It is better for students to learn concepts rather than facts.
Facts are not so crucial as ideas and concepts are. Due to the paramount importance of the concepts on the human beings' society, efforts for elevating their effectiveness have always been among the top priorities of practitioners. In this regard, many believe that it is important for students to know more about opinions rather than facts. I share this view and believe that there are numerous advantages if a student learns concepts. I will delve into two conspicuous reasons to elaborate on my standpoint.
The first reason that makes me hold the belief that learning about meanings is important is related to its effect on the improvement of thinking ability. Undoubtedly, the more a community uses this ability, the more advances it enjoys in every field. A few benefits will results if the system teaches members to be thoughtful. Many critics may challenge this idea and debate that learning about facts has two consequences. Firstly, it helps people to be more conservative and also deter them from any riot. Indeed, the fewer people think, the less they understand the defects and limitations. Thus the amount of dissatisfaction reduces. Although, an increasing number of governments which try to teach thinking show otherwise. Scientifically speaking, in societies that have plans to teach the students to learn concepts, they show both more sophisticated thinking ability and more incentive for using this skill in solving problems in different stages of their life.
Another equally noteworthy reason to bear in mind is the potential of this learning to make noble people change the future of a society dramatically. Without a doubt, one tiny and influential part of each community is its noble class. They are responsible for all beliefs in society. They not only can spread an idea but also can omit the others. The significant role of this class of society is deniable. Take my personal experience as an example. A couple of years ago, my grandfather told a true story to me about a political change soon accompanied by the public in his thirties. He asserted that this accompaniment was dictated through nobles. In fact, they helped the society to become a unit again by the power they had. Therefore, a system teaches ideas; tries to create a class that will influence every future change in favor of the public as a whole. What would happen if a community does not take account to nurture people who can be a new alteration, and replacing the old nobles with fresh minds? Needless to say, the future of the community and its integrity is endangered.
To summarize, contemplating all remarks, we can safely conclude that the role of teaching the concept is crucial for both people and governments. The treated student can be either a powerful person that can use their mind in an efficient war or a fresh replacement for the nobles.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-11 | meet96300 | 90 | view |
| 2023-06-12 | YasamanEsml | 70 | view |
| 2023-06-05 | Vivian Chang | 80 | view |
| 2023-06-05 | Vivian Chang | 70 | view |
| 2023-06-04 | nph | 60 | view |
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Grammar and spelling errors:
Line 1, column 114, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'beings'' or 'being's'?
Suggestion: beings'; being's
...importance of the concepts on the human beings society, efforts for elevating their ef...
^^^^^^
Line 3, column 272, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'result'
Suggestion: result
...oys in every field. A few benefits will results if the system teaches members to be tho...
^^^^^^^
Line 3, column 596, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...understand the defects and limitations. Thus the amount of dissatisfaction reduces. ...
^^^^
Transition Words or Phrases used:
also, but, first, firstly, if, may, so, therefore, thus, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2383.0 1977.66487455 120% => OK
No of words: 478.0 407.700716846 117% => OK
Chars per words: 4.98535564854 4.8611393121 103% => OK
Fourth root words length: 4.67581127817 4.48103885553 104% => OK
Word Length SD: 2.83805483428 2.67179642975 106% => OK
Unique words: 265.0 212.727598566 125% => OK
Unique words percentage: 0.554393305439 0.524837075471 106% => OK
syllable_count: 746.1 618.680645161 121% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 12.0 3.08781362007 389% => Less articles wanted as sentence beginning.
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.6321108521 48.9658058833 93% => OK
Chars per sentence: 85.1071428571 100.406767564 85% => OK
Words per sentence: 17.0714285714 20.6045352989 83% => OK
Discourse Markers: 2.28571428571 5.45110844103 42% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 18.0 11.8709677419 152% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.197738012024 0.236089414692 84% => OK
Sentence topic coherence: 0.0454955485315 0.076458572812 60% => OK
Sentence topic coherence SD: 0.0629193020548 0.0737576698707 85% => OK
Paragraph topic coherence: 0.14176327482 0.150856017488 94% => OK
Paragraph topic coherence SD: 0.0984349905294 0.0645574589148 152% => OK
Essay readability:
automated_readability_index: 10.6 11.7677419355 90% => Automated_readability_index is low.
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.37 10.9000537634 104% => OK
dale_chall_readability_score: 8.67 8.01818996416 108% => OK
difficult_words: 127.0 86.8835125448 146% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => 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.