Competition for high grades seriously limits the quality of learning at all levels of education.
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.
Grades are often deemed to be a useful tool to gauge student's ability; many universities, including even graduate schools, accept grades to analyze the ability of the students. Although there are some cases where grades and concomitant competition for such grades prove to be useful, I adamantly believe that grades deteriorates the quality of learning at all levels of education.
Granted, competition for high grades are useful to facilitate students to be apprised of, or to memorize, pieces of textbook information. This is because many exams are designed to give high scores to whom memorizes textbook informations well. Many asian university qualification exams, especially including those of Japan, China, and Korea, should instantiate this type of exam. In the asian university qualification exams, most questions simply ask whether a student is memorizing a specific concept. In conjuction with their highly competitive pedagogical ambience, the competition for high grades in those exams have significantly aggrandized the information asian students memorize. Therefore, as revealed in high scores of Asian students in international olympiads. asian students generally have higher average academic achievement level. Thus, the competition is beneficial especially in terms of memorizing.
However, it should be noted that blindly memorizing textbook information is not the goal of education. There should be numerous possible ideals for the purpose of education, but in general, the purpose of education is closely related to the academic success of a student. In this regard, it should be informative to deal with the case of the academic achievements in South Korea. As mentioned above, students in South Korea usually vigorosly participate in the compeition for high grades. Therefore, Korean students spend all the day memorizing textbook information rather than tasting the essense of the study by understanding the inter-relationship between those pieces of information. Because of this apparently demoralizing situation, it is now well known that the severe competition for high grades deflates the motivation of Korean students and make them to seek lucrative career paths in the end. Thus, competition for high grades deteriorates the quality of education.
Therefore, inveigling students to truly understand, not blindly memorize, information should be more useful to ameliorate the quality of learning. This is because the pedagogical goal can be achieved when students are truly understanding the knowledge taught in the class. For example, Einstein received low grades during his highschool and university period as illustrated in a myriad of his memoirs. Except for some classes such as differntial geometry and electrodynamics, he did not recieve "A." More notable thing is he did not compete for high grades. Nonetheless, his sincere understanding of electrodyanmics and thermal physics allowed him to invent the conept of special relativity, and now he is one of the most ascendent and venerated scientists throughout the history. As this example reveals, competition for high grades is irrelevant to the goal of education.
In brief, the educational quality is marred by competition for high grades and helping students truly understand the knoweldge is better way to increase the quality of education.
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Grammar and spelling errors:
Line 2, column 772, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Asian
...an students in international olympiads. asian students generally have higher average ...
^^^^^
Line 4, column 214, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...ical goal can be achieved when students are truly understanding the knowledge taught in the class. For ...
^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
apparently, but, however, if, nonetheless, so, therefore, thus, well, except for, for example, in brief, in general, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 6.0 12.4196629213 48% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 29.0 12.9106741573 225% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2842.0 2235.4752809 127% => OK
No of words: 503.0 442.535393258 114% => OK
Chars per words: 5.65009940358 5.05705443957 112% => OK
Fourth root words length: 4.73578520332 4.55969084622 104% => OK
Word Length SD: 3.20743787957 2.79657885939 115% => OK
Unique words: 243.0 215.323595506 113% => OK
Unique words percentage: 0.48310139165 0.4932671777 98% => OK
syllable_count: 926.1 704.065955056 132% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 46.0619864663 60.3974514979 76% => OK
Chars per sentence: 118.416666667 118.986275619 100% => OK
Words per sentence: 20.9583333333 23.4991977007 89% => OK
Discourse Markers: 5.16666666667 5.21951772744 99% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.182721066973 0.243740707755 75% => OK
Sentence topic coherence: 0.0645657653649 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.0646174115491 0.0758088955206 85% => OK
Paragraph topic coherence: 0.130185434718 0.150359130593 87% => OK
Paragraph topic coherence SD: 0.0274135214057 0.0667264976115 41% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.7 14.1392134831 111% => OK
flesch_reading_ease: 34.26 48.8420337079 70% => OK
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 13.5 12.1743820225 111% => OK
coleman_liau_index: 15.49 12.1639044944 127% => OK
dale_chall_readability_score: 9.62 8.38706741573 115% => OK
difficult_words: 159.0 100.480337079 158% => OK
linsear_write_formula: 16.5 11.8971910112 139% => 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.