It is more important for students to understand ideas and concepts than it is for them to learn facts.
By and large, since the dawn of modern education, methods of teaching at schools always has been regarded with paramount importance. A trend from the history of education reveals that nowadays some new methods are used in schools rather than past times abolished methodologies. One of the methods of education which is controversial and debates about it was never subsided is teaching to students or making them to comprehend the ideas. There has been no shortage of debates among educational psychologists whether to teach the facts to the students or its importance pales in comparison to what comes from that of concepts and ideas. As for this writer’s opinion, I would subscribe to the conviction which points out that understanding the concepts and ideas can pave the road for students in their future careers. In the following paragraphs, I will substantiate my point of view with a couple of cogent reasons.
The first worthwhile point which persuaded me to opt for this opinion is that psychologists and the educational experts declare that understanding the concepts and ideas could be handy in flourishing innovation and ingenuity. To shed more light on this obscure point, if you do not understand the back stage of a problem, you cannot present a novel way to resolve the problem. Simply stating, the more you know about the concepts and ideas, the more creative methods you can exploit. As a case in point, I can recall my experience in an inter-universal competition as a research team member in my sophomore year in which we have won the novelty prize of the country. Our project was about producing a method considering soil-structure interaction with much more simplicity than the present methods. We have had introduced a method by which engineers can design structures quickly and efficiently. Although that other competitors knew the rudimentary facts but our key to success was understanding the concept of the issue and exploiting it in our innovation.
The other equally striking point in corroborating my stance is that comprehending the concepts and ideas can give a hand to you in learning the facts. Generally speaking, it is the concepts that make you think about a particular fact. By way of illustration, consider a blur window which is toward a street and other buildings. You can hardly perceive what is on the other side of the window but you know that there is a stress and buildings with vague shape. The point that there is some buildings on the other side is a fact that you know, but watching the street and the building clears obscure points for you. Hence, comprehending concepts is typically like opening the window and looking at the street and the clear scene. In a similar vein, I always was one of the beneficiaries of comprehending the concepts. For instance, I occasionally go to classes, but I always try to learn the basic concepts of the subjects. For example, in one of the geologic materials, I went through the internet to find movies and pictures of the minerals and ore stones. I learned the names and the characteristics of the stones by watching them rather than studying books about their traits. Interestingly, I found that exemplifying the problems and perceiving the ideas would deepen your knowledge.
By perusing the reasons and explanations mentioned above, one can readily perceive that not only concepts have a paramount importance in learning the facts, but it is fruitful in giving a novel ideas. Therefore, I vehemently recommend to the teachers to work on concepts and ideas of subjects rather than spending time to teaching the some facts.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-07 | nilav | 66 | view |
| 2023-04-18 | sonyeoso | 78 | view |
| 2023-02-09 | Rasika0511 | 73 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
- It is more important for students to understand ideas and concepts than it is for them to learn facts 70
- It is more important for students to understand ideas and concepts than it is for them to learn facts 70
- It is more important for students to understand ideas and concepts than it is for them to learn facts 70
Grammar and spelling errors:
Line 1, column 82, Rule ID: ADVERB_WORD_ORDER[7]
Message: The adverb 'always' is usually put between 'has' and 'been'.
Suggestion: has always been
...ucation, methods of teaching at schools always has been regarded with paramount importance. A t...
^^^^^^^^^^^^^^^
Line 2, column 979, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...udimentary facts but our key to success was understanding the concept of the issue and exploiting...
^^^^^^^^^^^^^^^^^
Line 3, column 476, Rule ID: THERE_S_MANY[4]
Message: Did you mean 'there are some buildings'?
Suggestion: there are some buildings
...ldings with vague shape. The point that there is some buildings on the other side is a fact that you kn...
^^^^^^^^^^^^^^^^^^^^^^^
Line 3, column 750, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'always' is usually put after the verb 'was'.
Suggestion: was always
...d the clear scene. In a similar vein, I always was one of the beneficiaries of comprehend...
^^^^^^^^^^
Line 3, column 764, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ene. In a similar vein, I always was one of the beneficiaries of comprehending th...
^^
Line 5, column 195, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'idea'?
Suggestion: idea
...s, but it is fruitful in giving a novel ideas. Therefore, I vehemently recommend to t...
^^^^^
Line 5, column 336, Rule ID: THE_SOME_DAY[1]
Message: Did you mean 'same'?
Suggestion: same
...ther than spending time to teaching the some facts.
^^^^
Transition Words or Phrases used:
but, first, hence, if, look, so, therefore, while, as for, for example, for instance, you know, by and large
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 29.0 13.8261648746 210% => Less conjunction wanted
Relative clauses : 19.0 11.0286738351 172% => OK
Pronoun: 56.0 43.0788530466 130% => Less pronouns wanted
Preposition: 85.0 52.1666666667 163% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 3018.0 1977.66487455 153% => OK
No of words: 604.0 407.700716846 148% => Less content wanted.
Chars per words: 4.99668874172 4.8611393121 103% => OK
Fourth root words length: 4.95746018188 4.48103885553 111% => OK
Word Length SD: 2.97497161673 2.67179642975 111% => OK
Unique words: 286.0 212.727598566 134% => OK
Unique words percentage: 0.473509933775 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 918.9 618.680645161 149% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 36.8743468501 48.9658058833 75% => OK
Chars per sentence: 116.076923077 100.406767564 116% => OK
Words per sentence: 23.2307692308 20.6045352989 113% => OK
Discourse Markers: 4.15384615385 5.45110844103 76% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 7.0 5.5376344086 126% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.331190833447 0.236089414692 140% => OK
Sentence topic coherence: 0.0793706276878 0.076458572812 104% => OK
Sentence topic coherence SD: 0.070100475369 0.0737576698707 95% => OK
Paragraph topic coherence: 0.194019596252 0.150856017488 129% => OK
Paragraph topic coherence SD: 0.0303973456721 0.0645574589148 47% => 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: 13.7 11.7677419355 116% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.02 10.9000537634 110% => OK
dale_chall_readability_score: 8.52 8.01818996416 106% => OK
difficult_words: 143.0 86.8835125448 165% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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.