45. Competition for high grades seriously limits the quality of learning at all levels of education. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. I

Essay topics:

45. Competition for high grades seriously limits the quality of learning at all levels of education.

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

It is undenible fact that overdone in-class competition sometimes deteriorate the quality of education. Every single class has a purpose of equipping students with knowledge and skill the course tries to deliver. When competition is imposed to students, they pursue merely the best score, which may not be what instructor intended. A literature class, for instance, has a fundamental purpose of providing students with a artistic taste of literature and sense beauty, and ultimately cultural sophistication. Exams and competition, however, urges students approach literature by memorizing, not by feeling and enjoying, which significantly adulterate literature education itself. Regardless of how they perform well in the exam, students anyway fail to learn how beautiful a literature is. In this sense, competition can deviate education to unexpected, or even undesirable ways.

However, we should keep mind that motivation needs to be given to students to make them practice in many courses. Given that formal education has mandatory aspects to some extent, few student would try hard to hone their knowledge when nothing pushes them to study. Subjects like Math, for example, require heavy training and practice to be utilized in the future, which most students feel tedious and reluctant to do without any competition. Exams and assignments in this situation properly motivate them to read through textbook, solve problem sets, and practice their skill. It would help them deal with real world problem with better skills after graduation. Likewise, enough level of pressure should be given to students to accomplish their academic purposes.

In these senses, while competition may have unexpected side effects in education, educators should make appropriate use of it as a way of motivating students to study and encouraging practice. Idealistic dream where every student voluntarily tries hard to learn without any intervention is far from the reality. It is task of educators to cultivate people with common senses, citizenship, and hopefully potential professional skills, which cannot be accomplished with laissez-faire approach. instructors should give concrete goals and ways to students to elicit their potential. Aside from in-class motivation, on top of that, it is hard to say insulation from competition is beneficial for students because they are destinied to compete for living in the society. Hence, it is hard to say that grade competition limits the quality of learning because competition comprises one of key components of education system.

In conclusion, the statement overlooks which role competition does in education, and groundlessly denigrate it as a source of deterioration, which I think is not cogent.

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2019-11-14 taeho 70 Read full essay

Comments

Grammar and spelling errors:
Line 1, column 420, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...ntal purpose of providing students with a artistic taste of literature and sense ...
^
Line 5, column 181, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun student seems to be countable; consider using: 'few students'.
Suggestion: few students
...n has mandatory aspects to some extent, few student would try hard to hone their knowledge ...
^^^^^^^^^^^
Line 9, column 493, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Instructors
...complished with laissez-faire approach. instructors should give concrete goals and ways to ...
^^^^^^^^^^^

Transition Words or Phrases used:
anyway, hence, however, if, likewise, look, may, so, well, while, for example, for instance, i think, in conclusion, on top of that

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 27.0 12.9106741573 209% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2341.0 2235.4752809 105% => OK
No of words: 418.0 442.535393258 94% => More content wanted.
Chars per words: 5.6004784689 5.05705443957 111% => OK
Fourth root words length: 4.52162009685 4.55969084622 99% => OK
Word Length SD: 3.0442214773 2.79657885939 109% => OK
Unique words: 242.0 215.323595506 112% => OK
Unique words percentage: 0.578947368421 0.4932671777 117% => OK
syllable_count: 733.5 704.065955056 104% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK

Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 35.7903269055 60.3974514979 59% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 117.05 118.986275619 98% => OK
Words per sentence: 20.9 23.4991977007 89% => OK
Discourse Markers: 6.55 5.21951772744 125% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.154460946194 0.243740707755 63% => OK
Sentence topic coherence: 0.048453850817 0.0831039109588 58% => OK
Sentence topic coherence SD: 0.0411040529466 0.0758088955206 54% => OK
Paragraph topic coherence: 0.109511187662 0.150359130593 73% => OK
Paragraph topic coherence SD: 0.0374933268608 0.0667264976115 56% => OK

Essay readability:
automated_readability_index: 15.4 14.1392134831 109% => OK
flesch_reading_ease: 34.26 48.8420337079 70% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.5 12.1743820225 111% => OK
coleman_liau_index: 15.2 12.1639044944 125% => OK
dale_chall_readability_score: 9.31 8.38706741573 111% => OK
difficult_words: 124.0 100.480337079 123% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?

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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.


Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 Out of 6
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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.