Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Educators and students have a unique relationship that can not be imitated by others. The primary task of the educators is to make their student understand what they are teaching. In this context, I totally agree with the statement that the educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
The mechanism of teaching and being taught see no age bounds. That means, the student can be as small as an infant, or the teacher or educator could be well into the 90's. Some tutions are test oriented while some are for general understanding. In any case, the contents usually consist of plethora of facts and events that the students might find obscure and meticulous. That is where the true skill of the educator comes into play. The educator must be able to conduct the lessons such that the students remain interested as well as remember the fact for a long period of time. For instance, a history teacher can simply write the dates and list of allies of second world war for the students to imbibe and remember for the test day. This however, is not so effective technique and the facts may not stick with the students for long. In more interesting approach, the teacher can explain the interesting aspects of the world war II before starting with the more mundane facts and data. The teacher can explain the major events, the major protagonists of the war and what were the inimical consquences of the war. This sets up the premise nicely for the teacher to go with more painstaking facts and also allow the students to remember those facts due to interesting events associated with them. This not only helps the educators or teachers to prepare their for the exams, but also helps the students to retain those important facts for prolonged time.
Similarly, this technique of teaching the ideas, trends and contexts beforehand also helps the students to grasp the insight of the topic and allow them to interact with the teacher when the facts and data are being taught in following classes. This not only helps them to retain more information, but also helps to expand the horizon of learning due to broad communication specturm. This technique of teaching is being polular lately due to its effectiveness. In another example, the teacher can make the students recite the dates and other facts associated with the first human landing in moon. Rather, the teacher can excite the students with the behind the curtain details and contexts of NASA or the astronauts themselves which not only excite the students for learningfurther in that topic but can also inspire them for better profession.
However, in some cases, the facts are facts irrespective of the availablity of related contents. For instance, the students must remember the chemical formula of the hydrocarbons with or without interesting context to relate with. There are no shortcuts in such cases. Nevertheless, this technique of keeping the students excited about the facts by letting them know about the related context and ideas about the same topic can be very fruitful for the educators and must be promoted.
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Grammar and spelling errors:
Line 2, column 563, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...as well as remember the fact for a long period of time. For instance, a history teacher can si...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, may, nevertheless, second, similarly, so, well, while, for instance, as well as, in any case, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 31.0 33.0505617978 94% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 5.0 12.9106741573 39% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2630.0 2235.4752809 118% => OK
No of words: 534.0 442.535393258 121% => OK
Chars per words: 4.92509363296 5.05705443957 97% => OK
Fourth root words length: 4.80712388197 4.55969084622 105% => OK
Word Length SD: 2.54682198722 2.79657885939 91% => OK
Unique words: 230.0 215.323595506 107% => OK
Unique words percentage: 0.430711610487 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 800.1 704.065955056 114% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 13.0 4.99550561798 260% => Less articles wanted as sentence beginning.
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 55.0840267228 60.3974514979 91% => OK
Chars per sentence: 109.583333333 118.986275619 92% => OK
Words per sentence: 22.25 23.4991977007 95% => OK
Discourse Markers: 5.58333333333 5.21951772744 107% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.273866588419 0.243740707755 112% => OK
Sentence topic coherence: 0.0872581564731 0.0831039109588 105% => OK
Sentence topic coherence SD: 0.0837250903972 0.0758088955206 110% => OK
Paragraph topic coherence: 0.203120366004 0.150359130593 135% => OK
Paragraph topic coherence SD: 0.0933645624886 0.0667264976115 140% => OK
Essay readability:
automated_readability_index: 12.9 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.61 12.1639044944 95% => OK
dale_chall_readability_score: 7.89 8.38706741573 94% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.