Learning is primarily a matter of personal discipline; students cannot be motivated by school or college alone.
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.
Many researchers over the years have stated that an individual's happiness scale( work-life balance) at work depends on their interests rather than the skills they possess. Further, an individual will work more efficiently in a job which he likes. The prompt suggests that students cannot be motivated by schools and colleges alone, there are other factors which affect learning. Hence, it can be said that learning is a personal discipline. In my opinion, the statement above is mostly true for the following three reasons.
When it comes to learning, interest is the most important factor. An individual will grasp things faster if he or she has a predilection towards that subject or activity. For instance, a student may be studying engineering but he also has a strong liking towards accounts. Hence, in most cases, it would be easier for this student to study accounts than his peers because he has a deep interest in accounts. Therefore, it is not just schools or colleges which play a role for students in learning but there are also other factors, in this case, interest, which determines the nature towards learning.
Also, learning is dependent on other factors as well, for instance, it depends upon the exposure to different professions and what he or she aspires to become. For example, a marketing student wanting to be recruited by the best marketing company would learn the basics of data analytics because it is a requirement for the job he or she desires. Hence, the need for learning is not just part of the curriculum in school but instead, it is a means for achieving something one desires.
Although, schools in some parts of the world are partly responsible for independent learning as well. For instance, schools in Norway do not have a specified curriculum for students until 8th grade. The basics are taught to them about language and mathematics. During other times, they have the freedom to choose what they want to learn. This kind of student development showcases the personal discipline in learning within the school.
To conclude, learning is a continuous process and there is no age limit bound to it. Schools and colleges play a major role in delivering the knowledge to students but there are other factors also which determine the urge to learn. Therefore, learning is a matter of personal discipline.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-10 | IFE360TOXIC | 50 | view |
| 2019-11-26 | faatir | 50 | view |
| 2019-10-17 | kmata2 | 50 | view |
| 2019-09-29 | 08sandip | 50 | view |
| 2019-08-26 | Mystery3434 | 62 | view |
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Grammar and spelling errors:
Line 1, column 53, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'individuals'' or 'individual's'?
Suggestion: individuals'; individual's
...hers over the years have stated that an individuals happiness scale work-life balance at wo...
^^^^^^^^^^^
Line 3, column 502, Rule ID: ALSO_OTHER[1]
Message: Use simply 'there are other' or 'there are also'
Suggestion: there are other; there are also
...lay a role for students in learning but there are also other factors, in this case, interest, which ...
^^^^^^^^^^^^^^^^^^^^
Line 5, column 68, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... on other factors as well, for instance, it depends upon the exposure to differen...
^^
Line 9, column 13, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ning within the school. To conclude, learning is a continuous process and the...
^^
Transition Words or Phrases used:
also, but, hence, if, may, so, therefore, well, for example, for instance, kind of, in most cases, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 31.0 33.0505617978 94% => OK
Preposition: 40.0 58.6224719101 68% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 1959.0 2235.4752809 88% => OK
No of words: 391.0 442.535393258 88% => More content wanted.
Chars per words: 5.01023017903 5.05705443957 99% => OK
Fourth root words length: 4.44676510885 4.55969084622 98% => OK
Word Length SD: 2.72691366027 2.79657885939 98% => OK
Unique words: 198.0 215.323595506 92% => More unique words wanted.
Unique words percentage: 0.506393861893 0.4932671777 103% => OK
syllable_count: 596.7 704.065955056 85% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 41.287938645 60.3974514979 68% => OK
Chars per sentence: 93.2857142857 118.986275619 78% => OK
Words per sentence: 18.619047619 23.4991977007 79% => OK
Discourse Markers: 5.33333333333 5.21951772744 102% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.271171028855 0.243740707755 111% => OK
Sentence topic coherence: 0.0901163951696 0.0831039109588 108% => OK
Sentence topic coherence SD: 0.07466222945 0.0758088955206 98% => OK
Paragraph topic coherence: 0.164536475829 0.150359130593 109% => OK
Paragraph topic coherence SD: 0.0348365081354 0.0667264976115 52% => OK
Essay readability:
automated_readability_index: 11.5 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 61.67 48.8420337079 126% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 11.78 12.1639044944 97% => OK
dale_chall_readability_score: 8.0 8.38706741573 95% => OK
difficult_words: 86.0 100.480337079 86% => OK
linsear_write_formula: 7.0 11.8971910112 59% => Linsear_write_formula is low.
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.