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.
In today's modern world, there are so many different ways of learning which students are challenged with them. Some people believe that it is more effective for students to grasp ideas and concepts, others declare facts as the most useful matter for students to learn. I, personally, am inclined to the former one and explain my reasons in the following paragraphs.
To begin with, learning ideas instead of facts make students more creative. Some teachers just accentuate on formulas and facts during the teaching process, and draw merely some eventual conclusion for the students instead of talking about the origin and concepts behind the facts. This method will diminish the contribution of students in the classes' discussions. On the other hand, mentors could use their students' brain skill to make them think about the ideas behind the facts. Creative concepts may be understood when students are investigating some proved ideas. For example, there was some unsolved problem in mathematics, which had occupied so many scholars for many years. Until Albert Einstein has solved them by using some ideas which had been proposed by some other mathematicians. Learning ideas will help students to think brighter and propose their innovative ideas.
Secondly, learning ideas are more effective because students can use them for solving problems on other courses. In the educational book, so many facts present which is important for course that book is for and cannot be used for other courses. Although, ideas are more widespread and students could use them widely. For example, there is an idea in chemistry which lead to a specific fact in order to find out how molecules interact with each other. In addition, the idea behind this fact can be used in other fields of science. To be more specific, when physicists want to measure the energy between two individual atoms, they can use the idea from chemistry. As is it clear, ideas are more comprehensive and will help students to understand how to think about various phenomenon.
In conclusion, based on the aforementioned paragraphs, learning ideas and concepts not only prepare students to think more creatively about issues but also will be useful for their other courses.
| 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 |
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Grammar and spelling errors:
Line 1, column 38, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
In todays modern world, there are so many different ways of learning which students are cha...
^^^^^^^^^^^^^^
Line 3, column 683, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Until” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...cupied so many scholars for many years. Until Albert Einstein has solved them by usin...
^^^^^
Line 3, column 883, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ter and propose their innovative ideas. Secondly, learning ideas are more effect...
^^^^
Transition Words or Phrases used:
also, but, if, may, second, secondly, so, for example, in addition, in conclusion, talking about, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 16.0 43.0788530466 37% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 3.0 8.0752688172 37% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1872.0 1977.66487455 95% => OK
No of words: 363.0 407.700716846 89% => More content wanted.
Chars per words: 5.15702479339 4.8611393121 106% => OK
Fourth root words length: 4.3649236973 4.48103885553 97% => OK
Word Length SD: 2.61150922271 2.67179642975 98% => OK
Unique words: 185.0 212.727598566 87% => More unique words wanted.
Unique words percentage: 0.509641873278 0.524837075471 97% => OK
syllable_count: 572.4 618.680645161 93% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 9.59856630824 21% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 36.382851886 48.9658058833 74% => OK
Chars per sentence: 98.5263157895 100.406767564 98% => OK
Words per sentence: 19.1052631579 20.6045352989 93% => OK
Discourse Markers: 6.84210526316 5.45110844103 126% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => 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: 0.353746494511 0.236089414692 150% => OK
Sentence topic coherence: 0.12724083899 0.076458572812 166% => OK
Sentence topic coherence SD: 0.0625067937767 0.0737576698707 85% => OK
Paragraph topic coherence: 0.246384217834 0.150856017488 163% => OK
Paragraph topic coherence SD: 0.0412311412737 0.0645574589148 64% => OK
Essay readability:
automated_readability_index: 12.4 11.7677419355 105% => OK
flesch_reading_ease: 52.19 58.1214874552 90% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 12.65 10.9000537634 116% => OK
dale_chall_readability_score: 8.23 8.01818996416 103% => OK
difficult_words: 84.0 86.8835125448 97% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 13.0 10.247311828 127% => 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: 68.3333333333 out of 100
Scores by essay e-grader: 20.5 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.