Agree or disagree: It is more important for students to understand ideas and concepts than it is for them to learn facts.
There are different methods of studying and it is important to know what type of learning best suits each individual. Personally, I believe that understanding reasons and concepts is more crucial than learning facts. I feel this way for several reasons which I will explore in my subsequent paragraphs.
To begin with, by knowing the causes or basic ideas of some topic, students can learn the content more effectively. Understanding the concepts and ideas is important to know why some events happened in world history or why this equation holds true in math. My personal experience is a compelling example of this. When learning about the periodic trends in my chemistry class, the professor first introduced a brief history of the periodic table and several famous scientists to provide background information. Following the introduction, the professor explained the different trends in the periodic table, and she gave us time to think about the reasons behind the periodic trends and later informed us in-depth. As a result, by knowing the concepts and ideas of the periodic trends, it allowed me to understand the topic in detail as well as remain in my memory for a long time. Therefore, by learning the content from the root and not just the facts, I was able to remember the periodic trends without forcing myself to remember just the facts.
Secondly, learning only facts wouldn't be as encouraging and appealing to students. Since students tend to be curious about "why" and "how” something happens, by understanding the causes, the lecturer will be more intriguing and will raise the students' motivations. Drawing from my experience, my world history lecturer gave us mini-games during class on the topic of Chinese history, which was a challenging topic for most students. Although Chinese history is very long and intense, many students understood the ideas and concepts more clearly than just getting informed historical facts in class. After playing mini-games the teacher introduced, we were able to understand why Chinese leaders acted in the way they did, why the empire was great, and why wars between other foreign countries occurred, and others. Therefore, by having an opportunity to explore the roots of Chinese history, students' motivation to learn about the topic increased.
In light of the above reasons mentioned, I believe that understanding reasons and concepts is more critical than learning facts. I feel this way because the first method is more effective in comprehending the topic and because it is more intriguing for the students.
Grammar and spelling errors:
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Suggestion: wouldn't
...e facts. Secondly, learning only facts wouldnt be as encouraging and appealing to stud...
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...ious about 'why' and 'how” something happens, by understanding the...
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Transition Words or Phrases used:
first, if, second, secondly, so, therefore, well, i feel, as a result, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 29.0 43.0788530466 67% => OK
Preposition: 54.0 52.1666666667 104% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2172.0 1977.66487455 110% => OK
No of words: 416.0 407.700716846 102% => OK
Chars per words: 5.22115384615 4.8611393121 107% => OK
Fourth root words length: 4.51620172871 4.48103885553 101% => OK
Word Length SD: 2.87069960727 2.67179642975 107% => OK
Unique words: 199.0 212.727598566 94% => More unique words wanted.
Unique words percentage: 0.478365384615 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 657.9 618.680645161 106% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 44.2947478981 48.9658058833 90% => OK
Chars per sentence: 120.666666667 100.406767564 120% => OK
Words per sentence: 23.1111111111 20.6045352989 112% => OK
Discourse Markers: 5.33333333333 5.45110844103 98% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.306993735671 0.236089414692 130% => OK
Sentence topic coherence: 0.0995860744605 0.076458572812 130% => OK
Sentence topic coherence SD: 0.0725791575235 0.0737576698707 98% => OK
Paragraph topic coherence: 0.210912014849 0.150856017488 140% => OK
Paragraph topic coherence SD: 0.0306232388828 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: 14.7 11.7677419355 125% => OK
flesch_reading_ease: 48.13 58.1214874552 83% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 13.29 10.9000537634 122% => OK
dale_chall_readability_score: 8.19 8.01818996416 102% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 8.0 10.002688172 80% => 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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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: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 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.