We learn our most valuable lessons in life from struggling with our limitations rather than from enjoying our successes. Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
The speaker asserts that we learn valuable lessons from difficult things rather than from success. Some things can indeed learn from success. However, difficult things make us learn more valuable lessons in life. With many aspects of reasoning, I strongly agree with the speaker.
To begin with, in academic study the things learning from difficulty has a positive influence on students, because students can know what they are missing. To ensure that students can study well, students have to use the pertinence of the study. Using the pertinence of the study, the study can be more efficient in the schools. For example, even though the process is hard, students are willing to focus on studying to fulfill them to promote occupational development in the future. When students know what they are ignoring, they can save more time to learn more knowledge. In sum, learning from difficulty makes students effective, since they can know what they are missing.
Secondly, scientists will benefit through a difficulty, because difficulty makes scientists struggle to research the things they want to know. For many scientists, unknown things, which are difficult for many people, are so attractive that they struggle with human limitations to solve the problems. Mars can be a suitable example. Mars is such a mysterious red planet that many scientists are fascinated by Mars. To realize the geography of Mars, scientists need to invent a special camera that adapts to the environment of Mars. With this camera, scientists can observe the geography and biology of Mars. Therefore, scientists can learn more about Mars. In a word, learning from difficulty has a health influence on the science field.
Although people can learn some things from success, the things learning from success are less than the things learning from difficulty. The things learning from difficulty make a profound impression on people. After experiencing a difficulty, people can learn their lesson. For instance, COVID-19 has constantly killed the people in the world because of people's ignoring; Such a brutal virus was unprecedented that people were incapable of dealing with it in the beginning. Fortunately, the vaccination was invented successfully, causing declining the world casualty. Through this difficulty, people learn a valuable lesson. In brief, the things learning from difficulty make our get a valuable lesson.
To sum up, learning from difficulty exercises a positive influence on students and scientists, since difficulty can make students know what they are ignoring, and make scientists solve more unknown things. Even though some things can learn from success, there are more valuable things that we can learn from difficulty. Thus, I totally agree with what the speaker says.
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- We learn our most valuable lessons in life from struggling with our limitations rather than from enjoying our successes Write a response in which you discuss the extent to which you agree or disagree with the claim In developing and supporting your positi 50
- If a person wants to be successful he or she must be open minded to new ideas and willing to change his or her mind 73
- You are helping to select a leader for a student organization or a group Do you think a person s honest is the most important characteristic for being a leader 70
- In any profession business politics education government those in power should step down after five years Write a response in which you discuss the extent to which you agree or disagree with the claim In developing and supporting your position be sure to 58
- People s behavior is largely determined by forces not of their own making 58
Grammar and spelling errors:
Line 3, column 107, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ty has a positive influence on students, because students can know what they are ...
^^
Transition Words or Phrases used:
however, if, second, secondly, so, therefore, thus, well, for example, for instance, in brief, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 3.0 14.8657303371 20% => More conjunction wanted.
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2348.0 2235.4752809 105% => OK
No of words: 438.0 442.535393258 99% => OK
Chars per words: 5.36073059361 5.05705443957 106% => OK
Fourth root words length: 4.57476223824 4.55969084622 100% => OK
Word Length SD: 2.71190978115 2.79657885939 97% => OK
Unique words: 186.0 215.323595506 86% => More unique words wanted.
Unique words percentage: 0.424657534247 0.4932671777 86% => More unique words wanted or less content wanted.
syllable_count: 687.6 704.065955056 98% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 14.0 4.38483146067 319% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 15.0 23.0359550562 65% => The Avg. Sentence Length is relatively short.
Sentence length SD: 44.4484768225 60.3974514979 74% => OK
Chars per sentence: 83.8571428571 118.986275619 70% => OK
Words per sentence: 15.6428571429 23.4991977007 67% => OK
Discourse Markers: 4.25 5.21951772744 81% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.217655269324 0.243740707755 89% => OK
Sentence topic coherence: 0.0744327909586 0.0831039109588 90% => OK
Sentence topic coherence SD: 0.0713198167567 0.0758088955206 94% => OK
Paragraph topic coherence: 0.149641709577 0.150359130593 100% => OK
Paragraph topic coherence SD: 0.0787526833227 0.0667264976115 118% => OK
Essay readability:
automated_readability_index: 11.6 14.1392134831 82% => Automated_readability_index is low.
flesch_reading_ease: 56.25 48.8420337079 115% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 13.51 12.1639044944 111% => OK
dale_chall_readability_score: 7.77 8.38706741573 93% => OK
difficult_words: 94.0 100.480337079 94% => OK
linsear_write_formula: 6.5 11.8971910112 55% => Linsear_write_formula is low.
gunning_fog: 8.0 11.2143820225 71% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
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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.