Students should always question what they are taught instead of accepting it passively.
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 and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
In a class setting where students are called to be engaging learners, they must have the ability to process and understand the information they are learning. When information is confusing or ambiguous, it is important for students to ask questions rather than accepting the information passively. Asking questions removes students from perplexing information and leads to clarity, which can be an important asset when studying for exams or developing skills for field-work. For this reason, it is important to ask questions in class.
When learning new or relevant information in class, students must be able to understand the information they are given to them. When information is not lucid or straightforward, then questions must be asked. Asking questions removes students from not understanding. For instance, if a biology student was given unfamiliar terminology to study for an exam, such as “osmosis” or “shriveled blood cells,” then it would be crucial for the student to passively accept the information. If the student did not ask what the terminology meant, then the student would be left confused. When the student accepts the information passively without connecting the terminology to information in class, then the student becomes less prepared for an exam and may lose points. Likewise in a math class, it is important for a math student to ask questions about confusing formulas or equations. If the student fails to ask how to use a formula or solve an equation, then the student becomes less equipped for an exam and may become more confused as math problems become more complex for the rest of the school period. Furthermore, asking questions in class is crucial in order to remove students from uncertainty that may hinder their understanding and success in a class.
On the other hand, asking questions in class not only removes them from uncertainty, but prepares them for the work-force. Students that ask questions in class understand the skill-set needed for a job. For example, a culinary student is given a task to create a recipe on a sauce. If the student is confused about the recipe and does not understand how to measure certain ingredients, then the student will fail to perform a recipe. Therefore, asking how to cook a recipe is crucial to not only one’s knowledge but one’s readiness in the workforce. Hence, the student learns that when working in a restaurant, it is important to ask questions about the recipe in order to prevent a recipe from going bad and delivering poor results.
While it is crucial to ask questions in class, others may argue that asking questions in class is a waste of time and interrupts the flow of a class. For instance, in a biology class, loads of information is given and oftentimes there is no time to stop for questions. If a biology student asked multiple questions in class that involves lengthy explanations, it interrupts the class time for students. Additionally, some may argue that questions are meaningless and irrelevant to the class. Although precious class time may be wasted, questions are important and can be asked without wasting time. If any student had more than one question, they can simply go to office hours and discuss further without interrupting class time. Additionally, not all questions are irrelevant. A student who asks a question in class may be asking a question that other students are too shy to ask. Thus, the student makes a valuable contribution to class.
Furthermore, asking questions in class is crucial for students to be able to understand uncertain or ambiguous information. Additionally, students learn that asking questions is an important skill set in the workforce, which can prevent mistakes from being made. While asking questions may hinder class time, it is better safe than sorry to ask questions that may benefit the entirety of the class.
- The luxuries and conveniences of contemporary life prevent people from developing into truly strong and independent individuals Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning f 60
- A nation should require all of its students to study the same national curriculum until they enter college 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 66
- In most professions and academic fields imagination is more important than knowledge 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 and 66
- Humans arrived in the Kaliko Islands about 7 000 years ago and within 3 000 years most of the large mammal species that had lived in the forests of the Kaliko Islands had become extinct Yet humans cannot have been a factor in the species extinctions becau 69
- The following appeared in a memorandum from the owner of Movies Galore a chain of movie rental stores Because of declining profits we must reduce operating expenses at Movies Galore s ten movie rental stores Raising prices is not a good option since we ar 60
Grammar and spelling errors:
Line 2, column 759, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Likewise,
...epared for an exam and may lose points. Likewise in a math class, it is important for a ...
^^^^^^^^
Line 5, column 399, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... may benefit the entirety of the class.
^^^^^^^^^^^
Transition Words or Phrases used:
but, furthermore, hence, if, likewise, may, so, then, therefore, thus, while, for example, for instance, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 36.0 19.5258426966 184% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 3254.0 2235.4752809 146% => OK
No of words: 637.0 442.535393258 144% => Less content wanted.
Chars per words: 5.10832025118 5.05705443957 101% => OK
Fourth root words length: 5.02382911018 4.55969084622 110% => OK
Word Length SD: 2.943453689 2.79657885939 105% => OK
Unique words: 240.0 215.323595506 111% => OK
Unique words percentage: 0.376766091052 0.4932671777 76% => More unique words wanted or less content wanted.
syllable_count: 974.7 704.065955056 138% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 13.0 3.10617977528 419% => Less adverbial clause wanted.
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 31.0 20.2370786517 153% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 44.313353033 60.3974514979 73% => OK
Chars per sentence: 104.967741935 118.986275619 88% => OK
Words per sentence: 20.5483870968 23.4991977007 87% => OK
Discourse Markers: 4.22580645161 5.21951772744 81% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.151083982154 0.243740707755 62% => OK
Sentence topic coherence: 0.0628524581776 0.0831039109588 76% => OK
Sentence topic coherence SD: 0.0333558103367 0.0758088955206 44% => Sentences are similar to each other.
Paragraph topic coherence: 0.112779320554 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.0335291953533 0.0667264976115 50% => OK
Essay readability:
automated_readability_index: 12.9 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 12.36 12.1639044944 102% => OK
dale_chall_readability_score: 7.48 8.38706741573 89% => OK
difficult_words: 115.0 100.480337079 114% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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Rates: 54.17 out of 100
Scores by essay e-grader: 3.25 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.