There's no doubt about the growth of the importance of education in modern people's lives. But we all know that education comes along with grades nowadays. So this raises a controversial question, whether grades encourage educators to study more passionately. Some people believe grades might stress students and cause them to lose concentration; meanwhile, some people consider grades necessary for students' flourishment. In my perspective, the second viewpoint is more rational. In what follows, I will pinpoint the two most prominent/primary rationales to elaborate on my standpoint.
The first reason to champion my point of view is that grades help students to evaluate themselves during a semester, which leads them to get better results. By taking exams during a class, students will quickly understand how much they have learned since now, and if they lack in any topics, they can start working on that sooner. My personal experience is a compelling demonstration of this. Last semester I was taking a course named microeconomics, which had a heavy workload. At first, I complained about how this course takes most of my time and won't let me do anything else during the weekdays. But as time passed, I started to understand that multiple quizzes and exams prepared me for the final exam and helped me learn the topics deeply. At the end of the semester, I could develop a vast amount of knowledge about microeconomics, and I also published my project in a popular newspaper. This example illustrates how grades can encourage students to participate more willingly in class.
Furthermore, the grades help students get more interested in some subjects, which allows them to decide about their future path. Students get encouraged by getting high marks to delve into that subject deeper. For instance, two years ago, I participated in an industrial management course, which I scored 20 out of 20. This encouraged me to read a few books about this topic and do some research about relevant topics. I ended up falling in love with management and started to work in a small company that helped me gain tones of experience, which came in handy later in my further studies. This is how the grading system helped me find out about my interests and get experienced and avid in it.
Based on what is discussed we can safely conclude that grading can help students flourish more than ever. Since it provides them a chance to examine their abilities during the semester, and it also gives them an opportunity them delve further into topics because they got encouraged. However, it can have some negative consequences, but professors can solve this issue easily by their attitudes in the class. Finally, it's an indisputable fact that not only does a wisely arranged grading system not discourage students, but it also can be a boon for educators to put the step in the walk of their life.
- In general people are living longer now Discuss the causes of this phenomenon Use specific reasons and details to develop your essay 90
- In general people are living longer now Discuss the causes of this phenomenon Use specific reasons and details to develop your essay 78
- Do you agree or disagree with the following statement In twenty years there will be fewer cars in use than there are today Use specific reasons and examples to support your answer 60
- Grades encourage students to work harder at school Do you agree or disagree Use specific reasons and examples to support your opinion 66
Grammar and spelling errors:
Line 1, column 1, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: There's
Theres no doubt about the growth of the import...
^^^^^^
Transition Words or Phrases used:
also, but, finally, first, furthermore, however, if, second, so, while, for instance, no doubt
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 15.1003584229 46% => More to be verbs wanted.
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 62.0 43.0788530466 144% => Less pronouns wanted
Preposition: 66.0 52.1666666667 127% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2402.0 1977.66487455 121% => OK
No of words: 482.0 407.700716846 118% => OK
Chars per words: 4.98340248963 4.8611393121 103% => OK
Fourth root words length: 4.68556276237 4.48103885553 105% => OK
Word Length SD: 2.86906282536 2.67179642975 107% => OK
Unique words: 259.0 212.727598566 122% => OK
Unique words percentage: 0.53734439834 0.524837075471 102% => OK
syllable_count: 754.2 618.680645161 122% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 38.1924039859 48.9658058833 78% => OK
Chars per sentence: 100.083333333 100.406767564 100% => OK
Words per sentence: 20.0833333333 20.6045352989 97% => OK
Discourse Markers: 3.91666666667 5.45110844103 72% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
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: 0.129282943552 0.236089414692 55% => OK
Sentence topic coherence: 0.0390025194271 0.076458572812 51% => OK
Sentence topic coherence SD: 0.0404267198826 0.0737576698707 55% => OK
Paragraph topic coherence: 0.0803792297267 0.150856017488 53% => OK
Paragraph topic coherence SD: 0.0285984783594 0.0645574589148 44% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 12.1 11.7677419355 103% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 11.6 10.9000537634 106% => OK
dale_chall_readability_score: 8.66 8.01818996416 108% => OK
difficult_words: 123.0 86.8835125448 142% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 12.0 10.247311828 117% => 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: 81.6666666667 out of 100
Scores by essay e-grader: 24.5 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.