It’s is more important for students to understand ideas and concepts than it is for them to learn facts.
Education has a significant role in our progress and prosperity. It can enhance our overall well- being because knowledge is power. Therefore, I believe it’s more essential for students to comprehend ideas and concepts because they can excel in their studies and to find employment easier.
To begin with, concepts and ideas can allow student to thrive in schools. In fact, they can absorb information more easily because learning the general idea of a notion would facilitate the process of learning new concepts. Moreover, they would develop the skill of utilizing preceding information in order to understand new concepts. For instance, in areas to pursue degrees in science such as physics, astronomy, engineering, mathematics and countless other field all concepts and notions are connected to each other; thus, it is vital to understand a piece of information rather than just memorizing it in order to connect new information with old ones. As a result, this manner students would achieve their educational objectives. On the other hand, learning facts is limited to memorizing without the necessity to fully understand them. Therefore, with time students are more prone to forget what they have learned. Consequently, it’s more beneficial for students to have such skill in order to apprehend materials.
Another reason is the optimal approach for students to secure employment post- graduation. Indeed, because they comprehended the fundamental areas of their field of expertise. For instance, many work environments require potential applicants to do oral presentations in order to assess their competency. Therefore, such ability can help them appropriately convey their knowledge to others and answering possible questions adequality. In addition, digesting concepts and ideas provide students to dig deep in their field. Therefore, during interviewers they become more confident in their abilities, and make them perceived a qualified and knowledgeable. Hence, the most ideal option for career preparation to have such skill due to the experience it provides.
In conclusion, for the previously mentioned reasons I strongly recommend that students should be encouraged to understand ideas and concepts rather than learning facts. Hopefully, this trend becomes more prevalence in the future.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-04 | supergirl20 | 60 | view |
| 2020-01-04 | supergirl20 | view | |
| 2020-01-03 | m.shahbazi | 70 | view |
| 2019-12-25 | nusybah | 63 | view |
| 2019-12-25 | nusybah | 66 | view |
- Robert E. Peary was a well-known adventurer and arctic explorer who in 1909 set out to reach the North Pole. When he returned from the expedition, he claimed to have reached the pole on April 7, 1909. This report made him into an international celebrity. 80
- Robert E. Peary was a well-known adventurer and arctic explorer who in 1909 set out to reach the North Pole. When he returned from the expedition, he claimed to have reached the pole on April 7, 1909. This report made him into an international celebrity. 80
- To improve the quality of education, universities should spend money on salaries university professor. 76
- To improve the quality of education, universities should spend money on salaries university professor. 76
- To improve the quality of education, universities should spend money on salaries university professor. 76
Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
Education has a significant role in our ...
^^^
Line 1, column 299, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... studies and to find employment easier. To begin with, concepts and ideas can a...
^^^^^
Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ll in order to apprehend materials. Another reason is the optimal approach f...
^^
Transition Words or Phrases used:
consequently, hence, if, moreover, so, therefore, thus, well, as to, for instance, in addition, in conclusion, in fact, such as, as a result, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 15.1003584229 53% => More to be verbs wanted.
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 1.0 11.0286738351 9% => More relative clauses wanted.
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 1977.0 1977.66487455 100% => OK
No of words: 350.0 407.700716846 86% => More content wanted.
Chars per words: 5.64857142857 4.8611393121 116% => OK
Fourth root words length: 4.32530772707 4.48103885553 97% => OK
Word Length SD: 2.99895083695 2.67179642975 112% => OK
Unique words: 194.0 212.727598566 91% => More unique words wanted.
Unique words percentage: 0.554285714286 0.524837075471 106% => OK
syllable_count: 607.5 618.680645161 98% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 56.8299876826 48.9658058833 116% => OK
Chars per sentence: 98.85 100.406767564 98% => OK
Words per sentence: 17.5 20.6045352989 85% => OK
Discourse Markers: 8.7 5.45110844103 160% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
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: 0.400513226242 0.236089414692 170% => OK
Sentence topic coherence: 0.110298051686 0.076458572812 144% => OK
Sentence topic coherence SD: 0.0963255359386 0.0737576698707 131% => OK
Paragraph topic coherence: 0.259826697342 0.150856017488 172% => OK
Paragraph topic coherence SD: 0.0795463064818 0.0645574589148 123% => OK
Essay readability:
automated_readability_index: 13.9 11.7677419355 118% => OK
flesch_reading_ease: 45.76 58.1214874552 79% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 15.19 10.9000537634 139% => OK
dale_chall_readability_score: 9.35 8.01818996416 117% => OK
difficult_words: 108.0 86.8835125448 124% => OK
linsear_write_formula: 8.5 10.002688172 85% => 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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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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.