Students are pillars of our sophisticated educational system. Their learning necessities have been modified from the dawn of the education up to this modern era. A controversial question about students is whether perceiving ideas and concepts have more importance or the facts instead? In my vantage perspective, learning the facts is what they truly need since it will build a solid basic structure, hinder the confusion, and make them potent for making ideas by themselves.
First exquisite point to be mentioned is that the learning facts is fundamental to build a concrete primary structure of any knowledge. Therefore students need to comprehend prior to any other information. For instance, a person as an inventor of a new electronic device needs to know proved facts of physics and mathematics before the invention. Without that he/she can not avoid the failures or fix the flaws. That shows knowing the facts is more crucial than any ideas.
Second understanding ideas without facts may waste their time and sometimes even money since most of the concepts are way too complicated and this complexity baffles the students. So they require to make more effort and relatively time to perceive the idea. Moreover, getting proper scores is very important for many students and they may require to ask a tutor to coach them for their test which undoubtedly is not free of charge. As it is clear wasting time, energy, and money is another reason for sticking with facts rather than ideas and concepts.
Another noteworthy reason is that learning facts will turn students to an accountable idea generator in the future. For instance, a cook who knows the fact about making the Spaghetti is the one can generate and represent any ideas about how it can taste better or what kind of sauce will make it more pleasant for children! But, primarily, he/she knows the facts like how it has to be added into the boiling water, the time for cooking, the proper pot for this purpose, and the texture and taste of different sauces and Spaghetti. There is no doubt, without knowing the fact, his/her notions cannot get appraised by other proficient cooks.
To wrap the argument, If one takes a glance into the benefits of learning facts rather than ideas, it will be soon convinced that learning facts is more worthwhile as it helps us make further accountable ideas, hinder the confusion, and save our time and energy. The inevitable question is whether we need to take steps to stop teaching notions to the students in terms of its aforementioned deficiencies.
- Do you agree or disagree with the following statement?In the past, young people depended too much on their parents to make decisions for them; today young people are better able to make decisions about their own lives.Use specific reasons and examples to 73
- TPO 41 Do you agree or disagree with the following statement?Teachers were more appreciated and valued by society in the past than they are nowadays.Use specific reasons and examples to support your answer. 90
- Do you agree or disagree with the following statement?The government should require all young adults to perform some kind of national service, such as military service or social work.Use specific reasons and details to support your answer. 90
- Playing games teach us about life.Do you agree or dısagree? 76
- Describe one of the most important days in your life and why it was so important to you. Use specific reasons and examples to support your answer. 76
Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...potent for making ideas by themselves. First exquisite point to be mentioned is...
^^^^
Line 3, column 137, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...ete primary structure of any knowledge. Therefore students need to comprehend prior to an...
^^^^^^^^^
Line 5, column 197, Rule ID: ALLOW_TO[1]
Message: Did you mean 'making'? Or maybe you should add a pronoun? In active voice, 'require' + 'to' takes an object, usually a pronoun.
Suggestion: making
...y baffles the students. So they require to make more effort and relatively time to perc...
^^^^^^^
Line 5, column 348, Rule ID: ALLOW_TO[1]
Message: Did you mean 'asking'? Or maybe you should add a pronoun? In active voice, 'require' + 'to' takes an object, usually a pronoun.
Suggestion: asking
... for many students and they may require to ask a tutor to coach them for their test wh...
^^^^^^
Transition Words or Phrases used:
but, first, if, may, moreover, second, so, therefore, while, as to, for instance, kind of, no doubt
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 36.0 43.0788530466 84% => OK
Preposition: 47.0 52.1666666667 90% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2136.0 1977.66487455 108% => OK
No of words: 428.0 407.700716846 105% => OK
Chars per words: 4.99065420561 4.8611393121 103% => OK
Fourth root words length: 4.548423998 4.48103885553 102% => OK
Word Length SD: 2.67956328416 2.67179642975 100% => OK
Unique words: 225.0 212.727598566 106% => OK
Unique words percentage: 0.525700934579 0.524837075471 100% => OK
syllable_count: 660.6 618.680645161 107% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 83.8121061411 48.9658058833 171% => OK
Chars per sentence: 118.666666667 100.406767564 118% => OK
Words per sentence: 23.7777777778 20.6045352989 115% => OK
Discourse Markers: 5.5 5.45110844103 101% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.257023473608 0.236089414692 109% => OK
Sentence topic coherence: 0.0802826541365 0.076458572812 105% => OK
Sentence topic coherence SD: 0.0563455824784 0.0737576698707 76% => OK
Paragraph topic coherence: 0.150058785947 0.150856017488 99% => OK
Paragraph topic coherence SD: 0.0607647392001 0.0645574589148 94% => OK
Essay readability:
automated_readability_index: 14.0 11.7677419355 119% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 11.96 10.9000537634 110% => OK
dale_chall_readability_score: 8.61 8.01818996416 107% => OK
difficult_words: 104.0 86.8835125448 120% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 Out of 30
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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.