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.
While 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. In my opinion, whether teachers should teach concept or facts at first depends on many factors. Students’ ability of abstract thinking, specificities of different subjects, both influence teachers’ decision. Through analyzing three specific circumstances, this essay aims at illustrating that educators should adjust their teaching plan according to students’ ability and subjects’ peculiarity.
To begin with, not all students have the ability to assimilate ideas and concepts before learning specific facts. Learning is proved to follow some laws and one law is that learning is a gradual process from concrete to abstract. From kindergartens to graduate schools, students increasingly improve 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 of kindergarten as an example, the concepts such as biology, gastronomy, astronomy, sociology will no doubt confuse them, but children can easily understand the words such as Micky mouse, hamburger, star and friend. Under these circumstances, teachers of kindergarten and/or primary school should make more efforts in explaining concrete facts rather than intangible concepts.
Furthermore, in applied disciplines, which are almost problem-oriented, facts have more value than concepts because problems are often derived from realities. Students majoring in applied subjects are expected to find solutions that meet realistic requirements such as limited budgets, pressing deadline, negative environmental impact. Take urban planning, a subject that intend to conciliate the relationship between humans and lands, as an example. A good urban design project is that resolves local problems and develops local specificities at same time. To meet these two demands, students have to carefully study the situations of sites through analyzing the local geological conditions, local chronicles, demographic data and economic situations. In contrast, a bad urban design project neglects the concrete situations of sites and blindly follows aesthetic rules, planning concepts and design principles. An ivory-towered project stemmed from abstract notions can drastically eradicate a city’s local features and render it a fake image. Consequently, for applied subjects such as architecture, urban planning and landscape design, teachers should cultivate in students the sensibilities towards facts and realities but should not play with abstract notions.
That being said, ideas, trends and concepts still play important roles in learning process. For basic or theoretical subjects, studying abstract notions should be priority over learning facts because the former can help students to draw the whole picture of a theory. Yet, too detailed information often confuses students. Using 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. Under these circumstances, students must feel exhausted if they directly studying the meanings of each painting in consideration of the huge numbers of art works. However, starting by learning art trends, artistic genres and design philosophies, students can easily construct a proper mental map of the art history.
To summarize, whether teachers should start with teaching facts or teaching notions depends on students and subjects. Through evaluating the speaker’s argument under three specific circumstances, this essay proves that for students, who have not yet the ability of abstract thinking, teaching facts should be the 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 first teach them trends, ideas and concepts.
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Grammar and spelling errors:
Line 5, column 461, 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 of k...
^^^^^^^^
Line 13, column 84, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
... still play important roles in learning process. For basic or theoretical subjects, stu...
^^^^^^^
Line 13, column 164, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean ''?
...ts, studying abstract notions should be priority over learning facts because the former ...
^^^^^^^^
Line 13, column 859, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...a proper mental map of the art history. To summarize, whether teachers should st...
^^^^^^^
Transition Words or Phrases used:
but, consequently, first, furthermore, however, if, nevertheless, so, still, while, at least, in addition, in contrast, no doubt, such as, in my opinion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 27.0 14.8657303371 182% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 65.0 58.6224719101 111% => 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: 3582.0 2235.4752809 160% => OK
No of words: 609.0 442.535393258 138% => Less content wanted.
Chars per words: 5.88177339901 5.05705443957 116% => OK
Fourth root words length: 4.96768813016 4.55969084622 109% => OK
Word Length SD: 2.99942968201 2.79657885939 107% => OK
Unique words: 316.0 215.323595506 147% => OK
Unique words percentage: 0.518883415435 0.4932671777 105% => OK
syllable_count: 1038.6 704.065955056 148% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => 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: 44.1080971557 60.3974514979 73% => OK
Chars per sentence: 127.928571429 118.986275619 108% => OK
Words per sentence: 21.75 23.4991977007 93% => OK
Discourse Markers: 5.96428571429 5.21951772744 114% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
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: 0.205562478235 0.243740707755 84% => OK
Sentence topic coherence: 0.0603780345146 0.0831039109588 73% => OK
Sentence topic coherence SD: 0.0518030683005 0.0758088955206 68% => OK
Paragraph topic coherence: 0.12775318825 0.150359130593 85% => OK
Paragraph topic coherence SD: 0.0464165598325 0.0667264976115 70% => OK
Essay readability:
automated_readability_index: 17.1 14.1392134831 121% => 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: 16.82 12.1639044944 138% => OK
dale_chall_readability_score: 9.47 8.38706741573 113% => OK
difficult_words: 185.0 100.480337079 184% => OK
linsear_write_formula: 13.0 11.8971910112 109% => 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: 83.33 out of 100
Scores by essay e-grader: 5.0 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.