People learn things better from those at their own level—such as fellow
students or co-workers—than from those at a higher level, such as teachers or
supervisors.
Some believe that people can learn things better from those at their own level. They cite the increased ease of communication between students and co-workers as reason to support their point. However, I strongly believe that people can learn better from those at a higher level, such as teachers or supervisors. I will support my stand using the following reasons.
Firstly, supervisors or teachers have a complete and well-rounded understanding of their subject and hence can teach difficult topics in a clear and concise way. For example, In my second year of computer engineering, we had a subtopic on the ‘Pointers in C’ concept. I was unable to attend that lecture and hence did not understand this topic. I asked my friends to teach it to me but each one of them understood it differently and I was left even more confused. The next day, I asked my teacher about it and she explained it to me in such an easy way, that I still remember the concept years later. On the contrary, once in grade ten just before my midterm exam, I asked my friend to quickly explain to me the mnemonic for the first ten elements of the periodic table. He told me the mnemonic and I went and wrote the same in the exam. After the exam, my friend approached me and profusely apologized because he had unintentionally told me the wrong mnemonic. People the same age as ours are as prone to mistakes and blunders as we are. Our superiors are experienced and are less likely to be wrong. Thus, this example illustrates that it is advantageous to learn from our superiors like teachers and supervisors rather than our friends and co-workers.
Secondly, teachers and supervisors have the student's best interests at heart whenever they teach something. For instance, one of my grad school friends used to work part-time in the mornings and attend college in the afternoon. Because he would miss lectures in the morning, our teacher used to stay in college after hours and teach him those missed topics every day so that his education did not get hampered. She was not getting paid for the extra work she put in but she still did it. Owing to her, my friend came first in the examinations. In contrast, children who do not have the means to go to school or afford schooling, learn things from their friends and can get involved in unethical, dangerous circumstances. It is of paramount importance that children should be guided by experienced elders. Sometimes, similar-aged friends or co-workers might lead people towards actions that can prove dangerously detrimental to their mental and/ or physical health.
In conclusion, the issue of whether people understand things better from their friends and co-workers or teachers and supervisors, remains a complex one. Some argue that information can be remembered for a longer time if their friends or co-workers explain it to them using relatable examples. Nevertheless, I still contend that people can understand things better from their supervisors or teachers.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-04-20 | Alana Gerber | 88 | view |
| 2022-12-29 | villian7 | 68 | view |
| 2022-11-18 | rpinisetti8 | 70 | view |
| 2022-11-11 | Tanvayee15 | 73 | view |
| 2022-08-10 | Louissun | 70 | view |
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Grammar and spelling errors:
Line 1, column 243, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
... strongly believe that people can learn better from those at a higher level, such as t...
^^^^^^
Line 5, column 619, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to school'.
Suggestion: to school
...ave the means to go to school or afford schooling, learn things from their friends and ca...
^^^^^^^^^
Transition Words or Phrases used:
but, first, firstly, hence, however, if, nevertheless, second, secondly, so, still, thus, well, for example, for instance, in conclusion, in contrast, such as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 31.0 13.8261648746 224% => Less conjunction wanted
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 77.0 43.0788530466 179% => Less pronouns wanted
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2497.0 1977.66487455 126% => OK
No of words: 507.0 407.700716846 124% => OK
Chars per words: 4.92504930966 4.8611393121 101% => OK
Fourth root words length: 4.74517233601 4.48103885553 106% => OK
Word Length SD: 2.82237700632 2.67179642975 106% => OK
Unique words: 252.0 212.727598566 118% => OK
Unique words percentage: 0.497041420118 0.524837075471 95% => More unique words wanted or less content wanted.
syllable_count: 753.3 618.680645161 122% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 38.7030112126 48.9658058833 79% => OK
Chars per sentence: 96.0384615385 100.406767564 96% => OK
Words per sentence: 19.5 20.6045352989 95% => OK
Discourse Markers: 6.73076923077 5.45110844103 123% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 17.0 11.8709677419 143% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.327176237442 0.236089414692 139% => OK
Sentence topic coherence: 0.0907739727844 0.076458572812 119% => OK
Sentence topic coherence SD: 0.140461945992 0.0737576698707 190% => OK
Paragraph topic coherence: 0.252669609536 0.150856017488 167% => OK
Paragraph topic coherence SD: 0.1791660397 0.0645574589148 278% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 11.5 11.7677419355 98% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.31 10.9000537634 104% => OK
dale_chall_readability_score: 7.88 8.01818996416 98% => OK
difficult_words: 106.0 86.8835125448 122% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 8.0 10.247311828 78% => 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.