debatable whether competition for high grades hampers the quality of learning. Competition could engender negative outcomes that work as a limitation in learning at all levels of education.
To begin with, competition can hinder the purpose of education. The purpose of education is to nurture an individual with moral, character, and intelligence who will be a productive worker of a society. However, with too much emphasis on attaining high grades, the very purpose of education could be defeated. Parent send their children to private schools to gain high grades in standardized tests. Moreover, parents and bribed teachers are willing to engage in manipulation of grades. Having educated under these environment, it is questionable if those children will have ideal character after many years of schools. Extreme competition could corrupt education and eventually, society.
Furthermore, competition for high grades can make education only a tool for success, not a means to acquire knowledge. Education is generally for expansion of knowledge and experience through learning new subjects. Nevertheless, competition could stimulate people to obsess over high grades and overlook their original reason for learning. For example, a college student might become too intense in memorizing the terms and information only for high grades; also, one might study only those subject that will be on exams, thus neglecting other important information. This truly inhibits full learning experience, and a student will only learn skills to obtain high grades rather than knowledge of the regarding subject.
Admittedly, healthy competition could reap benefits. It could motivate people to grow and excel in their fields. Nonetheless, it is extremely difficult for healthy competition to be maintained. Also, through motivation of growing and excelling, people could easily fall into the habit of comparing and feeling superior or inferior on the basis of their performances, thus ultimately becoming unhealthy.
All in all, competition for high grades could have adverse impacts on the quality of learning at all levels of education. Thus, a society should put emphasis on other benefits and purposes of education, not on high grades.
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Comments
Essay evaluation report
flaws:
No. of Words: 341 //you ignored 'at all levels of education.'
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Attribute Value Ideal
Final score: 3.5 out of 6
Category: Satisfactory Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 20 15
No. of Words: 341 350
No. of Characters: 1845 1500
No. of Different Words: 181 200
Fourth Root of Number of Words: 4.297 4.7
Average Word Length: 5.411 4.6
Word Length SD: 2.837 2.4
No. of Words greater than 5 chars: 152 100
No. of Words greater than 6 chars: 122 80
No. of Words greater than 7 chars: 86 40
No. of Words greater than 8 chars: 58 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 17.05 21.0
Sentence Length SD: 7.249 7.5
Use of Discourse Markers (%): 0.55 0.12
Sentence-Text Coherence: 0.34 0.35
Sentence-Para Coherence: 0.542 0.50
Sentence-Sentence Coherence: 0.089 0.07
Number of Paragraphs: 5 5
could you elaborate on 'at
could you elaborate on 'at all levels'? like tips on how to add that to my essay
The harms and disadvantages
The harms and disadvantages can be addressed in different levels from primary school, high school to college or university level. For issue essays, we need around 450 words.
Grammar and spelling errors:
Line 3, column 509, Rule ID: THIS_NNS[2]
Message: Did you mean 'this environment' or 'these environments'?
Suggestion: this environment; these environments
...lation of grades. Having educated under these environment, it is questionable if those children w...
^^^^^^^^^^^^^^^^^
Discourse Markers used:
['also', 'furthermore', 'however', 'if', 'look', 'moreover', 'nevertheless', 'nonetheless', 'regarding', 'so', 'thus', 'for example', 'to begin with']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.249350649351 0.240241500013 104% => OK
Verbs: 0.142857142857 0.157235817809 91% => OK
Adjectives: 0.0961038961039 0.0880659088768 109% => OK
Adverbs: 0.0623376623377 0.0497285424764 125% => OK
Pronouns: 0.0207792207792 0.0444667217837 47% => OK
Prepositions: 0.132467532468 0.12292977631 108% => OK
Participles: 0.0467532467532 0.0406280797675 115% => OK
Conjunctions: 2.96050024629 2.79330140395 106% => OK
Infinitives: 0.025974025974 0.030933414821 84% => OK
Particles: 0.0025974025974 0.0016655270985 156% => OK
Determiners: 0.0675324675325 0.0997080785238 68% => OK
Modal_auxiliary: 0.0441558441558 0.0249443105267 177% => OK
WH_determiners: 0.00779220779221 0.0148568991511 52% => OK
Vocabulary words and sentences:
No of characters: 2246.0 2732.02544248 82% => OK
No of words: 341.0 452.878318584 75% => More content wanted.
Chars per words: 6.58651026393 6.0361032391 109% => OK
Fourth root words length: 4.29722995808 4.58838876751 94% => OK
words length more than 5 chars: 0.454545454545 0.366273622748 124% => OK
words length more than 6 chars: 0.372434017595 0.280924506359 133% => OK
words length more than 7 chars: 0.272727272727 0.200843997647 136% => OK
words length more than 8 chars: 0.187683284457 0.132149295362 142% => OK
Word Length SD: 2.96050024629 2.79330140395 106% => OK
Unique words: 189.0 219.290929204 86% => More unique words wanted.
Unique words percentage: 0.554252199413 0.48968727796 113% => OK
Word variations: 60.501384407 55.4138127331 109% => OK
How many sentences: 20.0 20.6194690265 97% => OK
Sentence length: 17.05 23.380412469 73% => OK
Sentence length SD: 44.3638084479 59.4972553346 75% => OK
Chars per sentence: 112.3 141.124799967 80% => OK
Words per sentence: 17.05 23.380412469 73% => OK
Discourse Markers: 0.65 0.674092028746 96% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 1.0 5.21349557522 19% => OK
Readability: 54.2934017595 51.4728631049 105% => OK
Elegance: 1.89655172414 1.64882698954 115% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.499553999368 0.391690518653 128% => OK
Sentence sentence coherence: 0.103882054145 0.123202303941 84% => OK
Sentence sentence coherence SD: 0.0768233736551 0.077325440228 99% => OK
Sentence paragraph coherence: 0.512682856471 0.547984918172 94% => OK
Sentence paragraph coherence SD: 0.138392637399 0.149214159877 93% => OK
Sentence topic coherence: 0.188856734314 0.161403998019 117% => OK
Sentence topic coherence SD: 0.147216378892 0.0892212321368 165% => OK
Paragraph paragraph coherence: 0.255283929751 0.385218514788 66% => OK
Paragraph paragraph coherence SD: 0.0242569869697 0.0692045440612 35% => OK
Paragraph topic coherence: 0.37173173362 0.275328986314 135% => OK
Paragraph topic coherence SD: 0.156538305053 0.0653680567796 239% => OK
Task Achievement:
Sentences with positive sentiment : 12.0 10.4325221239 115% => OK
Sentences with negative sentiment : 4.0 5.30420353982 75% => OK
Sentences with neutral sentiment: 4.0 4.88274336283 82% => OK
Positive topic words: 9.0 7.22455752212 125% => OK
Negative topic words: 4.0 3.66592920354 109% => OK
Neutral topic words: 2.0 2.70907079646 74% => OK
Total topic words: 15.0 13.5995575221 110% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.