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 primary objective of education is provide student’s with valuable information and knowledge and prepare them for their future endeavors. The prompt suggests that competition for high grades limits the quality of learning at all levels of education. In my opinion, I mostly agree with this statement and argue that instilling a sense of competition in a learning environment thwarts students’ quality of learning for two reasons.
Some may argue that competition serves as extrinsic motivation. Indeed, it is contended that intrinsic motivation is far more effective for long-term goal attainment. However, extrinsic is still a source of motivation that keeps student’s on top their course-load. For instance, math is a difficult subject to grasp. The complexity combined with one’s disinterest in the field may hinder their ability to conjure up their intrinsic motivation to study. That being said, the presence of extrinsic motivation is valuable in these situations, as students remain focused, exert the necessary efforts, and learn the material. This example illustrates the value of competitiveness in academia, as subjects can often times bore students and therefore, competition provides the extra push to keep them going.
However, there are many consequences of competitiveness within academia. For instance, such competition can lead to feelings of stress and anxiety. The education system has been designed to match a fast pace environment; leaving student’s with little time to struggle and practice a concept until they feel absolutely confident. Student’s are presented with new material every week and are expected to apply their knowledge learned from the previous week to the following weeks, even if they have a minimum understanding of the previous material. Consequently, student’s lacking support and have insufficient coping mechanisms may feel overwhelmed and handicapped; leading them to fall further behind in their studies. This example provides support for the prompt as it demonstrates that the fast pace environment of school combined with an overwhelming sense of competition may in fact hinder students’ quality of learning.
Moreover, competition can prevent one’s quality of learning by encouraging short-term knowledge rather than long-term knowledge. Creating an emphasis on competition within a field can promote tunnel vision on obtaining grades and undermine genuine interest in the course material. For instance, student’s who approach school through a competitive lens tend study with intentions of memorizing necessary material for the exam. Alternatively, those who simply have a curiosity for knowledge tend to study the material with intent of developing a deeper understanding of the concepts. Research has demonstrates that those approach a task for the sole purpose of memorizing are less likely to consolidate that material into long-term memory. This illustrates the importance of placing an emphasis on the quality of learning rather than competition, as the latter may only lead to short-term knowledge, which defeats the purpose of education.
In conclusion, while the extrinsic motivation associated with competition may be valuable in some circumstances, its effects does not seem to provide long-term benefits in an academic environment. That being said, my opinion remains that it is more important to discourage invoking a sense of competition in any level of education.
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Grammar and spelling errors:
Line 1, column 39, Rule ID: BEEN_PART_AGREEMENT[1]
Message: Consider using a past participle here: 'provided'.
Suggestion: provided
The primary objective of education is provide student’s with valuable information and...
^^^^^^^
Line 3, column 10, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'argues'.
Suggestion: argues
... learning for two reasons. Some may argue that competition serves as extrinsic mo...
^^^^^
Line 5, column 330, Rule ID: APOSTROPHE_PLURAL[1]
Message: Consider using the plural form here: 'Students'.
Suggestion: Students
...t until they feel absolutely confident. Student’s are presented with new material every w...
^^^^^^^^^
Transition Words or Phrases used:
consequently, however, if, may, moreover, so, still, therefore, while, for instance, in conclusion, in fact, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 34.0 12.9106741573 263% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2950.0 2235.4752809 132% => OK
No of words: 517.0 442.535393258 117% => OK
Chars per words: 5.70599613153 5.05705443957 113% => OK
Fourth root words length: 4.76839952204 4.55969084622 105% => OK
Word Length SD: 3.16536520891 2.79657885939 113% => OK
Unique words: 257.0 215.323595506 119% => OK
Unique words percentage: 0.497098646035 0.4932671777 101% => OK
syllable_count: 909.0 704.065955056 129% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 46.3262696954 60.3974514979 77% => OK
Chars per sentence: 122.916666667 118.986275619 103% => OK
Words per sentence: 21.5416666667 23.4991977007 92% => OK
Discourse Markers: 5.08333333333 5.21951772744 97% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.19778327673 0.243740707755 81% => OK
Sentence topic coherence: 0.0648532259268 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.0671743725879 0.0758088955206 89% => OK
Paragraph topic coherence: 0.127849363489 0.150359130593 85% => OK
Paragraph topic coherence SD: 0.0904740550902 0.0667264976115 136% => OK
Essay readability:
automated_readability_index: 16.2 14.1392134831 115% => OK
flesch_reading_ease: 33.24 48.8420337079 68% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 15.84 12.1639044944 130% => OK
dale_chall_readability_score: 8.98 8.38706741573 107% => OK
difficult_words: 141.0 100.480337079 140% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
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.