A student life is filled with so much ups and downs. There are many challenges in a student’s life that hinders the growth and learning of a student. Fear of failing is one of the biggest obstacles in a student’s life. There are many reasons which support that a student learns better when they are not threatened with possible failure.
One reason for better learning of student’s threatened by possible failure is that they are able to work for their goals much more efficiently. If a student is reading a book he will learn with much more clarity when he is not concerned whether he will complete the book or not. Consequently, skipping some parts he desired to understand at the first place. The rate at which a work can be completed is increased when a student is not threatened of failing. As an example, a student who is working on a project starts to think of the consequences of failing, he will devote a certain time to the illusion he has created for himself rather than doing the initial task. In turn, delaying the task.
Another reason is that a student will generate more ideas with great enthusiasm. For instance, students are very creative and think of many ideas when they are learning. If they are puzzled by the fear of failing they will possibly reject those ideas and inhibit themselves from being creative and fearful. And then their learning will not be with useful and practical to them. When one is able to work on the ideas and interests he sees internally what are the things he is passionate about and what excites him the most. Einstein was enthusiastic about light and the cosmos. If he had been troubled by the possibility of failure he couldn’t have developed his theory of relativity.
In conclusion, there are good reasons that support a student learns better when they are not threatened with possible failure. Students could be able to work on their goals much more efficiently. Apparently, many bright ideas come from taking risks and shunning the fear to fail. In my opinion, students definitely learn better when they are not troubled by the possibility of failure. Thus, it is of utmost importance that students develop their own strategies to cope with the fear of failing.
- Do you agree or disagree with the following statement? The best things in life are free. Use reasons and specific examples to support your opinion. 71
- Do you agree or disagree with the following statement? The best things in life are free. Use reasons and specific examples to support your opinion. 60
- Do you agree or disagree with the following statement? The best things in life are free. Use reasons and specific examples to support your opinion. 71
- Do you agree or disagree with the following statement The best things in life are free Use reasons and specific examples to support your opinion 61
- There are many different styles of classes at schools nowadays. Some students prefer classes where they interact with their teacher and with other students in debates and group assignments. Others prefer classes where they just listen to their teacher spe 70
Grammar and spelling errors:
Line 1, column 34, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
A student life is filled with so much ups and downs. There are many challenge...
^^^^
Line 1, column 289, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...ons which support that a student learns better when they are not threatened with possi...
^^^^^^
Line 4, column 69, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...d reasons that support a student learns better when they are not threatened with possi...
^^^^^^
Line 4, column 321, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...n my opinion, students definitely learn better when they are not troubled by the possi...
^^^^^^
Transition Words or Phrases used:
apparently, consequently, first, if, so, then, thus, for instance, in conclusion, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 15.1003584229 192% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 35.0 43.0788530466 81% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1855.0 1977.66487455 94% => OK
No of words: 386.0 407.700716846 95% => More content wanted.
Chars per words: 4.80569948187 4.8611393121 99% => OK
Fourth root words length: 4.43248042346 4.48103885553 99% => OK
Word Length SD: 2.71206900052 2.67179642975 102% => OK
Unique words: 173.0 212.727598566 81% => More unique words wanted.
Unique words percentage: 0.448186528497 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 567.0 618.680645161 92% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 9.59856630824 21% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.0649226521 48.9658058833 80% => OK
Chars per sentence: 84.3181818182 100.406767564 84% => OK
Words per sentence: 17.5454545455 20.6045352989 85% => OK
Discourse Markers: 4.31818181818 5.45110844103 79% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.338546347306 0.236089414692 143% => OK
Sentence topic coherence: 0.123738320534 0.076458572812 162% => OK
Sentence topic coherence SD: 0.146150241562 0.0737576698707 198% => OK
Paragraph topic coherence: 0.251616260501 0.150856017488 167% => OK
Paragraph topic coherence SD: 0.0893607703492 0.0645574589148 138% => OK
Essay readability:
automated_readability_index: 10.0 11.7677419355 85% => Automated_readability_index is low.
flesch_reading_ease: 62.68 58.1214874552 108% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.7 10.1575268817 86% => OK
coleman_liau_index: 10.32 10.9000537634 95% => OK
dale_chall_readability_score: 7.51 8.01818996416 94% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.