Do you agree or disagree with the following statement? It is more important for students to understand ideas and concepts than it is for them to learn facts. Use specific reasons and examples to support your answer. (2)
Learning is an available master key for all of us to change the world. There is no shortage of opinion on which way to learn is the best for students. In my opinion, understanding ideas and concepts are the most important. I feel this way for two main reasons, which I will explore in the following paragraphs.
To begin with, a student who understood an idea can manage easily the information and share with others what he has learned. This is critically important for the learning process of all the involved. It is demonstrated that when you communicate your ideas, you become able to interiorized deeper your knowledge, taking your knowledge to the next level. I have to admit that my opinion on this matter has been profoundly influenced by my own personal experience. You see, when I was in elementary school, I was honored with a responsibility of tutoring to my classmates with learning problems. I was aware that the traditional system made them feel uncomfortable, resulting in undesire results. I chose another path, simply I focused on explaining ideas and concepts, going from a big and general picture to a specific concept. I was surprised of the benefits on them after apply this method. He was significantly more concentrated and motivated. Thus, their scores improved a lot. Moreover, I felt that all that I previously known was strongly added to my brain, giving to certain facts a place to be. For this reason, I will always support that students should prioritize ideas and concepts comprehension in their education.
Secondly, imagination and memory work outstanding together. A really effective way to memorize in a long term is just imagine something related. You can achieve an effective visualization with ideas and concepts rather than other ways. Drawing from my own experience, I struggled with some tough tasks during my college time. Enormous equations along my books, trying to explain the nature. There I started to make a visualization in my mind, creating a strong connection between the idea and the maths. For example, if the equation explained how the water turns into ice, I tried to establish first what I was about to learn and imagine the phenomena behind every symbol. In the end, with the idea approach, I had shorter study sessions, but I could carry the new information for a long time. It is certainly clear to see why I prefer to work primarily with concepts and ideas.
In light of the above mentioned reasons, I strongly believe that it is much better for students to capture ideas and concepts. This is because they can understand everything easily and feel more comfortable with the topic in turn. Aditionally, you will be able to memorize better in a long term the information that you want.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-07 | nilav | 66 | view |
| 2023-04-18 | sonyeoso | 78 | view |
| 2023-02-09 | Rasika0511 | 73 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
- Do you agree or disagree with the following statement It is more important for students to understand ideas and concepts than it is for them to learn facts Use specific reasons and examples to support your answer 2 68
- Agree or disagree with 80
- Do you agree or disagree with the following statement Teachers should be paid according to how much their students learn Give specific reasons and examples to support your opinion 83
- Young people reading less literature and how this affects culture 63
- Young people reading less literature and how this affects culture 68
Grammar and spelling errors:
Line 3, column 828, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
... general picture to a specific concept. I was surprised of the benefits on them a...
^
Transition Words or Phrases used:
but, first, if, moreover, really, second, secondly, so, thus, for example, i feel, in fact, in my opinion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 63.0 43.0788530466 146% => Less pronouns wanted
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2288.0 1977.66487455 116% => OK
No of words: 466.0 407.700716846 114% => OK
Chars per words: 4.90987124464 4.8611393121 101% => OK
Fourth root words length: 4.64618479453 4.48103885553 104% => OK
Word Length SD: 2.88690341895 2.67179642975 108% => OK
Unique words: 256.0 212.727598566 120% => OK
Unique words percentage: 0.549356223176 0.524837075471 105% => OK
syllable_count: 720.0 618.680645161 116% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 22.0 9.59856630824 229% => Less pronouns wanted as sentence beginning.
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 30.7175247462 48.9658058833 63% => OK
Chars per sentence: 81.7142857143 100.406767564 81% => OK
Words per sentence: 16.6428571429 20.6045352989 81% => OK
Discourse Markers: 4.28571428571 5.45110844103 79% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 20.0 11.8709677419 168% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.30809863007 0.236089414692 131% => OK
Sentence topic coherence: 0.0724475035303 0.076458572812 95% => OK
Sentence topic coherence SD: 0.0549275154409 0.0737576698707 74% => OK
Paragraph topic coherence: 0.182574689342 0.150856017488 121% => OK
Paragraph topic coherence SD: 0.0405310330595 0.0645574589148 63% => OK
Essay readability:
automated_readability_index: 10.0 11.7677419355 85% => Automated_readability_index is low.
flesch_reading_ease: 63.7 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.4 10.1575268817 83% => OK
coleman_liau_index: 10.9 10.9000537634 100% => OK
dale_chall_readability_score: 8.26 8.01818996416 103% => OK
difficult_words: 113.0 86.8835125448 130% => OK
linsear_write_formula: 7.0 10.002688172 70% => OK
gunning_fog: 8.4 10.0537634409 84% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.