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.
In any learning environment, there should be some motivation for students to study and learn, otherwise hardly any student other than the intrinsically motivated ones will learn a subject. Grades are a way to introduce competition into the learning environment, be it school, high school, college. Another use of grades are to ensure availability of a performance metric to roughly assess how well a student is being able to learn any subject matter. This is important to track the progress of a student, and take corrective actions if stuent is struggling with a subject. In this way, grades and a healthy competition associated with it is important, as it motivates the student to study and put in more effort from his side into learning. To illustrate the importance of competition and grades, consider the example of some of the schools in my locality, which have effectively put an end to the grading system till high school. Some of my younger friends who have passed out from there and now studying in high school are facing difficulties as, earlier the level of effort put in by them in school had plummeted due to absence of any grades, and thus any competition too, making it difficult for them to adjust.
However, there is an other side to this story, which shows what happens when competition and grades are considered the main focus, and learning takes the back seat. From school, the only thing that is important as considered by parents and thus also by children are grades. No one even cares about how well a child has understood a particular subject, or has interest in it. The only metric used to decide whether a child has understood a subject or not are grades. This type of too much stress laid on grades, and the associated competition with it takes the essence and fun out of learning. Stduents take to bad methods of learning such as rote learning without understanding anything, which can prove very dangerous to their careers, at the least, unless changed at the earliest. School, which is a place to awaken children's curiosity, becomes a stressful and arduous journey to attain as good grades as possible, to outshine someone else and get as high as possible a rank in the class.
If a child's studies only for the sake of grades from school, which is what is being motivated from all sides, first of all, his curiosity in any subject will take a hit, and school will become a very stressful and dry journey. Also, he would not be able to let his natural interest take shape, and thus leave him at a loss when the time comes for deciding a field for a career. Thus, a child will only get grades and hatred for subjects from such an extreme competition and emphasis laid on grades, and the primary motive of learning will be successfully beaten.
The solution for how to maintain grades and competition in the system, without making the system over-competitive lies in the attitudes of the children, parents and teachers, supporting a healthy competition, but laying sufficient stress on importance of learning instead of over-emphasis on good grades.
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Grammar and spelling errors:
Line 1, column 822, Rule ID: SOME_OF_THE
Message: Simply use 'some'.
...ion and grades, consider the example of some of the schools in my locality, which have effe...
Line 3, column 19, Rule ID: AN_OTHER
Message: Did you mean 'another'? This word sequence is usually spelled together.
...or them to adjust. However, there is an other side to this story, which shows what ha...
Line 3, column 120, Rule ID: MAIN_FOCUS
Message: Use simply 'focus'.
...mpetition and grades are considered the main focus, and learning takes the back seat. From...
Transition Words or Phrases used:
also, but, first, however, if, so, thus, well, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 78.0 58.6224719101 133% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2556.0 2235.4752809 114% => OK
No of words: 531.0 442.535393258 120% => OK
Chars per words: 4.81355932203 5.05705443957 95% => OK
Fourth root words length: 4.80035803286 4.55969084622 105% => OK
Word Length SD: 2.73837092972 2.79657885939 98% => OK
Unique words: 251.0 215.323595506 117% => OK
Unique words percentage: 0.472693032015 0.4932671777 96% => OK
syllable_count: 793.8 704.065955056 113% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 58.1150678491 60.3974514979 96% => OK
Chars per sentence: 142.0 118.986275619 119% => OK
Words per sentence: 29.5 23.4991977007 126% => OK
Discourse Markers: 3.77777777778 5.21951772744 72% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.191886673627 0.243740707755 79% => OK
Sentence topic coherence: 0.0676407305372 0.0831039109588 81% => OK
Sentence topic coherence SD: 0.0373581488451 0.0758088955206 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.126862947683 0.150359130593 84% => OK
Paragraph topic coherence SD: 0.0244269720509 0.0667264976115 37% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 16.0 14.1392134831 113% => OK
flesch_reading_ease: 50.5 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 11.21 12.1639044944 92% => OK
dale_chall_readability_score: 8.26 8.38706741573 98% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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: 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.