Competition for high grades seriously limits the quality of learning at all levels of education.
The writer argues that the sense of competition for high grades restricts the quality of education. This is a claim with which I generally disagree. In fact, the lists of reasons and evidences give support to my favorable attitude toward the subject. In the following paragraphs, I will delve into the most outstanding reasons to illustrate my perspective.
The first reason, which gives adherence to my idea, is that the competition informs the students about their educational stands. It is lucidly obvious that all individual consider themselves as an accurate and errorless person, and their failures are latent till there is a chance of comparison, this chance mostly occurs with the competition, which some identical individuals are rated based upon their talents or abilities or success. Training is not exceptional from this fact too. All students consider themselves as the students with the high-level of learning; however, their shortcomings reveal with the examination. In the exam the students’ educational-stands about the specific subject are rated and it depicts who states in the first rank, which completely differs from the majorities attitudes toward their knowledge; besides, informs them about reality.
The second exquisite reason, which advocates my viewpoint, is that the competition stimulates the students to present their ultimate function. It is cogently explicit that till there is no system of ranking, people will care about their functions. However, by emergence of this system, which illustrates the people efficiencies, they will utilize all of their abilities to present the best result. This atmosphere leads to endless effort to achieve the best outcome. Since, the new first ranked outcomes present continuously by others. This atmosphere and its influence have their impacts in the training system too. In consequence, the students present their best performance to be dominant among the others. This situation paves the path to the well-learned students, who never give up in their studies.
Nonetheless, what I alluded to in the two paragraphs of the body should not be overgeneralized. The level of test or examination system has the vital role in all reasons mentioned above. As long as these examines do not shape based upon the standard method, their efficacy will be doubtful. Since, they solely cover the basic and rudimentary questions. Thus, all students' effort will be abortive, as the preparation for the exam does not boost or flourish their knowledge, and it is merely a repetition of basic knowledge. However, this situation rarely occurs, while there is a standardized system of examination.
To wrap it up, all aforementioned reasons and evidences lead us to the conclusion that, the sense of competition and exams inform the students about their knowledge and evoke their appetites to present best function and all of these pave the path to be better stand of education among the students. However, all of these are impressive while the test is structured based upon the standard base. Actually, there are numbers of reasons which confirm the accuracy of my perspective which are not mentioned above. However, I depict the most conspicuous one to illustrate my idea lucidly.
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Grammar and spelling errors:
Line 5, column 468, Rule ID: SENTENCE_FRAGMENT
Message: “Since” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...ess effort to achieve the best outcome. Since, the new first ranked outcomes present ...
Line 7, column 364, Rule ID: POSSESIVE_APOSTROPHE
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ic and rudimentary questions. Thus, all students effort will be abortive, as the prepara...
Discourse Markers used:
['actually', 'besides', 'first', 'however', 'if', 'nonetheless', 'second', 'so', 'thus', 'well', 'while', 'in fact']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.225130890052 0.240241500013 94% => OK
Verbs: 0.13612565445 0.157235817809 87% => OK
Adjectives: 0.0715532286213 0.0880659088768 81% => OK
Adverbs: 0.0558464223386 0.0497285424764 112% => OK
Pronouns: 0.064572425829 0.0444667217837 145% => Less pronouns wanted. Try not to use 'you, I, they, he...' as the subject of a sentence
Prepositions: 0.115183246073 0.12292977631 94% => OK
Participles: 0.0174520069808 0.0406280797675 43% => Some participles wanted.
Conjunctions: 2.94600598496 2.79330140395 105% => OK
Infinitives: 0.0261780104712 0.030933414821 85% => OK
Particles: 0.00349040139616 0.0016655270985 210% => OK
Determiners: 0.129144851658 0.0997080785238 130% => OK
Modal_auxiliary: 0.0104712041885 0.0249443105267 42% => OK
WH_determiners: 0.0191972076789 0.0148568991511 129% => OK
Vocabulary words and sentences:
No of characters: 3245.0 2732.02544248 119% => OK
No of words: 512.0 452.878318584 113% => OK
Chars per words: 6.337890625 6.0361032391 105% => OK
Fourth root words length: 4.75682846001 4.58838876751 104% => OK
words length more than 5 chars: 0.3828125 0.366273622748 105% => OK
words length more than 6 chars: 0.318359375 0.280924506359 113% => OK
words length more than 7 chars: 0.24609375 0.200843997647 123% => OK
words length more than 8 chars: 0.16796875 0.132149295362 127% => OK
Word Length SD: 2.94600598496 2.79330140395 105% => OK
Unique words: 246.0 219.290929204 112% => OK
Unique words percentage: 0.48046875 0.48968727796 98% => OK
Word variations: 56.1542742673 55.4138127331 101% => OK
How many sentences: 27.0 20.6194690265 131% => OK
Sentence length: 18.962962963 23.380412469 81% => OK
Sentence length SD: 65.3013485157 59.4972553346 110% => OK
Chars per sentence: 120.185185185 141.124799967 85% => OK
Words per sentence: 18.962962963 23.380412469 81% => OK
Discourse Markers: 0.444444444444 0.674092028746 66% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 2.0 5.21349557522 38% => OK
Readability: 50.798900463 51.4728631049 99% => OK
Elegance: 1.39455782313 1.64882698954 85% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.29207845597 0.391690518653 75% => OK
Sentence sentence coherence: 0.0886391566948 0.123202303941 72% => OK
Sentence sentence coherence SD: 0.0624789476602 0.077325440228 81% => OK
Sentence paragraph coherence: 0.50676044855 0.547984918172 92% => OK
Sentence paragraph coherence SD: 0.160474551778 0.149214159877 108% => OK
Sentence topic coherence: 0.112064141244 0.161403998019 69% => OK
Sentence topic coherence SD: 0.100482744056 0.0892212321368 113% => OK
Paragraph paragraph coherence: 0.481447659651 0.385218514788 125% => OK
Paragraph paragraph coherence SD: 0.0354789948214 0.0692045440612 51% => OK
Paragraph topic coherence: 0.224286902422 0.275328986314 81% => OK
Paragraph topic coherence SD: 0.0584310823588 0.0653680567796 89% => OK
Sentences with positive sentiment : 11.0 10.4325221239 105% => OK
Sentences with negative sentiment : 4.0 5.30420353982 75% => OK
Sentences with neutral sentiment: 12.0 4.88274336283 246% => Less neutral sentences wanted.
Positive topic words: 9.0 7.22455752212 125% => OK
Negative topic words: 1.0 3.66592920354 27% => More negative topic words wanted.
Neutral topic words: 6.0 2.70907079646 221% => OK
Total topic words: 16.0 13.5995575221 118% => OK
What are sentences with positive/Negative/neutral sentiment?
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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.