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 dev

Essay topics:

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.

The author of the issue highlights that being persistent for high scores could restricts the quality of learning vigorously in different stages. Due to the controversial nature of this question there is not a general agreement on this issue. I am, however, to a great extent of the conviction that competition and being persistent for high marks not only can encourage students to learn wide variety of subjects but also can broaden students horizon in various realm. In the following paragraphs some convincing reasons will be delineated to elaborate my personal stance.

To commence with, learning and being successful is of utmost critical importance life goals for every human being. Indeed, they bend over backwards to learn and receive high marks in order to ensure their future life. Generally phrased, competition for high grades not only can galvanize students to continue and reach tertiary education but also can provide an opportunity for them to learn how to expand their level of thinking. For example, when students make an effort and study hard for high scores, indeed, they will learn how to be persistent in their life until succeed. To elucidate more on this issue, competition play an important role in order to be successful due to the fact that it will actuate students to learn myriads of subjects and become a self-sufficient person.

Another reason that should not go unnoticed is that competition for high grades will make students responsible against their acts. Broadly speaking, vast majorities of students do not take the responsibility of their works. But being persistent toward learning and gain high scores will teach students how to be responsible and reliable. According to a study conducted in my country, crowds of students who rely on a foundation of convenience without any competition in order to receive high marks, could not take the responsibility of their works and always do something wrong. Delve further into the issue, competition for scores not only can increase the amount of learning but also can make students not to do something wrong and even make sound decisions in different realm.

However, what I alluded to above can't be overgeneralized to all contexts. Alongside with the innumerable benefits it has, indisputably, when people concentrate on a specific field of study, it means that it's a lot and significant to them and the result would be valuable so, they try hard to gain the best outcomes. As a matter of fact, if students focus on the other courses and not to compete for high scores, it will be like an obstacle and prevent them from making progress day in day out. However, it does not make those preceding benefits pale.

In light of reasons, I reiterate that concentration on wide variety of subjects or courses not only can provide an opportunity for people to be successful in their personal life but also can male students incumbent upon their works and not to make idiotic decisions.

Average: 6.6 (1 vote)
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Grammar and spelling errors:
Line 1, column 80, Rule ID: DID_BASEFORM[1]
Message: The verb 'could' requires the base form of the verb: 'restrict'
Suggestion: restrict
... being persistent for high scores could restricts the quality of learning vigorously in d...
Line 7, column 34, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...m. However, what I alluded to above cant be overgeneralized to all contexts. Alo...
Line 7, column 205, Rule ID: IT_IS[17]
Message: Did you mean 'it's' (='it is') instead of 'its' (possessive pronoun)?
Suggestion: it's; it is
... specific field of study, it means that its a lot and significant to them and the r...
Line 9, column 268, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...orks and not to make idiotic decisions.

Transition Words or Phrases used:
also, but, however, if, so, broadly speaking, for example, as a matter of fact, to a great extent

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

Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 15.0 12.9106741573 116% => OK

Performance on vocabulary words:
No of characters: 2481.0 2235.4752809 111% => OK
No of words: 492.0 442.535393258 111% => OK
Chars per words: 5.04268292683 5.05705443957 100% => OK
Fourth root words length: 4.70967865282 4.55969084622 103% => OK
Word Length SD: 2.80496862703 2.79657885939 100% => OK
Unique words: 231.0 215.323595506 107% => OK
Unique words percentage: 0.469512195122 0.4932671777 95% => OK
syllable_count: 765.9 704.065955056 109% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Interrogative: 3.0 0.740449438202 405% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 7.0 4.38483146067 160% => OK

Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 62.3397891196 60.3974514979 103% => OK
Chars per sentence: 130.578947368 118.986275619 110% => OK
Words per sentence: 25.8947368421 23.4991977007 110% => OK
Discourse Markers: 5.10526315789 5.21951772744 98% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.160128129092 0.243740707755 66% => OK
Sentence topic coherence: 0.0613608114826 0.0831039109588 74% => OK
Sentence topic coherence SD: 0.0446505555485 0.0758088955206 59% => OK
Paragraph topic coherence: 0.0951129428472 0.150359130593 63% => OK
Paragraph topic coherence SD: 0.0495728083198 0.0667264976115 74% => OK

Essay readability:
automated_readability_index: 15.3 14.1392134831 108% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 12.25 12.1639044944 101% => OK
dale_chall_readability_score: 8.18 8.38706741573 98% => OK
difficult_words: 103.0 100.480337079 103% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?


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