Competition for high grades seriously limits the quality of learning at all levels of education.
The contention that a competitive environment limits the quality learning of an education of different types, is not a trivial one. There are severeal nuances that need to be considered to decide the quality of education. Nevertheless, it is imperative that one should learn and enjoy the learning process than mugging up the information to achieve high grades.
To begin with, an education aspirant should understand the importance of any concept or teaching. Without the understanding of a subject the student may never be understand the true essence of it. The student not enjoy the learning process and can never understand the applications of one subject. For example, a student who is mugging up the math questions' answer will never know the beauty of math. He or she will not be able to understand the concept and how to apply for a given question. The student may also fail to solve a question which may have been rephrased or have some little changes.
Furthermore, a student who is targeting for high grades blindly, without the understanding of the concept and its applications, he or she may not be able to contribute to the society's welfare. Even after achieving a high grade and accomplishing a degree he or she may not be able to contribute the society. For instance, if a student does not know how to analyze a situation and deduce the problem, he or she cannot provide a solution. Moreover, because of the competitive environment student may reside to mugging up the answers which will lead to underdevelopment of critical thinking and problem solving ability.
Additionally, in competitive environment, a student who only aims to score high grades will not be able to find his true strength and key to happiness. The student will always be busy thinking of achieving high scores at any cost. This will limit the student's own thought process. The student may never know his true self and what he or he may love to do in which they are more enthusiast about. Such a learning path will eventually lead to stressful and depressing life.
Some might argue that competitive environment pushes oneself to learn, but do achieving grades is really a learning? can a student find his path to heart in such stressful environment? In conclusion, although competition for high grades have their own set of merits, it does limit the outlook of whole learning experience.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-04-01 | shahajan999 | 70 | view |
| 2024-04-01 | shahajan999 | 50 | view |
| 2023-10-25 | Jbrachael | 66 | view |
| 2023-10-22 | Zaima | 66 | view |
| 2023-10-22 | Zaima | 66 | view |
- The following appeared in a memo from a vice president of Quiot Manufacturing During the past year Quiot Manufacturing had 30 percent more on the job accidents than at the nearby Panoply Industries plant where the work shifts are one hour shorter than our 83
- Competition for high grades seriously limits the quality of learning at all levels of education 58
- Laws should be flexible enough to take account of various circumstances times and places Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take In developing 83
Grammar and spelling errors:
Line 3, column 154, Rule ID: ADVERB_WORD_ORDER[10]
Message: The adverb 'never' is usually put between 'be' and 'understand'.
Suggestion: be never understand
...erstanding of a subject the student may never be understand the true essence of it. The student not...
^^^^^^^^^^^^^^^^^^^
Line 9, column 118, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Can
... achieving grades is really a learning? can a student find his path to heart in suc...
^^^
Transition Words or Phrases used:
also, but, furthermore, if, look, may, moreover, nevertheless, really, so, thus, for example, for instance, in conclusion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 47.0 58.6224719101 80% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 1987.0 2235.4752809 89% => OK
No of words: 402.0 442.535393258 91% => More content wanted.
Chars per words: 4.94278606965 5.05705443957 98% => OK
Fourth root words length: 4.47771567384 4.55969084622 98% => OK
Word Length SD: 2.93665224158 2.79657885939 105% => OK
Unique words: 185.0 215.323595506 86% => More unique words wanted.
Unique words percentage: 0.460199004975 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 617.4 704.065955056 88% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 34.2399165023 60.3974514979 57% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 94.619047619 118.986275619 80% => OK
Words per sentence: 19.1428571429 23.4991977007 81% => OK
Discourse Markers: 6.47619047619 5.21951772744 124% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.232942070385 0.243740707755 96% => OK
Sentence topic coherence: 0.0782871607634 0.0831039109588 94% => OK
Sentence topic coherence SD: 0.0756832587909 0.0758088955206 100% => OK
Paragraph topic coherence: 0.159471384923 0.150359130593 106% => OK
Paragraph topic coherence SD: 0.0824741339387 0.0667264976115 124% => OK
Essay readability:
automated_readability_index: 11.4 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.8420337079 124% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 11.37 12.1639044944 93% => OK
dale_chall_readability_score: 7.96 8.38706741573 95% => OK
difficult_words: 86.0 100.480337079 86% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 Out of 6
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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.