Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Certainly, it is hard to decide whether facts should be taught first or other factors, such as specific theories and trends should be introduced first. This question is also related to other complex questions including how we should delineate the word fact. It should be also noticed that in some fields, even the most prominent experts cannot conclude what are the facts. Meanwhile, some other subjects are composed of banal enumeration of chronological facts. Therefore, I think educators choose different approaches based on the characteristics of each academic field when they instruct students.
To begin with, the majority of academic fields in humanities and social sciences are filled with a myriad of debates and controversies. Although various adept pundits exist in such fields, they usually oppose each other in describing specific events or theorizing particular phenomena. For example, economists have not reached to conclude which models and hypotheses are most appropriate to explain the global and regional economic developments. Similarly, political scientists have diverged in dealing with international politics. For instance, some experts support idealism while some others espouse realism in explaining the major events in history, such as the Cold War. Given this situation, it is difficult to say what explanations are more factual than others. In this case, it is not feasible to teach facts to students and the only option is informing them of all major hypotheses and explanations so that students can understand the mainstream issues.
In contrast, several subjects do not need understanding a variety of theories and opinions. For example, in the case of describing the development of specific musical genres or scientific theories, it is enough to explain the agreed facts to secondary school students, and even freshmen. Although it is true that many scholars have different opinions about such topics as well, they can at least agree on several conclusions contrary to the academics in the aforementioned fields of humanities and social sciences. For example, most scientists do not deny that the basic conclusion of Newton regarding gravity while there have been added details to and revisions of his original hypothesis. It can be also mentioned that the experiment result of Mendel is still valid to describe the basic facts related to genetics.
However, in this case, the question arises again as these facts are compatible with other trends and explanations. Even in this case, it is not easy to conclude which approach is always more helpful for students. In the case of lectures in primary and secondary schools, it looks more useful to deal with the facts first and briefly introduce additional trends and opinions because the students in those institutions are not familiar with such topics. However, as for university education, it is vital to know many issues and ideas associated with scientific facts, especially recent ones. Therefore, the very first question cannot still be clearly answered.
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Grammar and spelling errors:
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Suggestion:
...mic field when they instruct students. To begin with, the majority of academic ...
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Suggestion:
... can understand the mainstream issues. In contrast, several subjects do not nee...
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Message: Possible typo: you repeated a whitespace
Suggestion:
...e the basic facts related to genetics. However, in this case, the question aris...
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Transition Words or Phrases used:
also, briefly, first, however, if, look, regarding, second, similarly, so, still, therefore, well, while, as for, at least, for example, for instance, i think, in contrast, such as, it is true, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 59.0 58.6224719101 101% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2567.0 2235.4752809 115% => OK
No of words: 477.0 442.535393258 108% => OK
Chars per words: 5.38155136268 5.05705443957 106% => OK
Fourth root words length: 4.67336384929 4.55969084622 102% => OK
Word Length SD: 2.85831047597 2.79657885939 102% => OK
Unique words: 250.0 215.323595506 116% => OK
Unique words percentage: 0.524109014675 0.4932671777 106% => OK
syllable_count: 798.3 704.065955056 113% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 3.0 4.99550561798 60% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 45.1018131977 60.3974514979 75% => OK
Chars per sentence: 116.681818182 118.986275619 98% => OK
Words per sentence: 21.6818181818 23.4991977007 92% => OK
Discourse Markers: 9.40909090909 5.21951772744 180% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.189312832 0.243740707755 78% => OK
Sentence topic coherence: 0.0498971250641 0.0831039109588 60% => OK
Sentence topic coherence SD: 0.0407548377395 0.0758088955206 54% => OK
Paragraph topic coherence: 0.112640060783 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.0279011798426 0.0667264976115 42% => 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: 14.7 14.1392134831 104% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.92 12.1639044944 114% => OK
dale_chall_readability_score: 9.61 8.38706741573 115% => OK
difficult_words: 149.0 100.480337079 148% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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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
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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.