The best way to teach is to praise positive actions and ignore negative ones.Write a response in which you discuss the extent to which you agree or disagreewith the statement and explain your reasoning for the position you take. Indeveloping and supportin | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

Essay topics:

The best way to teach is to praise positive actions and ignore negative ones.

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.

No one can gainsay that a right way of education is fundamental to produce competent and excellent children for a society. In this sense, indisputably, some people are in the opinion that praising young people helps to encourage them to ameliorate themselves but also to benefit relationship between educators and students as well as between parents and children. However, not everyone buttresses such position. There are some cases that the over-praising can spoil children in multipe aspects.

First and foremost, there are some people who belive that praising is one of the essential route to give positive impacts on children. This is mainly due to the fact that children may feel happy and content, when their works or performance are commended and recognized by others. In this way, they may gain higher self-respect, confidence, and positive perspective on themselves in the society. In addition, this can facilitate amicable relationship between supervisors like teachers or parents and children, as children feel appreciated. Young people may feel much closer to their teachers or parents, as they are not less confronted by their mistakes, and evaluated positively for their strong points than those who are constantly blamed or scolded. Therefore, praising has certainly positive influences on directing students in a positive and constructive ways to develop their inner-being and stronger relationship with parents and teachers.

However, what was alluded to above should not be overgeneralized to all contexts. Alongside those beneficial aspects, there are certainly negative impacts of excessive praising on children. First of all, students may not be able to find out their weakness, as the weakpoints tend to be covered by receiving over-praisings for their goodpoints. This can be significantly baneful for youngsters to deliberate over themselves and rectify their worngdoings and lifestyle. Secondly, students can be nonchalant to any type of praising, as they are always given those kind of praises. If a parent praises their child all the time, regardless of how good or bad the child does, the kid would not think that they are particularly great enough to receive such praise and start to devalue every praise that they receive. Therefore, over-praising can make students less actively engaging in changing their problems but also less responsive and blunt to praises, which depreciates the real value and influence of praising.

In addition, students are more likely to stay in their comfort zone where they think can get praises, and not less likely to attempt to achieve something greater than they are capable of. This can be caused, when they are over-indulged in receiving praising and are afraid of revealing their limit which may hamper them to receive such commendments. This can decrease the potential of development of a child, as he or she would not try more than they are able to do. Therefore, over-praising can inculcate negative mindset to venture to do more things more than students’ capability.

To sum up, there is no denying the fact that praising has multifaceted benefits in development of inner-self of students. However, there are some conspicuous problems that excessive praising can cause, such as overlooking their weakness, nonchalant response to general praise, and reluctance to try more than students can do. Therefore, it is essential for us to develop a balanced praising that can teach students why they are eligible for being praised as well as how precious and authentic the praise is.

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Essay Categories

GMAT/GRE Issue Task

Comments

Essay evaluations by e-grader

Grammar and spelling errors:
Line 5, column 556, Rule ID: THIS_NNS[2]
Message: Did you mean 'this kind' or 'those kinds'?
Suggestion: this kind; those kinds
...e of praising, as they are always given those kind of praises. If a parent praises their c...
^^^^^^^^^^

Transition Words or Phrases used:
also, but, first, however, if, look, may, second, secondly, so, then, therefore, well, in addition, kind of, such as, as well as, first of all, to sum up

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

Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 29.0 14.8657303371 195% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 9.0 12.9106741573 70% => OK

Performance on vocabulary words:
No of characters: 3003.0 2235.4752809 134% => OK
No of words: 563.0 442.535393258 127% => OK
Chars per words: 5.33392539964 5.05705443957 105% => OK
Fourth root words length: 4.87110059796 4.55969084622 107% => OK
Word Length SD: 2.98089471554 2.79657885939 107% => OK
Unique words: 265.0 215.323595506 123% => OK
Unique words percentage: 0.470692717584 0.4932671777 95% => OK
syllable_count: 923.4 704.065955056 131% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK

Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 48.8600609451 60.3974514979 81% => OK
Chars per sentence: 125.125 118.986275619 105% => OK
Words per sentence: 23.4583333333 23.4991977007 100% => OK
Discourse Markers: 6.375 5.21951772744 122% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.103792978226 0.243740707755 43% => OK
Sentence topic coherence: 0.0363561062104 0.0831039109588 44% => OK
Sentence topic coherence SD: 0.0327864014012 0.0758088955206 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.0664017310721 0.150359130593 44% => OK
Paragraph topic coherence SD: 0.0242564933792 0.0667264976115 36% => 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: 15.4 14.1392134831 109% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.93 12.1639044944 115% => OK
dale_chall_readability_score: 8.59 8.38706741573 102% => OK
difficult_words: 136.0 100.480337079 135% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?

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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.

Essay evaluations by e-grader

Transition Words or Phrases used:
also, but, first, however, if, look, may, second, secondly, so, then, therefore, well, in addition, kind of, such as, as well as, first of all, to sum up

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