It is more important for students to learn ideas and concepts rather than facts.
It is hard to deny that knowing facts are of great practical importance in our lives. Such a statement leads impressionable people to generate the idea that facts are more important than ideas and concepts. However, this statement suffers from both logical and factual fallacies and should be examined meticulously. As far as personal development, efficiency and communication are considered, I strongly hold the belief that it is more important for students to learn ideas and concepts rather than facts.
First and foremost, understanding ideas and concepts is beneficial to one's personal development. By learning ideas and concepts, students could have the access to some of the greatest thinkers in human history. By getting access to these greatest minds, students are given the chance to understand their great thoughts, which would contribute to their future development. Meanwhile, understanding ideas and facts enables students to think in a logical way and contributes the development of logical thinking, which is also a significant factor to one's development.
Second, the fact that understanding ideas and concepts makes it more efficient to understand facts indicates that priority should be given to concepts and ideas. Take the example of physics, a subject deals with various facts in the world. By observing experiments, students could get to know all kinds of facts, but they may do not know what is the implicit mechanism that lead to the results. One the other hand, if students learn some physical ideas and concepts first, they will know the mechanism behind the phonomenon when they observe the facts.
A voice arises that learning facts have more practical effects in the future. Ironically, deeper understanding could not be acquired until ideas and concepts are understood. Only knowing the facts, students could only reach the superficial level of things. They could not put the facts into further practical uses. Besides, by understanding the concepts and ideas, students could understand the causes and results of each fact, then catogorize the facts they know. When they are faced with similar situations, they are able to find the best way to solve the problem in an effective way.
- Having jobs with low salary and more security is better than jobs with high salary but easier to lose 78
- It is more important for students to learn ideas and concepts rather than facts 71
- Workers are more satisfied when they have many different types of tasks to do during the workday than when they do similar tasks all day long 73
- Some parents offer their school age children money for each high grade mark they get in school Do you think it is a good idea 73
- TPO42 80
Grammar and spelling errors:
Line 1, column 507, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...n ideas and concepts rather than facts. First and foremost, understanding ideas ...
^^^^^
Line 3, column 440, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a logical way" with adverb for "logical"; eg, "in a hasty manner" with "hastily".
...eas and facts enables students to think in a logical way and contributes the development of logi...
^^^^^^^^^^^^^^^^
Line 3, column 548, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
..., which is also a significant factor to ones development. Second, the fact that u...
^^^^
Line 7, column 567, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an effective way" with adverb for "effective"; eg, "in a hasty manner" with "hastily".
... find the best way to solve the problem in an effective way.
^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, first, however, if, may, second, so, then, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 23.0 43.0788530466 53% => OK
Preposition: 39.0 52.1666666667 75% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1870.0 1977.66487455 95% => OK
No of words: 353.0 407.700716846 87% => More content wanted.
Chars per words: 5.29745042493 4.8611393121 109% => OK
Fourth root words length: 4.33454660006 4.48103885553 97% => OK
Word Length SD: 2.83767579534 2.67179642975 106% => OK
Unique words: 180.0 212.727598566 85% => More unique words wanted.
Unique words percentage: 0.509915014164 0.524837075471 97% => OK
syllable_count: 556.2 618.680645161 90% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 39.6249780932 48.9658058833 81% => OK
Chars per sentence: 103.888888889 100.406767564 103% => OK
Words per sentence: 19.6111111111 20.6045352989 95% => OK
Discourse Markers: 3.77777777778 5.45110844103 69% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
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: 0.439722550893 0.236089414692 186% => OK
Sentence topic coherence: 0.137628709342 0.076458572812 180% => OK
Sentence topic coherence SD: 0.123043266193 0.0737576698707 167% => OK
Paragraph topic coherence: 0.283157433876 0.150856017488 188% => OK
Paragraph topic coherence SD: 0.132040119892 0.0645574589148 205% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.3 11.7677419355 113% => OK
flesch_reading_ease: 52.19 58.1214874552 90% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 13.46 10.9000537634 123% => OK
dale_chall_readability_score: 8.34 8.01818996416 104% => OK
difficult_words: 84.0 86.8835125448 97% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 9.6 10.0537634409 95% => 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: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 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.