Praising students for their positive actions while ignoring their negative actions is definately not the best way to teach.
If students get feedback just praising them for their positives that may feel that they have no shortcomings. They could fail to discern theeir weak points and thus be deluded about their abilities. For example, an english student who is good at spelling but can't form meaningful scentences, if just praised on his/her ability to spell well could feel that he/ she doing well in the his course well even if that is not the case. The student may feel that he has a good command over the language, as he has received only positive reviews, and fail to recognise his mistakes.
Not being aware about one's shortcomings would make it impossible for them to put in special effort to overcome them. This can hamper the improvement of a person and have a negative impact on his/her the overall behavior. If a child who is a good student but rude is only praised by his parents for getting good grades he may not realise that he is rude. He may be praised by elders for his good grades but his rudeness towards his peers and other people will eventually result in them having a negative impression of him. He could lose friend and well wishers by being rude to them and not realise the reason for it. Pointing out to such a kid that he is rude will allow him to work on this aspect of his being and improve as a person. He could take more efforts to be polite and that could result in him retaining more friends.
Even if people are not punished for negative actions they should be criticized for it. Not doing so and ignoring negative actions could result in the person picking up more and more negative habits. Consider a tailoring student who wastes too much cloth, if he is not crticized for it and taught to value cloth, he can develop a habit of wasting too much cloth. This habit would result in financial loss to the student as a professional. Negative actions if not corrected timely could become habits deeply ingrained in the person.
Thus, only praising people for positive actions can't result in holistic teaching, addressing the negatives is every bit as important. Finally it is overcoming these negatives that will develop the person into a better being.
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Grammar and spelling errors:
Line 3, column 260, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...ish student who is good at spelling but cant form meaningful scentences, if just pra...
^^^^
Line 3, column 366, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'she' must be used with a third-person verb: 'does'.
Suggestion: does
...y to spell well could feel that he/ she doing well in the his course well even if tha...
^^^^^
Line 3, column 380, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'his'?
Suggestion: the; his
...l could feel that he/ she doing well in the his course well even if that is not the cas...
^^^^^^^
Line 5, column 23, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... his mistakes. Not being aware about ones shortcomings would make it impossible f...
^^^^
Line 9, column 49, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...ly praising people for positive actions cant result in holistic teaching, addressing...
^^^^
Line 9, column 135, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Finally,
...he negatives is every bit as important. Finally it is overcoming these negatives that w...
^^^^^^^
Transition Words or Phrases used:
but, finally, if, may, so, thus, well, while, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 56.0 33.0505617978 169% => Less pronouns wanted
Preposition: 37.0 58.6224719101 63% => OK
Nominalization: 1.0 12.9106741573 8% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1893.0 2235.4752809 85% => OK
No of words: 406.0 442.535393258 92% => More content wanted.
Chars per words: 4.66256157635 5.05705443957 92% => OK
Fourth root words length: 4.48881294772 4.55969084622 98% => OK
Word Length SD: 2.41064059743 2.79657885939 86% => OK
Unique words: 188.0 215.323595506 87% => More unique words wanted.
Unique words percentage: 0.463054187192 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 585.0 704.065955056 83% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 0.0 4.38483146067 0% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 35.9813740674 60.3974514979 60% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 99.6315789474 118.986275619 84% => OK
Words per sentence: 21.3684210526 23.4991977007 91% => OK
Discourse Markers: 3.0 5.21951772744 57% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.210468610232 0.243740707755 86% => OK
Sentence topic coherence: 0.0808431585771 0.0831039109588 97% => OK
Sentence topic coherence SD: 0.126423775423 0.0758088955206 167% => OK
Paragraph topic coherence: 0.198645295787 0.150359130593 132% => OK
Paragraph topic coherence SD: 0.183934444709 0.0667264976115 276% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 11.2 14.1392134831 79% => Automated_readability_index is low.
flesch_reading_ease: 67.08 48.8420337079 137% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 9.75 12.1639044944 80% => OK
dale_chall_readability_score: 7.75 8.38706741573 92% => OK
difficult_words: 79.0 100.480337079 79% => More difficult words wanted.
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.