Competition for high grades seriously limits the quality of learning at all levels of education.
In this age of cutthroat competition, high grades are a prerequisite in any field to enter universities or to access widely sought-after internships. The grading system is extended to a large scale, for people keep receiving votes at work and countries such as China assess its citizen's value by means of grades. Therefore, these appear to be the unique appropriate yardstick for throwing the light on individuals' talent and quality, but as detailed below, I believe that many antithetical consequences erect from such a race to reward.
The philosopher Kant pinpointed how much laziness was peculiar to human being in his book "An answer to the question:What is Enlightenment?". According to him, our proclivity to rest on our laurels and to do the bare necessity, are testament that people need a cynosure, and a well-delineated frame. One could imagine a corridor, from which students whom committed to it can't escape, leading to ample choices contingent upon the votes' average over years or in different sections for the purpose of a unique test. Thus, grades would firstly be the only means to structure education but also the custodian to ensure that our tendentious essence doesn't impinge upon the society's welfare but also on the education's momentum.
Moreover, this competition embodies one of the prevalent argument of capitalism i.e "the survival of the fittest". Grades are indeed a straightforward way to separate the most plucky and inclined to do sacrifices to reach their aims, from those who prefer enjoying different aspects of life, or merely the less smart. Since the result of a test is only the finality of the learning, it is essential to understand that to obtain the best grades one must, in the long-run, comprehend the core of the subjects taught by professors. There is no child or adult that culminates in great academic performances by idiotically swallowing a great deal of information, negating the author's view.
Stringent competition is also a catalyst for both the best of a field as well as their peers, less performing, to push their limits. It permits maintaining standards of excellence and denotes in a country an avid desire of knowledge and curiosity. The idea that the race to high grades precludes students from qualitatively learning, can also be contested by viewing this issue from the opposite lens. The best students would be necessitated to get high grades to keep their rank, and those behind would follow their counterparts' path in striving to succeed, paving the way for a symbiotic, of sound mind competition. This system also mirrors the veracity of the professional world, and the race to high grades would only be the foretaste of what will face students latter.
Unlike sports, though, or many other areas, and as mentioned above, the learning process embodies a duality, peculiar to itself, for not only the final result is defining, but the fact that students fathom the meaning of the knowledge imparted is sheerly important. Research and academia are in accordance that students are mesmerized by the idea of getting high grades in all fields, which often prevent pupils from actually seizing the meaning of a course, subsequently resulting in a loss of learning's quality. It is the true that for precocious or gifted children, this competition doesn't hamper the quality of their understanding, but the majority undergo such a system. Many prize more the reward of their parents and professors than engaging in a qualitative process, and the pressure put on children extends beyond the only scope of education. As highlighted by the South-Korean educational system, the race to high grades results in stress and anxiety, leading sometimes to depression and suicide.
Since school has been democratised, even the teaching profession is subject to results, with minimal averages to maintain. Boards of Education are under pressure from governments urging them to display that the children's majority is getting educated, rubbing off on the teaching's quality. Certain professors force themselves to grow to be remiss on the tests' difficulty, or the profundity of their courses. Indeed, the rate of success and children being educated is nowadays a form of politic, diplomatic muscle. The form prevails over the content, and this is deleterious for the society in the long-run.
Grammar and spelling errors:
Line 1, column 403, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'individuals'' or 'individual's'?
Suggestion: individuals'; individual's
...ate yardstick for throwing the light on individuals talent and quality, but as detailed bel...
^^^^^^^^^^^
Line 3, column 382, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...rom which students whom committed to it cant escape, leading to ample choices contin...
^^^^
Line 3, column 654, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
... to ensure that our tendentious essence doesnt impinge upon the societys welfare but a...
^^^^^^
Line 3, column 711, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'educations'' or 'education's'?
Suggestion: educations'; education's
...on the societys welfare but also on the educations momentum. Moreover, this competition...
^^^^^^^^^^
Line 5, column 695, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... information, negating the authors view. Stringent competition is also a catalyst...
^^^^^
Line 7, column 71, Rule ID: BOTH_AS_WELL_AS[1]
Message: Probable usage error. Use 'and' after 'both'.
Suggestion: and
...a catalyst for both the best of a field as well as their peers, less performing, to push t...
^^^^^^^^^^
Line 9, column 587, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...us or gifted children, this competition doesnt hamper the quality of their understandi...
^^^^^^
Line 11, column 354, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'tests'' or 'test's'?
Suggestion: tests'; test's
... themselves to grow to be remiss on the tests difficulty, or the profundity of their ...
^^^^^
Transition Words or Phrases used:
actually, also, but, first, firstly, if, moreover, so, therefore, thus, well, such as, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 19.5258426966 149% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 29.0 14.8657303371 195% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 42.0 33.0505617978 127% => Less pronouns wanted
Preposition: 109.0 58.6224719101 186% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 3672.0 2235.4752809 164% => OK
No of words: 703.0 442.535393258 159% => Less content wanted.
Chars per words: 5.22332859175 5.05705443957 103% => OK
Fourth root words length: 5.14918898149 4.55969084622 113% => OK
Word Length SD: 3.03753230605 2.79657885939 109% => OK
Unique words: 375.0 215.323595506 174% => OK
Unique words percentage: 0.533428165007 0.4932671777 108% => OK
syllable_count: 1134.9 704.065955056 161% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 50.0421582268 60.3974514979 83% => OK
Chars per sentence: 146.88 118.986275619 123% => OK
Words per sentence: 28.12 23.4991977007 120% => OK
Discourse Markers: 3.88 5.21951772744 74% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.211704019961 0.243740707755 87% => OK
Sentence topic coherence: 0.0517746803512 0.0831039109588 62% => OK
Sentence topic coherence SD: 0.0414089518022 0.0758088955206 55% => OK
Paragraph topic coherence: 0.101210565319 0.150359130593 67% => OK
Paragraph topic coherence SD: 0.0508094617214 0.0667264976115 76% => OK
Essay readability:
automated_readability_index: 17.2 14.1392134831 122% => OK
flesch_reading_ease: 43.06 48.8420337079 88% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.2 12.1743820225 117% => OK
coleman_liau_index: 13.29 12.1639044944 109% => OK
dale_chall_readability_score: 10.06 8.38706741573 120% => OK
difficult_words: 224.0 100.480337079 223% => Less difficult words wanted.
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.