Should high school students be required to study many different subjects at the same time or they should study only three or four subjects at the time?
One of the most significant issues related to proper educational systems is the amount of the courses for students. Due to its paramount importance, a heated debate exists among educational experts. While some people believe that students should have a variety of subjects for learning at the same time, others, including me, have an opposite viewpoint. I firmly believe that limited numbers of subjects should be presented to students in a period. A couple of reasons come into my mind regarding this point of view. First, students will have enough time to better understanding of the main concepts. Moreover, this strategy prevents the overloading of the students. The most outstanding reasons will be scrutinized in the following statements.
First and foremost, with the fewer subjects, the more deep understanding will be obtainable for students. There is no doubt that students should focus on the presented subjects carefully to have an acceptable performance at the final exams. This can be more critical when they should engage with professional matters. Therefore, by a limited number of issues, students can allocate enough time to have a deeper understanding of the main concepts of the lessons. Needless to say, well understanding will have a profound effect on the further stages of the learning process. For instance, consider a high school student that many subjects on empirical science, mathematics, and earth science are presented to him. It is necessary for the student to recognize the basic concepts of the different aspects of the algebra. Having enough knowledge in such area plays a prominent role in his next performance. In fact, he will not be able to handle all of them simultaneously. This assertion is based on this reasonable fact that the limitation of time prevents the allocation of enough time. The student has to just have a glance at the study materials are given to him.
A further more significant point is that students will not have strong motivation if they are overloaded by many tasks for investigation. Having three or four subjects to study, they have extra time to relax as well to have fun with their classmates. This process leads them to consider both educational activities and recreational ones. For instance, based on my own personal experience, I gave up the high school for a year when I had been confronted with many subjects to study. I felt tired most of the time. Consequently, it made me undesirable feelings about study materials. Had I had fewer subjects to study, I would not have abandoned the high school.
In brief, by taking into account all the aforementioned reasons, it seems that allocation a few study materials to students can be considered as a rational method for educational systems. Not only will adequate understanding be provided for students, but also this approach gives the students this chance not to be overloaded by a variety of subjects.
- Most advertisements make products seem much better than they really are. Agree/Disagree 71
- Students in a university club want to help others, but they can only choose one project a year which one of the following is the best 1- help those students in a nearby primary school with reading and mathematics 2- help people who cannot afford to build 70
- playing sports teaches people more important lessons about life 64
- Which of the following do you think is the most important factor for a student to succeed at college or university?1- Tutors in the university 2-The encouragement from family and friends 3-High-quality education from high school 78
- TPO 48 81
Grammar and spelling errors:
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...d not have abandoned the high school. In brief, by taking into account all the...
^^^
Transition Words or Phrases used:
also, but, consequently, first, if, moreover, regarding, so, therefore, well, while, as to, for instance, in brief, in fact, no doubt
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 5.0 13.8261648746 36% => More conjunction wanted.
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 68.0 52.1666666667 130% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2455.0 1977.66487455 124% => OK
No of words: 481.0 407.700716846 118% => OK
Chars per words: 5.10395010395 4.8611393121 105% => OK
Fourth root words length: 4.68313059816 4.48103885553 105% => OK
Word Length SD: 2.95893783736 2.67179642975 111% => OK
Unique words: 238.0 212.727598566 112% => OK
Unique words percentage: 0.494802494802 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 763.2 618.680645161 123% => 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: 6.0 3.08781362007 194% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 35.4100614089 48.9658058833 72% => OK
Chars per sentence: 87.6785714286 100.406767564 87% => OK
Words per sentence: 17.1785714286 20.6045352989 83% => OK
Discourse Markers: 4.75 5.45110844103 87% => 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 : 9.0 3.85842293907 233% => Less negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.88709677419 184% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.329749128274 0.236089414692 140% => OK
Sentence topic coherence: 0.0818509615972 0.076458572812 107% => OK
Sentence topic coherence SD: 0.0685128613186 0.0737576698707 93% => OK
Paragraph topic coherence: 0.201274043991 0.150856017488 133% => OK
Paragraph topic coherence SD: 0.0559816283568 0.0645574589148 87% => OK
Essay readability:
automated_readability_index: 11.2 11.7677419355 95% => OK
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 12.0 10.9000537634 110% => OK
dale_chall_readability_score: 8.35 8.01818996416 104% => OK
difficult_words: 118.0 86.8835125448 136% => 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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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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.