1. The best way to teach is to praise positive actions and ignore negative ones.
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.
The author asserts that the best way of teaching is the applaud of positive action and ignorance of the negative ones. This is the claim with which I partially do concur. Among the countless reasons which give adherence to my viewpoint, I will delve into the most conspicuous ones in the following paragraphs.
The first striking reason which should be considered is the impact of acclaim over the human being as a motivation. Indeed, the praising and appreciation is a provocative power which encourages the individual to keep on repeating or even enhancing the praised action. This fact is also verified by the research conducted in Iran; according to the noteworthy intelligence research conducted in Psychology Department of Tehran University, the effect of applauding over the mankind as a motor for progressing is sixty percent more than lonely verification of the action. Actually, this research lucidly depicts that the public announcement and encouragement are more effective than solo verification of the same action, and they lead the man to progress in his path to achieve upper stands.
Another equal crux reason which rears my standpoint is the praise of one person can be a motivation for other persons too. In fact, as a person witnesses the acclaim of another person for his decent action, he stimulated to do the same affair to get same appraise. A lucid example which shed the spotlight to this reason, is the instance of kids in the kindergarten, while the teacher in the kindergarten notifies other children about one of their classmate nice action, other children try to imitate the same or even a better action to get the same position among his classmates. Therefore, the praising of nice action not also teach the doer to do positive action but also encourage others to do the same action.
However, what is discussed in abovementioned paragraphs did not verify the claim’s complete accuracy. Indeed, the adduced claim possesses a wrong attitude over the negative actions. From my viewpoint, the ignorance of negative action and error is not a wise way of teaching; sine, as long as a person is not aware of his failure, he will repeat the same mistake over and over. Based on a Persian idiom, doing a mistake is not a big deal; however, its repetition is a big deal; to prevent the duplication of the same error there should be the learning and cognition over its negative side, which by the ignorance this cognition is prevented by the teacher. Consequently, to prevent the repetition of an identical mistake by a person there should be notification over its error.
To wrap it up, all aforementioned reason explicitly illustrate the accuracy of the claim about the positive action which requires the applaud; on the other hand, the failure of the claim over the negative action which grove its negative side-effects and leads to repetition of the same action by the person.
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Grammar and spelling errors:
Line 1, column 53, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...sserts that the best way of teaching is the applaud of positive action and ignorance of the...
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Line 4, column 753, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean ''?
...cal mistake by a person there should be notification over its error. To wrap it up, all afo...
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Line 5, column 131, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...bout the positive action which requires the applaud; on the other hand, the failure of the ...
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Transition Words or Phrases used:
actually, also, but, consequently, first, however, if, so, therefore, while, in fact, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 6.0 12.4196629213 48% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 22.0 12.9106741573 170% => OK
Performance on vocabulary words:
No of characters: 2426.0 2235.4752809 109% => OK
No of words: 487.0 442.535393258 110% => OK
Chars per words: 4.98151950719 5.05705443957 99% => OK
Fourth root words length: 4.69766713281 4.55969084622 103% => OK
Word Length SD: 2.86315499465 2.79657885939 102% => OK
Unique words: 229.0 215.323595506 106% => OK
Unique words percentage: 0.47022587269 0.4932671777 95% => OK
syllable_count: 786.6 704.065955056 112% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 17.0 20.2370786517 84% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 81.0740615746 60.3974514979 134% => OK
Chars per sentence: 142.705882353 118.986275619 120% => OK
Words per sentence: 28.6470588235 23.4991977007 122% => OK
Discourse Markers: 6.05882352941 5.21951772744 116% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.209580846345 0.243740707755 86% => OK
Sentence topic coherence: 0.0805093184926 0.0831039109588 97% => OK
Sentence topic coherence SD: 0.0678007117929 0.0758088955206 89% => OK
Paragraph topic coherence: 0.142853937796 0.150359130593 95% => OK
Paragraph topic coherence SD: 0.0633428914922 0.0667264976115 95% => OK
Essay readability:
automated_readability_index: 16.4 14.1392134831 116% => OK
flesch_reading_ease: 43.06 48.8420337079 88% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 14.2 12.1743820225 117% => OK
coleman_liau_index: 12.2 12.1639044944 100% => OK
dale_chall_readability_score: 9.08 8.38706741573 108% => OK
difficult_words: 125.0 100.480337079 124% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 9.0 11.7820224719 76% => 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.