48. Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts. 建议
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.
Some educators contend that teachers should prioritize ideas, trends and concepts over facts because the formers can help explain the latter. I do not agree with this idea and I would argue that whether teachers should teach the concept or the facts at first depends on different circumstances. Students’ ability to understand abstract concepts, the specificities of different subjects, are elements that influence teachers’ decision. In analyzing three specific circumstances, this essay aims at illustrating that educators should adjust their teaching plan according to students and subjects.
To begin with, not all students have the ability to assimilate abstract ideas before learning concrete facts. Learning is process and follows some laws among which one is that learning is a process from concrete to abstract. From kindergarten to graduate schools, students gradually improved their ability of abstract thinking. Given that abstract thinking is a cultivated rather than an inborn skill, it is not adequate to force all students to learn abstract concepts at first. Taking children from kindergarten as an example, the concept such as biology, cuisine, astronomy, sociology will no doubt confuse them, but they can easily understand words such as Micky mouse, hamburger, stars and friends. Under these circumstances, teachers from kindergartens and primary schools should make more efforts in explaining concrete facts rather than intangible concepts.
Furthermore, in applied subjects, most of which are problem-oriented, facts have more values than concepts because problems usually are derived from reality. Students from these studying fields are expected to find solutions that meet realistic requirements such as limited budgets, pressing deadline, negative environmental impact. Take urban planning, a subject aiming at conciliating the relationship between men and lands, as an example. A good urban design project is a project that resolve local problems and develop local specificities at same time. To meet these two demands, students have to carefully study the facts of sites through analyzing the local geological conditions, local history, demographic data and economic status quo. In contrast, a bad urban design neglects the concrete situations of sites and blindly follows aesthetic rules, planning concepts and design principles. It is the ivory-towered projects that eradicate cities’ features and render a same image to all cities. Under these circumstances, for applied subjects such as architecture, urban planning and landscape design, teachers should cultivate in students the sensibilities towards facts and realities but not play with abstract notions.
That being said, it is not to negate the importance of learning ideas, trends and concepts. For basic or theoretical subjects, studying abstract notions is more essential than learning facts because with the former students can efficiently draw a whole picture of one theory. In contrast, detailed information confuses students. Taking the history of art as an example, it includes six main art periods, and each period produces more than five artistic genres, and each genre has at least two representative artists who creates more than ten works. these circumstances, students must feel exhausted if they directly studying the meaning of each painting in consideration of the huge number of art works. However, starting by learning the art trends, artistic genres and design philosophy, students can easily grasp the structure of art history.
To conclude, the question whether teachers should start with teaching facts or teaching notions depends on the students and the subjects. Through evaluating the speaker’s argument under three specific circumstances, this essay proved that for students, who have not yet the ability of abstract thinking, teaching facts should be priority. In addition, for applied subjects which aim at resolving problems facts are more important than concepts. Nevertheless, for students from theoretical studying fields, teachers should work on teach them trends, ideas and concepts.
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Grammar and spelling errors:
Line 5, column 95, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to concrete'
Suggestion: to concrete
...similate abstract ideas before learning concrete facts. Learning is process and follows ...
^^^^^^^^
Line 5, column 453, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to abstract'
Suggestion: to abstract
...adequate to force all students to learn abstract concepts at first. Taking children from...
^^^^^^^^
Line 13, column 550, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: These
...rtists who creates more than ten works. these circumstances, students must feel exhau...
^^^^^
Line 13, column 846, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ily grasp the structure of art history. To conclude, the question whether teache...
^^^^^^^
Line 17, column 14, Rule ID: WHETHER[5]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "the question"?
Suggestion: whether
...ure of art history. To conclude, the question whether teachers should start with teaching fac...
^^^^^^^^^^^^^^^^^^^^
Line 17, column 335, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean ''?
...ract thinking, teaching facts should be priority. In addition, for applied subjects whic...
^^^^^^^^
Line 17, column 575, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... teach them trends, ideas and concepts.
^^^^^^
Transition Words or Phrases used:
but, first, furthermore, however, if, nevertheless, so, at least, in addition, in contrast, no doubt, such as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 31.0 33.0505617978 94% => OK
Preposition: 67.0 58.6224719101 114% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3536.0 2235.4752809 158% => OK
No of words: 613.0 442.535393258 139% => Less content wanted.
Chars per words: 5.76835236542 5.05705443957 114% => OK
Fourth root words length: 4.97582523872 4.55969084622 109% => OK
Word Length SD: 2.9587726806 2.79657885939 106% => OK
Unique words: 304.0 215.323595506 141% => OK
Unique words percentage: 0.495921696574 0.4932671777 101% => OK
syllable_count: 1026.9 704.065955056 146% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 12.0 4.38483146067 274% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 41.4120040765 60.3974514979 69% => OK
Chars per sentence: 126.285714286 118.986275619 106% => OK
Words per sentence: 21.8928571429 23.4991977007 93% => OK
Discourse Markers: 4.42857142857 5.21951772744 85% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => 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: 0.204585830952 0.243740707755 84% => OK
Sentence topic coherence: 0.0607802323641 0.0831039109588 73% => OK
Sentence topic coherence SD: 0.0481355243659 0.0758088955206 63% => OK
Paragraph topic coherence: 0.129375686504 0.150359130593 86% => OK
Paragraph topic coherence SD: 0.0507801279345 0.0667264976115 76% => OK
Essay readability:
automated_readability_index: 16.7 14.1392134831 118% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 16.19 12.1639044944 133% => OK
dale_chall_readability_score: 9.21 8.38706741573 110% => OK
difficult_words: 176.0 100.480337079 175% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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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: 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.