Grades (marks) encourage students to learn.
Learning and studying are the most important pillars of each society in today's world. Although there are many methods that enhance students' wiling sense to learn, some of these methods are traditional and they will not have efficient in the students' learning rate. A controversial question that is often raised regarding this issue is whether marks can encourage students to learn or not. Some people possess the conviction that this traditional method has benefits and the learning rate can go through the roof, whereas I think there are many beneficial methods that we can use to encourage students to study instead of using their grades. To substantiate my point of view, the following paragraphs represent a cursory glance at the most outstanding reasons.
The first reason coming to mind elucidating my standpoint is that grades do not the students' potential abilities for learning. As we use the old methods for learning, these methods will affect badly on students' learning rates. Some students are under pressure and stress on an exam day So they cannot show their knowledge. After the exam, when they get their scores, they will get upset and discouraged to continue learning. Consider my personal experience to make this point more clear. When I was at school, we had a final exam at each semester. Our teacher evaluated our performance after the exam based on our grades. Although I endeavored, I could not focus on the question during the exam I got the worse scores. I tried to explain the situation to my teacher and she told me that I can do final research instead of an exam. Eventually, I could get a high score in the class.
The second rational reason behind this opinion is rooted in the fact that grades and marks can make students more competitive and it will increase the tension in class. It goes without saying that when students get to grips with increasing their grades, it makes some of them start to act inappropriately and make hard circumstances, like jealousy toward their friends or ruining their relationships. In this situation, the learning rate will decrease and everyone in the class will not able to focus on the lessons.
In brief, due to the aforementioned reasons, I think it is not a wise approach that grades can encourage students to learn because it will increase stress in each individual and also increase the competition in class as well. It is anticipated that teachers can use other ways rather than grades to encourage the students which have more benefits for them and can improve the learning rate and enhance their friendship.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-06-26 | czefw13 | view | |
| 2023-03-17 | Maychen0528 | 76 | view |
| 2023-03-05 | Alina_irfan | 73 | view |
| 2023-03-04 | ArashAlirezaei | 70 | view |
| 2023-03-04 | ArashAlirezaei | 70 | view |
- Summarize the points made in the lecture being sure to explain how they cast doubt on the specific solutions proposed in the reading passage 80
- Grades marks encourage students to learn 76
- Do you agree or disagree with the following statement The most important things people learn are from families 70
- People who develop many different skills are more successful than people who focus on one skill only 76
- Which one of the following do you prefer to do in order to find a successful job a Asking the opinions of others real life and online friends b Sending letters to the company c Looking for information on the internet or advertisements in the newspaper 76
Grammar and spelling errors:
Line 1, column 260, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to rate'
Suggestion: to rate
...have efficient in the students learning rate. A controversial question that is often...
^^^^
Transition Words or Phrases used:
also, first, regarding, second, so, well, whereas, i think, in brief
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2152.0 1977.66487455 109% => OK
No of words: 437.0 407.700716846 107% => OK
Chars per words: 4.92448512586 4.8611393121 101% => OK
Fourth root words length: 4.57214883401 4.48103885553 102% => OK
Word Length SD: 2.68684773521 2.67179642975 101% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.482837528604 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 651.6 618.680645161 105% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 58.2309840205 48.9658058833 119% => OK
Chars per sentence: 107.6 100.406767564 107% => OK
Words per sentence: 21.85 20.6045352989 106% => OK
Discourse Markers: 3.4 5.45110844103 62% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.330252853592 0.236089414692 140% => OK
Sentence topic coherence: 0.0945843826421 0.076458572812 124% => OK
Sentence topic coherence SD: 0.101976518372 0.0737576698707 138% => OK
Paragraph topic coherence: 0.219041719594 0.150856017488 145% => OK
Paragraph topic coherence SD: 0.0944535334652 0.0645574589148 146% => OK
Essay readability:
automated_readability_index: 12.7 11.7677419355 108% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.26 10.9000537634 103% => OK
dale_chall_readability_score: 7.89 8.01818996416 98% => OK
difficult_words: 89.0 86.8835125448 102% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => 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.