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 this cutting-edge century, grading system is implemented to compare students under one standard value. However, competition for higher grades seriously limits the student in terms of quality of education as students are particularly focused for exam point of view rather than deep understanding of the given topics. I mostly agree with the given statement as competition for high grades focuses for measuring long term memory rather than deep understanding of given topic.
Firstly, our education system measures student potentiality in terms of grade. The student who score good grades is considered talent or erudite in our society although he is bookish and lacks non-academic qualities to sustain life whereas another student who is average one in securing grade is considered inferior although he has potential and rich in non-academic qualities. For example- Michael has a good memory and he can learn with the help of photography memory without understanding the given topic and secure good grade in the given topic whereas Peter do not have any ability to learn it but has a very good understanding of the given topic and writes in exam according to his ability. Our education system provides Michael with a A+ grade whereas Peter is treated with B grade and making Peter inferior in comparison to Michael.
Secondly, our education system comprises syllabus which is very hard to complete in a given semester and restrain both student and teacher to cover in a given limited time period which let teacher to provide brief knowledge rather than deep understanding on the given topic. Student also cover this topic in a cursory manner only to obtain good grades without proper understanding of it. This types of format limits the quality of learning at all levels of education. For instance- In a competitive exam, the students are compelling to learn short cut ideas and formulas to solve the given problems in order to save time making them robot like behavior and any changes of values led them difficult to solve that given problem.
Thirdly, this achievement process of higher grades stress students in order to learn in a limited time frame affecting their physiology or disruption of mind. In the race of achieving good grades, some students are unable to compete and sacrifice their life by killing themselves. Some student started living solitary life in afraid to face society who judge them on the basis of good grades. This competition adds extra burden to student and forces them to get high grades at any cost in order to achieve success in life through financial achievement.
However, this type of competition forces student to labor hard in term of study. In this race, it motivates some student to achieve good grades in order to make their profile stronger which helps them to secure their future in terms of money and image.
In conclusion, in the competition of achieving higher grades, it restraints students physically and mentally which overall limits the quality of learning at all levels.
Grammar and spelling errors:
Line 2, column 740, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: a
... education system provides Michael with a A+ grade whereas Peter is treated with B ...
^^^
Line 3, column 306, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a cursory manner" with adverb for "cursory"; eg, "in a hasty manner" with "hastily".
...en topic. Student also cover this topic in a cursory manner only to obtain good grades without prop...
^^^^^^^^^^^^^^^^^^^
Line 3, column 410, Rule ID: AGREEMENT_SENT_START[3]
Message: You should probably use 'limit'.
Suggestion: limit
...derstanding of it. This types of format limits the quality of learning at all levels o...
^^^^^^
Line 3, column 543, Rule ID: SHORT_CUT[1]
Message: Did you mean 'shortcut'?
Suggestion: shortcut
...m, the students are compelling to learn short cut ideas and formulas to solve the given p...
^^^^^^^^^
Line 3, column 543, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to short'
Suggestion: to short
...m, the students are compelling to learn short cut ideas and formulas to solve the giv...
^^^^^
Transition Words or Phrases used:
also, but, first, firstly, however, if, second, secondly, so, third, thirdly, whereas, as to, for example, for instance, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 19.5258426966 51% => More to be verbs wanted.
Auxiliary verbs: 1.0 12.4196629213 8% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 31.0 33.0505617978 94% => OK
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2533.0 2235.4752809 113% => OK
No of words: 498.0 442.535393258 113% => OK
Chars per words: 5.08634538153 5.05705443957 101% => OK
Fourth root words length: 4.72397222731 4.55969084622 104% => OK
Word Length SD: 2.68682277584 2.79657885939 96% => OK
Unique words: 227.0 215.323595506 105% => OK
Unique words percentage: 0.455823293173 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 816.3 704.065955056 116% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 73.7599752618 60.3974514979 122% => OK
Chars per sentence: 140.722222222 118.986275619 118% => OK
Words per sentence: 27.6666666667 23.4991977007 118% => OK
Discourse Markers: 7.44444444444 5.21951772744 143% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 5.0 7.80617977528 64% => 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: 0.189642347938 0.243740707755 78% => OK
Sentence topic coherence: 0.0753338422608 0.0831039109588 91% => OK
Sentence topic coherence SD: 0.0613854716411 0.0758088955206 81% => OK
Paragraph topic coherence: 0.119529574856 0.150359130593 79% => OK
Paragraph topic coherence SD: 0.0557320256159 0.0667264976115 84% => OK
Essay readability:
automated_readability_index: 16.4 14.1392134831 116% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 12.54 12.1639044944 103% => OK
dale_chall_readability_score: 8.97 8.38706741573 107% => OK
difficult_words: 126.0 100.480337079 125% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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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.