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.
Education is very important factor for any country, as todays youth is going to be tomorrows future. Therefore, any better idea to teach students and enhance the main motto of education should always be taken into account. I believe, teaching facts only after students first learn ideas or trends has its pros and cons. I will explain why I believe so below.
Self learning is very important. Educators are not going to be with students throughout their life. Also, as every person has to educate himself/herself at every point of their life, self learning is most important. This skill, self learning, can be enhance if an educator runs some small activities. Let students ask their parents or through any other source about democracy. Let them encourage to know what actual, in real life, democracy is! After this activity, educator can ask what they know about democracy now and start a discussion. After this discussion entire civics subject can be taught very well, as well as, can be understood more prodigiously by students. This will be so much effectual in learning, as it will be a basic building block for self learning, it might will increase interaction of children with his/her parents, student may get to know different sources of information such as YouTube, Google as well.
On the other hand, while this technique might have so much benefits, it will not be practical to do such activity everytime. Also, if any concept is hard to understand, such as concepts and facts in Physics or Chemistry, it will be hard to understand these concepts or facts without a proper good educator. SOme of the high concepts of Physics or Chemisty hardly have good explanation on internet. Students might get into enigma if these cencepts have to be learnt before any of the prior knowledge and most of these concepts could be therotical and could be hard to find trends or ideas in real life. Therefore, here, this method will be disadvantageous.
Thus, as educational curriculum has different subjects, a particular method cannot be found to teach efficiently. Thus, teaching facts after self learning could hold advantageous and disadvantageous for different subjects.
Grammar and spelling errors:
Line 3, column 397, Rule ID: ALLOW_TO[1]
Message: Did you mean 'knowing'? Or maybe you should add a pronoun? In active voice, 'encourage' + 'to' takes an object, usually a pronoun.
Suggestion: knowing
...rce about democracy. Let them encourage to know what actual, in real life, democracy is...
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Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...on such as YouTube, Google as well. On the other hand, while this technique ...
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Line 7, column 55, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
...and, while this technique might have so much benefits, it will not be practical to d...
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Line 7, column 308, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: Some
...r facts without a proper good educator. SOme of the high concepts of Physics or Chemisty ha...
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Line 9, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...this method will be disadvantageous. Thus, as educational curriculum has diff...
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Line 11, column 166, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ing facts after self learning could hold advantageous and disadvantageous for dif...
^^
Transition Words or Phrases used:
also, first, if, may, so, therefore, thus, well, while, as to, such as, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 0.0 11.3162921348 0% => More relative clauses wanted.
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 43.0 58.6224719101 73% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1829.0 2235.4752809 82% => OK
No of words: 360.0 442.535393258 81% => More content wanted.
Chars per words: 5.08055555556 5.05705443957 100% => OK
Fourth root words length: 4.35587717469 4.55969084622 96% => OK
Word Length SD: 2.79223874735 2.79657885939 100% => OK
Unique words: 192.0 215.323595506 89% => More unique words wanted.
Unique words percentage: 0.533333333333 0.4932671777 108% => OK
syllable_count: 551.7 704.065955056 78% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 55.2873631201 60.3974514979 92% => OK
Chars per sentence: 96.2631578947 118.986275619 81% => OK
Words per sentence: 18.9473684211 23.4991977007 81% => OK
Discourse Markers: 5.31578947368 5.21951772744 102% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.168601123917 0.243740707755 69% => OK
Sentence topic coherence: 0.0613223843185 0.0831039109588 74% => OK
Sentence topic coherence SD: 0.0531184520953 0.0758088955206 70% => OK
Paragraph topic coherence: 0.118906685464 0.150359130593 79% => OK
Paragraph topic coherence SD: 0.0497055939011 0.0667264976115 74% => OK
Essay readability:
automated_readability_index: 12.0 14.1392134831 85% => Automated_readability_index is low.
flesch_reading_ease: 61.67 48.8420337079 126% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 12.18 12.1639044944 100% => OK
dale_chall_readability_score: 8.04 8.38706741573 96% => OK
difficult_words: 80.0 100.480337079 80% => More difficult words wanted.
linsear_write_formula: 5.5 11.8971910112 46% => Linsear_write_formula is low.
gunning_fog: 9.2 11.2143820225 82% => 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: 50.0 out of 100
Scores by essay e-grader: 3.0 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.