Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
The writer argues that it is a necessity for the teachers to present all basic ideas, trends, and concepts related to the fact before the presentation of it. This is claim with which I generally agree. In fact the lists of reasons and examples persuade me to my favorable attitude toward the subject. In the following paragraphs I will delve into the most outstanding reasons to illustrate my perspective.
The first reason, which gives adherence to my idea, is that all these backgrounds facilitate the learning process. It is lucidly obvious that for all occupation there are numbers of factors which are required before the incidents of the occupation which equip it and lead to best conclusion. The training system is not exceptional from this fact too. As a matter of fact, the learning or education demands some basic and background to give advocacy for the novel information. By these background which presented by the ideas, trends, and concepts correlated to the subject, the learning process will be so quick with the decent result. Since, the students possess the sufficient support from their basic knowledge and information to cover the recent and complicated subject.
The second exquisite reason, which advocates my viewpoint, is that this equipment before the teaching flourishes and elaborates the students' holistic knowledge. In that these backgrounds illustrate a comprehensive idea about the subject and the students have this opportunity to foster a specific data which is his or her favorable subject, and this position paves the path to the well-learned student who owns a deep insight about the subjects beyond the rudimentary presentation by the books. In consequence, besides the basic education required by the educational system, the students have chasm thought about the various subjects which will be impressive in the other fields too.
Nonetheless, what I alluded to the two previous paragraphs of the body should not be overgeneralized. It is cogently explicit that the educational schedules are restricted and the educators should illustrate the required performance in that limited span. Thus, they have to program all steps of learning process to be able to cover all of them. In some situation, this barrier leads the teachers to omit the secondary or margin subjects. The majority of these subjects are allocated to these backgrounds requirement. However, this situation rarely occurs; since, nowadays the students are so intelligence and they do not demand a dominant emphasis about the specific subject, and this equipment by the basic information accelerates the learning process and there is no any demand to spend more time for teaching the major subject.
To wrap it up, all aforementioned reasons lead us to the conclusion that although the educational-programs are limited and they are responsible of the specific data in the short duration, as it mentioned, this equipment by the basic information facilitate the learning processes and enhance the educational-stands of the students. Actually, there are numbers of evidences, which confirm the accuracy of my perspective, are not mentioned. However, I depict the most conspicuous ones to illustrate the subject lucidly.
Grammar and spelling errors:
Line 3, column 273, Rule ID: THE_SUPERLATIVE[4]
Message: A determiner is probably missing here: 'to the best'.
Suggestion: to the best
... the occupation which equip it and lead to best conclusion. The training system is not ...
^^^^^^^
Line 7, column 493, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'backgrounds'' or 'background's'?
Suggestion: backgrounds'; background's
...f these subjects are allocated to these backgrounds requirement. However, this situation ra...
^^^^^^^^^^^
Line 7, column 767, Rule ID: NOW[2]
Message: Did you mean 'now' (=at this moment) instead of 'no' (negation)?
Suggestion: now
...rates the learning process and there is no any demand to spend more time for teach...
^^
Discourse Markers used:
['actually', 'besides', 'first', 'however', 'if', 'nonetheless', 'second', 'so', 'thus', 'well', 'in fact', 'as a matter of fact']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.227191413238 0.240241500013 95% => OK
Verbs: 0.143112701252 0.157235817809 91% => OK
Adjectives: 0.08228980322 0.0880659088768 93% => OK
Adverbs: 0.0357781753131 0.0497285424764 72% => OK
Pronouns: 0.0447227191413 0.0444667217837 101% => OK
Prepositions: 0.101967799642 0.12292977631 83% => OK
Participles: 0.0250447227191 0.0406280797675 62% => OK
Conjunctions: 3.07896469969 2.79330140395 110% => OK
Infinitives: 0.0375670840787 0.030933414821 121% => OK
Particles: 0.00178890876565 0.0016655270985 107% => OK
Determiners: 0.162790697674 0.0997080785238 163% => OK
Modal_auxiliary: 0.00894454382826 0.0249443105267 36% => OK
WH_determiners: 0.0214669051878 0.0148568991511 144% => OK
Vocabulary words and sentences:
No of characters: 3226.0 2732.02544248 118% => OK
No of words: 509.0 452.878318584 112% => OK
Chars per words: 6.33791748527 6.0361032391 105% => OK
Fourth root words length: 4.74984508646 4.58838876751 104% => OK
words length more than 5 chars: 0.392927308448 0.366273622748 107% => OK
words length more than 6 chars: 0.339882121807 0.280924506359 121% => OK
words length more than 7 chars: 0.267190569745 0.200843997647 133% => OK
words length more than 8 chars: 0.165029469548 0.132149295362 125% => OK
Word Length SD: 3.07896469969 2.79330140395 110% => OK
Unique words: 231.0 219.290929204 105% => OK
Unique words percentage: 0.453831041257 0.48968727796 93% => More unique words wanted or less content wanted.
Word variations: 52.2212384808 55.4138127331 94% => OK
How many sentences: 22.0 20.6194690265 107% => OK
Sentence length: 23.1363636364 23.380412469 99% => OK
Sentence length SD: 80.5228908473 59.4972553346 135% => OK
Chars per sentence: 146.636363636 141.124799967 104% => OK
Words per sentence: 23.1363636364 23.380412469 99% => OK
Discourse Markers: 0.545454545455 0.674092028746 81% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 3.0 5.21349557522 58% => OK
Readability: 57.1245758171 51.4728631049 111% => OK
Elegance: 1.584 1.64882698954 96% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.207127499516 0.391690518653 53% => OK
Sentence sentence coherence: 0.121525007656 0.123202303941 99% => OK
Sentence sentence coherence SD: 0.08450381834 0.077325440228 109% => OK
Sentence paragraph coherence: 0.587604223103 0.547984918172 107% => OK
Sentence paragraph coherence SD: 0.165141932664 0.149214159877 111% => OK
Sentence topic coherence: 0.0957085940523 0.161403998019 59% => OK
Sentence topic coherence SD: 0.057466131239 0.0892212321368 64% => OK
Paragraph paragraph coherence: 0.623321719651 0.385218514788 162% => OK
Paragraph paragraph coherence SD: 0.0188702284628 0.0692045440612 27% => OK
Paragraph topic coherence: 0.162852827952 0.275328986314 59% => OK
Paragraph topic coherence SD: 0.0194187787548 0.0653680567796 30% => The ideas may be duplicated in paragraphs.
Task Achievement:
Sentences with positive sentiment : 10.0 10.4325221239 96% => OK
Sentences with negative sentiment : 3.0 5.30420353982 57% => OK
Sentences with neutral sentiment: 9.0 4.88274336283 184% => Less neutral sentences wanted.
Positive topic words: 6.0 7.22455752212 83% => OK
Negative topic words: 1.0 3.66592920354 27% => More negative topic words wanted.
Neutral topic words: 5.0 2.70907079646 185% => OK
Total topic words: 12.0 13.5995575221 88% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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Note: This is not the final score. 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.