Education is light of life that makes us to deal with various challenges, and enhance our imagination. As an educational institution assigns grades to a student, some people assume that students should be encouraged to earn higher grades, while other criticize this point by claiming that such measure would deteriorate the quality of educations. Making the students contend for higher marks, in my opinion, can debase the quality of educations because it may hampers student’s imagination, hinders fundamental knowledge, and makes incompetent for their future career.
Students are lauded when they do great during an examination. If one excels during the exam they are also provided by tangential gifts such as awards, scholarships. This may encourage other students to do better in exams. However, while following such path, students may deviate from actual process of learning, and mainly focus on earning in higher marks. For instance, students motivated to achieve higher grades only focuses on the important question, know the answer by memorizing rather than understanding the fundamental reasoning, or even cheats during the examination. This leads to debasement of the educational system, which paramount role is to provide knowledge and inculcate good and moral values on students; thus, the educational institutions only produces a titular graduated person instead of insightful person, who can confront with the further challenges of his or her life.
The function of the tutor is to enhance the imaginative power of the student, along with providing the knowledge to them. However, the examination, conducted by institution, is not genuine indicator of one’s knowledge and insightfulness. Many people are unable to achieve success however they have achieved good grades. On the other hand, there are reputed people, despite their poor academic performance, are able to achieve success in their career. For example, Albert Einstein, was not good at his academic performance, however, he was full of conceit. Forcing the students to acquire higher grade will compel them to adhere to a pre-established principle for attaining good score while such approach can hinder the imaginative power of students.
However, it is inevitable that the competition for the higher score make a student to engage in an academic activity, by which he may expels the class. By surpassing the class, he may be happy for a certain period of time, but main challenge remains outside the institutions. The role of the education is to make students capable for their future by teaching them good values and apt behavior, while not only focusing on the scores.
In conclusion, competition for the grades can impede student to achieve true value of the education. Contention for grades can make student failure in future life, strip from basic knowledge, and frustrate their imaginations.
- TPO-28 - Integrated Writing Task Robert E. Peary was a well-known adventurer and arctic explorer who in 1909 set out to reach the North Pole. When he returned from the expedition, he claimed to have reached the pole on April 7, 1909. This report made him 70
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- The general welfare of a nation's people is a better indication of that nation's greatness than are the achievements of its rulers, artists, or scientists.Write a response in which you discuss the extent to which you agree or disagree with the claim. In d 70
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Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s incompetent for their future career. Students are lauded when they do great d...
^^^^
Line 7, column 208, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...he class, he may be happy for a certain period of time, but main challenge remains outside the...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, may, so, thus, while, for example, for instance, in conclusion, such as, in my opinion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 62.0 58.6224719101 106% => OK
Nominalization: 21.0 12.9106741573 163% => OK
Performance on vocabulary words:
No of characters: 2449.0 2235.4752809 110% => OK
No of words: 451.0 442.535393258 102% => OK
Chars per words: 5.43015521064 5.05705443957 107% => OK
Fourth root words length: 4.60833598836 4.55969084622 101% => OK
Word Length SD: 2.94115121177 2.79657885939 105% => OK
Unique words: 243.0 215.323595506 113% => OK
Unique words percentage: 0.538802660754 0.4932671777 109% => OK
syllable_count: 776.7 704.065955056 110% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 64.1170024253 60.3974514979 106% => OK
Chars per sentence: 122.45 118.986275619 103% => OK
Words per sentence: 22.55 23.4991977007 96% => OK
Discourse Markers: 6.45 5.21951772744 124% => 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 : 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: 0.178101322899 0.243740707755 73% => OK
Sentence topic coherence: 0.0565615820237 0.0831039109588 68% => OK
Sentence topic coherence SD: 0.0392734279559 0.0758088955206 52% => OK
Paragraph topic coherence: 0.108422269894 0.150359130593 72% => OK
Paragraph topic coherence SD: 0.018339170436 0.0667264976115 27% => 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: 15.4 14.1392134831 109% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 14.51 12.1639044944 119% => OK
dale_chall_readability_score: 9.66 8.38706741573 115% => OK
difficult_words: 141.0 100.480337079 140% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => 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.