Some people believe that competition for high grades motivates students to excel in the classroom, while others believe that such competition seriously limits the quality of real learning. I agree that competition can motivate students to excel in the classroom, but I also argue that in some instances competition can also distract student from serious learning and I will use examples to prove my point.
The first reason I cannot that competition is always motivating is that every person is different. They differ in personalities and how they react to certain situations. Competitions are situations that compare your results with other people. A competition can be long-term, like competing for high grades during a semester, or it may have a time restraint, like the timed multiplication tests I took in middle school. Either way competitions are usually high pressure and each individual deals with pressure differently. Pressure is a motivating factor in most people, but this is not the case for everyone.
During middle school I was required to take timed multiplication tests. Once one test was successfully completed, then the individual would move on to the next, harder test. For most individuals, including me, the pressure to tackle the next test was motivational. I would go home and study multiplication, so I would move on to the next test and also move farther from my friends. But this pressure was not helpful for everyone, especially kids who found math difficult. They thought that they would never complete the tests anyways, so they did not spend time on multiplication. Instead these test had the opposite effect on some students, deterring them from learning multiplication. Competition can also be damaging in other ways.
Competition allows for only one winner. Lets take the example of competing for high grades. There is only one individual who is going to have the highest grade, which leaves all other students disappointed. If students are able to accept the fact that not everyone is going to be the best and compete only to better oneself, then competition can be healthy.
In conclusion I agree that competition in the classroom is beneficial for many reasons, but it is not always the best solution for each individual student.
- Claim: Colleges and universities should specify all required courses and eliminate elective courses in order to provide clear guidance for students.Reason: College students—like people in general—prefer to follow directions rather than make their own 66
- "Some people believe that competition for high grades motivates students to excel in the classroom. Others believe that such competition seriously limits the quality of real learning." - Write a response in which you discuss which view more closely aligns 58
- True success can be measured primarily in terms of the goals one sets for oneself.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 ta 50
Grammar and spelling errors:
Line 1, column 295, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'instances'' or 'instance's'?
Suggestion: instances'; instance's
...lassroom, but I also argue that in some instances competition can also distract student f...
^^^^^^^^^
Line 3, column 205, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...tions. Competitions are situations that compare your results with other people. ...
^^
Line 5, column 585, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Instead,
...y did not spend time on multiplication. Instead these test had the opposite effect on s...
^^^^^^^
Line 7, column 42, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...ompetition allows for only one winner. Lets take the example of competing for high ...
^^^^
Transition Words or Phrases used:
also, anyway, but, first, if, may, so, then, while, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 35.0 33.0505617978 106% => OK
Preposition: 37.0 58.6224719101 63% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 1910.0 2235.4752809 85% => OK
No of words: 370.0 442.535393258 84% => More content wanted.
Chars per words: 5.16216216216 5.05705443957 102% => OK
Fourth root words length: 4.38581623665 4.55969084622 96% => OK
Word Length SD: 2.97501649669 2.79657885939 106% => OK
Unique words: 189.0 215.323595506 88% => More unique words wanted.
Unique words percentage: 0.510810810811 0.4932671777 104% => OK
syllable_count: 591.3 704.065955056 84% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 17.0 23.0359550562 74% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.633410603 60.3974514979 76% => OK
Chars per sentence: 90.9523809524 118.986275619 76% => OK
Words per sentence: 17.619047619 23.4991977007 75% => OK
Discourse Markers: 3.09523809524 5.21951772744 59% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => 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: 0.278521021798 0.243740707755 114% => OK
Sentence topic coherence: 0.0850126229334 0.0831039109588 102% => OK
Sentence topic coherence SD: 0.123031640566 0.0758088955206 162% => OK
Paragraph topic coherence: 0.17828505365 0.150359130593 119% => OK
Paragraph topic coherence SD: 0.133041512336 0.0667264976115 199% => OK
Essay readability:
automated_readability_index: 11.7 14.1392134831 83% => Automated_readability_index is low.
flesch_reading_ease: 54.22 48.8420337079 111% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 12.35 12.1639044944 102% => OK
dale_chall_readability_score: 7.94 8.38706741573 95% => OK
difficult_words: 81.0 100.480337079 81% => More difficult words wanted.
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 8.8 11.2143820225 78% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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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.