Learning is primarily a matter of personal discipline; students cannot be motivated by school or college alone.
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.
What separates the students with a 4.0 GPA and students with a 3.0 GPA is the difference in their lifestyles, specifically in their personal discipline. While schools and universities do play a role in helping one learn, it is ultimately a student's own choices in terms of his/her discipline that makes the most significant impact in the amount of learning done.
We live in an increasingly distracted world, where even the most miniscule of notfication beeps can lead one down a rabbit-hole of endless scrolling through social media. Unless a person possesses the strength to force himself/herself from ignoring this attention-grabbing wormhole, either by silencing notifications or by keeping his/her smartphone away while studying, focused work cannot be achieved. Unless a person persists in their learning despite the presence of a new and exciting TV show release, they cannot genuinely achieve their learning goals. No amount of deadlines from educational institutions can force one to learn if they do not have the discipline to persevere in their work despite all the prevalent distractions. From my personal experience, whenever I have an assignment due by midnight, most of my smart friends don't seem to be working at 10pm, but my other friends seem to be frantically scrambling to meet the deadline. These deadline-chasers are often appalled by the lack of work from the friends who had already completed, and they possess the misguided belief that just because they spent more time working on the assignment, that they have imbibed more of the content, and have thus learned more. The students who are earning better grades, on the other hand, have a more disciplined work-ethic, and paradoxically, seem to have spent less time studying.
In addition to deadlines, schools and colleges also motivate students by presenting concepts that they maintain are fascinating, and often lucrative areas of study. The idea is to get students to master the prerequisites in order to take up classes on these subjects. This would leave most students in an ephemeral motivated state, where they come up with lofty dreams about these areas of study. However, it is only those with personal discipline that stick to their plans, and constantly update them in order to persevere with them despite their often busy schedules. Although the encouragement by schools and colleges seem to have sowed the seeds that would lead them to their learning goals, it is their personal discipline that would lead them to actually achieving these learning goals. No amount of deadlines will sufficiently motivate a person without discipline. It might motivate them to present haphazard work just in order to meet a deadline, but it can never truly motivate them to learn without suficient self-discipline from the student.
In conclusion, I strongly believe that learning is predominantly a matter of self-discipline. While students can be motivated by schools or colleges, mere motivation is insufficient to achieve true learning.
Grammar and spelling errors:
Line 1, column 239, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
... in helping one learn, it is ultimately a students own choices in terms of his/her discipl...
^^^^^^^^^^
Line 3, column 839, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...e by midnight, most of my smart friends dont seem to be working at 10pm, but my othe...
^^^^
Transition Words or Phrases used:
actually, also, but, however, if, so, thus, while, in addition, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 54.0 33.0505617978 163% => Less pronouns wanted
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2543.0 2235.4752809 114% => OK
No of words: 482.0 442.535393258 109% => OK
Chars per words: 5.27593360996 5.05705443957 104% => OK
Fourth root words length: 4.68556276237 4.55969084622 103% => OK
Word Length SD: 3.07162773693 2.79657885939 110% => OK
Unique words: 238.0 215.323595506 111% => OK
Unique words percentage: 0.49377593361 0.4932671777 100% => OK
syllable_count: 775.8 704.065955056 110% => 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: 6.0 3.10617977528 193% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 50.9551061181 60.3974514979 84% => OK
Chars per sentence: 141.277777778 118.986275619 119% => OK
Words per sentence: 26.7777777778 23.4991977007 114% => OK
Discourse Markers: 5.33333333333 5.21951772744 102% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
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: 0.16854797654 0.243740707755 69% => OK
Sentence topic coherence: 0.0647305265639 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.038338142954 0.0758088955206 51% => OK
Paragraph topic coherence: 0.131283493538 0.150359130593 87% => OK
Paragraph topic coherence SD: 0.0406709224982 0.0667264976115 61% => OK
Essay readability:
automated_readability_index: 16.8 14.1392134831 119% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.64 12.1639044944 112% => OK
dale_chall_readability_score: 8.66 8.38706741573 103% => OK
difficult_words: 114.0 100.480337079 113% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 12.4 11.2143820225 111% => 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: 62.5 out of 100
Scores by essay e-grader: 3.75 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.