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 and explain how these considerations shape your position.

The author propounds that the quality of educational training decreases as achieving the higher scores in the examination gets more serious. This is the claim with which I generally do concur, among the countless reasons which give adherence to my viewpoint, I will list the most conspicuous ones in what follows.

This first striking fact which should be considered is the comprehensiveness of the examination system in the scope of covering the entire discussed contents. Indeed, each test holds in a limited period and can cover the percentage of topics covered in the classes. As a result, the exam does not indicate the exact level of understanding. According to this partiality and failure of the examination system, if a student adapts his schedule to achieve the best mark at the incomplete exam, he will get the fragmentary cognition too. Consequently, although he has a high score in the tests, his knowledge is aligned with those dominate topic in test and ignorance of other fundamental subjects.

Another equally crucial fact is the attempts for the high scores overshadows the comprehensive understanding. Even considering that the examination is flawless and covers the entire subject, working merely for the exam and score underestimates the grasp of the students. It is an obvious fact that the examination process is a stressful situation and presenting the ultimate function on the test day is an arduous task, since are forgotten as the students stressed out. Many students use the technic of memorizing the topics to overcome this problem. In fact, instead of spending their time to learn the main concept of topics, memorizing the formulas and relations between the formula seems convenient and easy to recall. However, after the test day, the big portion of those formula gets forgotten. According to the noteworthy, intelligence study conducted by the Department of Psychology at Tehran University, approximately sixty-five percent of the data memorized before the test day is misremembered a day after the test day. This study and its result explicitly illustrate the failures of the test.

However, some people posit that by students' hard work for preparation to tests, the educational status enhanced. This group lucidly considered the outcome of exams as the benchmark for this stand; meanwhile, two abovementioned paragraphs completely depict the failure of the examination system for coverage of discussed contents and recalling the information after the test days. Therefore, maybe the first test illustrates the students’ chasm understanding, there is the necessity of a second surprise exam two days after the first exam, to show the failure of the examination system.

To wrap it up, all the aforementioned facts explicitly indicates the inadequacy of the examination system for covering the whole concept and privileging the wrong methods of remembering instead of understanding. Therefore, the competition for better score not only do not enhance the educational level but also ruins the students’ intelligence.

Average: 6.6 (1 vote)
Essay Categories


Transition Words or Phrases used:
also, but, consequently, first, however, if, may, second, so, therefore, while, in fact, as a result

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

Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 4.0 12.4196629213 32% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 24.0 33.0505617978 73% => OK
Preposition: 59.0 58.6224719101 101% => OK
Nominalization: 20.0 12.9106741573 155% => OK

Performance on vocabulary words:
No of characters: 2595.0 2235.4752809 116% => OK
No of words: 479.0 442.535393258 108% => OK
Chars per words: 5.41753653445 5.05705443957 107% => OK
Fourth root words length: 4.67825486995 4.55969084622 103% => OK
Word Length SD: 3.15181595315 2.79657885939 113% => OK
Unique words: 258.0 215.323595506 120% => OK
Unique words percentage: 0.538622129436 0.4932671777 109% => OK
syllable_count: 819.0 704.065955056 116% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 54.6050363978 60.3974514979 90% => OK
Chars per sentence: 129.75 118.986275619 109% => OK
Words per sentence: 23.95 23.4991977007 102% => OK
Discourse Markers: 5.0 5.21951772744 96% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 6.0 10.2758426966 58% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
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: 0.120440904721 0.243740707755 49% => OK
Sentence topic coherence: 0.0379441643339 0.0831039109588 46% => OK
Sentence topic coherence SD: 0.0322948411628 0.0758088955206 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.0784540148038 0.150359130593 52% => OK
Paragraph topic coherence SD: 0.0254114030816 0.0667264976115 38% => 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: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 14.45 12.1639044944 119% => OK
dale_chall_readability_score: 9.69 8.38706741573 116% => OK
difficult_words: 149.0 100.480337079 148% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 11.0 11.7820224719 93% => 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.