Do you agree or disagree with the following statement: grades encourage students to learn. Use specific reasons and examples to support your opinion.
The majority of students around the world place great emphasis on their grades. They work as hard as possible when they are at school. Some people claim that pupils working harder result from grades. As far as I am concerned, I strongly believe that teachers are able to motivate students to work hard by giving them grades as it is a way to determine students' knowledge and diligence. This essay will provide further aspects and examples to support this notion in the subsequent paragraphs.
First and foremost, students who are graded achieve more comprehensive knowledge of academic lessons. When students desire to acquire good grades, they will spend more time working on their assignments and will thus learn more information. Therefore, those students will achieve more comprehension. On the other hand, some pupils who do not have to worry about grades will not work hard and try to understand new information. I can attest this from my own experience; During my year at secondary school, I had to spend large amount of time to constantly read plenty of science articles for my final exam. According to the course syllabus, this exam accounted for forty percent of my total grade in the class, so I practiced industriously. Consequently, other than acquiring the perfect score from this exam, I broadened my scientific knowledge's horizon. If the exam had not been significant to my total grade, I would have not attended to learn this subject.
Secondly, another fact that supports my standpoint is that grades are essential for students to apply in their dream profession. Most occupations today are concerned the applications' academic grades as their grades refer to their industriousness and discipline. Therefore, students may be declined by the firm that they apply if they have a low academic grade. To illustrate this, my friend from my alma mater was denied from two architecture firms in Bangkok because he had his GPA lower than 3.00. Thus, he eventually had to work in his family business, and that was not his desired career. For this case, his low grade resulted in the professional life, and caused him never being an architect.
In conclusion, I firmly maintain the belief that grades can motivate pupils to attend to their education. This is due to the fact that majority of companies utilize grades for applying and most students will achieve more educational knowledge.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-03-05 | Alina_irfan | 73 | view |
| 2022-09-14 | Hoda95 | 70 | view |
| 2022-09-10 | mmorteza | 76 | view |
| 2022-06-13 | Uttama Shekhawat | 70 | view |
| 2021-08-03 | nida fatima | 60 | view |
- Do you agree or disagree with the following statement Movies and television strongly influence the way people behave Use reasons and specific examples to support your answer 68
- Do you agree or disagree with the following statement? At universities and colleges, sports and social activities are just as important as classes and libraries and should receive equal financial support. 73
- People listen to music for different reasons and at different times. Why is music important to many people? 70
- Do you agree or disagree with the following statement? Attending a live performance (for example, a play, concert, or sporting event) is more enjoyable than watching the same event on television. Use specific reasons and examples to support your opinion. 60
- Do you agree or disagree with the following statement It is more important for a university to have advanced facilities rather than hire more famous teachers 40
Grammar and spelling errors:
Line 5, column 673, Rule ID: ADVERB_WORD_ORDER[5]
Message: The adverb 'never' is usually put after the verb 'being'.
Suggestion: being never
...n the professional life, and caused him never being an architect. In conclusion, I firml...
^^^^^^^^^^^
Transition Words or Phrases used:
consequently, first, if, may, second, secondly, so, therefore, thus, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 55.0 43.0788530466 128% => Less pronouns wanted
Preposition: 47.0 52.1666666667 90% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2008.0 1977.66487455 102% => OK
No of words: 397.0 407.700716846 97% => OK
Chars per words: 5.05793450882 4.8611393121 104% => OK
Fourth root words length: 4.46372701284 4.48103885553 100% => OK
Word Length SD: 2.78837782898 2.67179642975 104% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.539042821159 0.524837075471 103% => OK
syllable_count: 618.3 618.680645161 100% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 33.4556937861 48.9658058833 68% => OK
Chars per sentence: 95.619047619 100.406767564 95% => OK
Words per sentence: 18.9047619048 20.6045352989 92% => OK
Discourse Markers: 4.80952380952 5.45110844103 88% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => 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: 0.121044976048 0.236089414692 51% => OK
Sentence topic coherence: 0.0429222675335 0.076458572812 56% => OK
Sentence topic coherence SD: 0.031979558694 0.0737576698707 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.0815211814138 0.150856017488 54% => OK
Paragraph topic coherence SD: 0.00659366880535 0.0645574589148 10% => 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: 11.9 11.7677419355 101% => OK
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 12.07 10.9000537634 111% => OK
dale_chall_readability_score: 8.55 8.01818996416 107% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
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
---------------------
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.