Competition for high grade seriously limits the quality of learning at all levels of education.
The statement contends that the competition for the high grade seriously limits the quality of learning at all levels of eduction. I concede that the in this era of competition the quality of the education level is shallow.Many students only learn how to score good grades in their exams and very students are there who tries to learn something and implement that in life. Beyond this concession, however, I find author's contention indefensible from the empirical as well as normastive stand point.
The chief reason for my disagreement lies in its empirical proof: students who score very well in their exams are naturally the the ones whose aptitude is comparatively high otherwise how can they be at the top of the table. These students are the ones who learns everything even if its not in the syllabus sometimes. These are not the ones to believe in fluke for their results. Thus they get complete education about what they are learning. Also for the problem that student dosen't get proper learning the solution of Gujarat Government is quite diligent. The pattern of examination is made multiple choice and the questions are directed as they were instead they are in applied form.
Secondary reason the disagrrement to the statement is on normative stand point that if a student is scoring a high grades than it is normally believed that the student is bright in the field of academics. Also, the basic concepts of these students are very clear from the begining of their studies. These students are the ones who toped almost every exam they appeared in and that too with the flying colors. Thus, there seems to be no lacking in the learning quality of these students.
There are also some examples that contends the proof for the above mentioned statement. Recently in the colleges students are lacking very much behind in the practical knowledge of their field. At the same time they manage to pass with the flying colors and have the best recommendation that there can be. These are the students who are in the race for the high grades but are not seriously pursuing education. There is also some parental pressure to be considered above all.
Thus, to sum it up there are some cases where the quality of education deteriorates and there are some cases where it elevates simultaneously. Thus to increase quality of education learning or to decrease it by running for the grades is upto us as a society.
Grammar and spelling errors:
Line 1, column 224, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: Many
...ality of the education level is shallow.Many students only learn how to score good g...
^^^^
Line 3, column 125, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: the
... very well in their exams are naturally the the ones whose aptitude is comparatively hi...
^^^^^^^
Line 3, column 125, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'the' or 'the' is left.
Suggestion: the; the
... very well in their exams are naturally the the ones whose aptitude is comparatively hi...
^^^^^^^
Line 3, column 381, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... to believe in fluke for their results. Thus they get complete education about what ...
^^^^
Line 3, column 444, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Also,
...education about what they are learning. Also for the problem that student dosent get...
^^^^
Line 9, column 144, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...cases where it elevates simultaneously. Thus to increase quality of education learni...
^^^^
Discourse Markers used:
['also', 'but', 'however', 'if', 'second', 'so', 'thus', 'well', 'as well as']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.225 0.240241500013 94% => OK
Verbs: 0.163636363636 0.157235817809 104% => OK
Adjectives: 0.0590909090909 0.0880659088768 67% => OK
Adverbs: 0.0772727272727 0.0497285424764 155% => OK
Pronouns: 0.05 0.0444667217837 112% => OK
Prepositions: 0.140909090909 0.12292977631 115% => OK
Participles: 0.0318181818182 0.0406280797675 78% => OK
Conjunctions: 2.61639586394 2.79330140395 94% => OK
Infinitives: 0.0227272727273 0.030933414821 73% => OK
Particles: 0.0 0.0016655270985 0% => OK
Determiners: 0.136363636364 0.0997080785238 137% => OK
Modal_auxiliary: 0.00454545454545 0.0249443105267 18% => Some modal verbs wanted.
WH_determiners: 0.0295454545455 0.0148568991511 199% => OK
Vocabulary words and sentences:
No of characters: 2426.0 2732.02544248 89% => OK
No of words: 414.0 452.878318584 91% => OK
Chars per words: 5.85990338164 6.0361032391 97% => OK
Fourth root words length: 4.51076378781 4.58838876751 98% => OK
words length more than 5 chars: 0.309178743961 0.366273622748 84% => OK
words length more than 6 chars: 0.251207729469 0.280924506359 89% => OK
words length more than 7 chars: 0.200483091787 0.200843997647 100% => OK
words length more than 8 chars: 0.108695652174 0.132149295362 82% => OK
Word Length SD: 2.61639586394 2.79330140395 94% => OK
Unique words: 194.0 219.290929204 88% => More unique words wanted.
Unique words percentage: 0.468599033816 0.48968727796 96% => OK
Word variations: 50.8567281451 55.4138127331 92% => OK
How many sentences: 20.0 20.6194690265 97% => OK
Sentence length: 20.7 23.380412469 89% => OK
Sentence length SD: 49.1603498767 59.4972553346 83% => OK
Chars per sentence: 121.3 141.124799967 86% => OK
Words per sentence: 20.7 23.380412469 89% => OK
Discourse Markers: 0.45 0.674092028746 67% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 6.0 5.21349557522 115% => OK
Readability: 45.8207729469 51.4728631049 89% => OK
Elegance: 1.3671875 1.64882698954 83% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.372566241224 0.391690518653 95% => OK
Sentence sentence coherence: 0.117183740301 0.123202303941 95% => OK
Sentence sentence coherence SD: 0.0721913589574 0.077325440228 93% => OK
Sentence paragraph coherence: 0.578207374363 0.547984918172 106% => OK
Sentence paragraph coherence SD: 0.142092228606 0.149214159877 95% => OK
Sentence topic coherence: 0.156990288429 0.161403998019 97% => OK
Sentence topic coherence SD: 0.141968618183 0.0892212321368 159% => OK
Paragraph paragraph coherence: 0.510949686279 0.385218514788 133% => OK
Paragraph paragraph coherence SD: 0.128621537021 0.0692045440612 186% => OK
Paragraph topic coherence: 0.266591939381 0.275328986314 97% => OK
Paragraph topic coherence SD: 0.0951736332052 0.0653680567796 146% => OK
Task Achievement:
Sentences with positive sentiment : 7.0 10.4325221239 67% => OK
Sentences with negative sentiment : 5.0 5.30420353982 94% => OK
Sentences with neutral sentiment: 8.0 4.88274336283 164% => OK
Positive topic words: 7.0 7.22455752212 97% => OK
Negative topic words: 5.0 3.66592920354 136% => OK
Neutral topic words: 7.0 2.70907079646 258% => OK
Total topic words: 19.0 13.5995575221 140% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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Note: This is not the final score. 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.