While facts are always the most important factor determining the conclusiveness of certain hypotheses or ideas, it stands debatable as to when should these facts be presented, as evidence supporting the ideas, in order to maximise its efficacy. Educators are often posed with this dilemma as to whether they should present the facts, while introducing and discussing the ideas and concepts or after the students are well adept in the concerned topics. The next few paragraphs will enumerate numerous examples how facts serve to consolidate ideas better when they are presented along with the ideas.
Let us first consider the case of world history. The relevance of World War II and its impact at an international level is well understood and documented in literature. However, when the students are taught only the radical ideas that were prevalent during the time, which eventually lead to several humanitarian crisis across the globe, it is sufficient to say that these will not adequately suggest the extent of such radicalism. Only when they are presented with facts such as the holocaust of Jews and the discrimination met out to those of the Jewish community, the students are able to gather the notoriety of the events.
Furthermore, even in scientific studies, facts often determine whether an idea is erroneous or conclusively evident. Often, teachers prefer to introduce the erroneous idea first to whet the interest of the students to come up with the fallacy of that idea. However, in order to proceed to the correction, the teacher presents the argument on which the previous idea or hypothesis was proven to be flawed. A related example is the evolution of the atomic model over time. The fact that the atom consists of a consolidated centre comprising of protons and neutrons while the electrons revolve around this in elliptical orbits was conceived through several trials and errors in history. The first model conceived was the Plum and Pudding model of atomic structure. Pertinent to this are facts that eventually proved this model to be flawed and when these facts are presented to students along with the ideas that followed, it serves to direct the students’ thoughts towards highlighting key moments rather than simply remembering or memorizing that such and such ideas are flawed while the others are true.
However, there are some cases where certain ideas are not mature enough to be classified as either flawed or correct. In such cases, there are not adequate evidence or facts to support the fidelity of an idea. Under such scenarios, educators may defer the citation of facts until a later date when they discuss the evidences which may support or contradict a hypothesis which has not been proven till date. An example of such kind of an idea is the Collatz Conjecture, which suggests that any positive integer will always end up in a 1-2-4 loop when certain calculations are performed on it. Such a conjecture is a math problem which has been troubling mathematicians for decades since no computer yet developed can possibly calculate the problem’s result for all positive integers which extends infinitely.
In conclusion, it can be seen that under certain provisos, such as where facts are not adequate to conclusively corroborate an idea, educators may choose to present them after the students are well versed in those concepts. However, whenever substantial amount of evidence is available at the time the idea is discussed or introduced, it serves best to substantiate such ideas with facts which enable students to correlate the ideas and facts rather than simply memorizing and segmenting their lessons as “True” or “False”. This helps in interactive learning and also develops a sense of insight amongst the students which eventually leads to better thinking ability and also helps them in learning both the historical aspects that is relevant to an idea.
Grammar and spelling errors:
Line 1, column 290, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
...ators are often posed with this dilemma as to whether they should present the facts, while in...
^^^^^^^^^^^^^
Line 3, column 528, Rule ID: COMPRISING_OF[1]
Message: Did you mean 'comprising' or 'consisting of'?
Suggestion: comprising; consisting of
... atom consists of a consolidated centre comprising of protons and neutrons while the electron...
^^^^^^^^^^^^^
Line 4, column 426, Rule ID: KIND_OF_A[1]
Message: Don't include 'an' after a classification term. Use simply 'kind of'.
Suggestion: kind of
...en proven till date. An example of such kind of an idea is the Collatz Conjecture, which s...
^^^^^^^^^^
Line 4, column 712, Rule ID: MAY_COULD_POSSIBLY[1]
Message: Use simply 'can'.
Suggestion: can
...decades since no computer yet developed can possibly calculate the problem’s result for all ...
^^^^^^^^^^^^
Transition Words or Phrases used:
also, first, furthermore, however, if, may, so, well, while, as to, in conclusion, kind of, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 37.0 19.5258426966 189% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 28.0 11.3162921348 247% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 83.0 58.6224719101 142% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 3279.0 2235.4752809 147% => OK
No of words: 638.0 442.535393258 144% => Less content wanted.
Chars per words: 5.1394984326 5.05705443957 102% => OK
Fourth root words length: 5.02579962599 4.55969084622 110% => OK
Word Length SD: 2.76940796621 2.79657885939 99% => OK
Unique words: 302.0 215.323595506 140% => OK
Unique words percentage: 0.473354231975 0.4932671777 96% => OK
syllable_count: 1043.1 704.065955056 148% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 75.7295781598 60.3974514979 125% => OK
Chars per sentence: 149.045454545 118.986275619 125% => OK
Words per sentence: 29.0 23.4991977007 123% => OK
Discourse Markers: 4.5 5.21951772744 86% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.252445477061 0.243740707755 104% => OK
Sentence topic coherence: 0.0761317219681 0.0831039109588 92% => OK
Sentence topic coherence SD: 0.051963075395 0.0758088955206 69% => OK
Paragraph topic coherence: 0.156989197785 0.150359130593 104% => OK
Paragraph topic coherence SD: 0.0383406996513 0.0667264976115 57% => OK
Essay readability:
automated_readability_index: 17.3 14.1392134831 122% => OK
flesch_reading_ease: 42.04 48.8420337079 86% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.12 12.1639044944 108% => OK
dale_chall_readability_score: 9.38 8.38706741573 112% => OK
difficult_words: 174.0 100.480337079 173% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 15.0 11.7820224719 127% => 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.