Some people believe that competition for high grades motivates students to excel in the classroom. Others believe that such competition seriously limits the quality of real learning.

Essay topics:

Some people believe that competition for high grades motivates students to excel in the classroom. Others believe that such competition seriously limits the quality of real learning.

I do not agree with the statement that inducing a sense of competition in students for high grades will motivate them to perform well in the classroom. Admittedly, for some students, a competitive spirit will motivate them to work towards excellence. I, nonetheless, believe that such competition has its own limitations in the sense that, it limits the quality of learning and pose serious threats to mental well being of the students. Hence, I strongly oppose the concept of competition for high grades to push students for doing better in the school.

I would like to explore its effects on the quality of learning. According to me, a student’s true learning equals his/her thorough understanding of the subjects in the classroom and their ability showcase their understanding in their exams. However, under duress for high grades, the students might ignore the true meaning of learning and simply decide to mug up answers to score marks in their tests. For example, in my experience as a student, there was a point where I was in desperate need to score a good grade otherwise I would have to repeat the course next semester, but I had less time for going through the entire notes. So I decided to just mug up the proofs that I certainly believed would come in the test. Had I not had the pressure of scoring the minimum grade, I would have spent more time understanding the concepts well.

Furthermore, I think competition for high grades will also instill a sense of fear in the students. While, a student might thrive in a competitive environment, he/she might also fall prey to fear of losing marks that comes along with it. Competition might motivate the student to become a top scorer but he/she might have to live with the pressure of doing well in the subsequent examinations since it is now “expected” of them. For illustration, my friend who was the top ranker of my batch during my Bachelor’s program always stayed up the whole night studying the same concepts over and over again in the fear of missing out on some detail. Such stress in students will lead to long-term lifestyle diseases like insomnia. To avoid such mental health hazards, competition for high grades should be discounted in academics.

Finally, when it comes to pursuing career opportunities, these days many firms do not give much importance to student’s performance in his/her courses. They seem to care more about whether students showcase analytical thinking and problem solving techniques in their interviews. For example, in my interview process for a job application, the interview panel could not care less for my grade card. They only wanted to check if I am fit for their job. Schools and colleges should realize this fact and promote application oriented learning rather than instilling competition among children which will prove ineffective in future. After all, students are striving for a good career and that can be promised by only the quality of their learning and not their grade cards.

In conclusion, students in a competitive environment might collapse under stress for good grades. While competition for high grades might motivate some students to perform better, it has also various side effects like health damages and inefficient ways of learning. In order to create a conducive atmosphere for students, schools and colleges should explore for better ways of learning, perhaps by focusing on more lab time for practical application oriented learning. After all, practical understanding is what is appreciated for a good career.

Average: 5.8 (1 vote)
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Grammar and spelling errors:
Line 5, column 65, Rule ID: ACCORDING_TO_ME[1]
Message: This phrase can sound awkward in English. Consider using 'in my opinion' or 'I think'.
Suggestion: In my opinion; I think
...its effects on the quality of learning. According to me, a student's true learning equals ...
Line 13, column 624, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...g children which will prove ineffective in future. After all, students are striving for a...

Transition Words or Phrases used:
also, but, finally, furthermore, hence, however, if, nonetheless, so, still, well, while, after all, for example, i think, in conclusion

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 10.0 19.6327345309 51% => More to be verbs wanted.
Auxiliary verbs: 22.0 12.9520958084 170% => OK
Conjunction : 13.0 11.1786427146 116% => OK
Relative clauses : 10.0 13.6137724551 73% => More relative clauses wanted.
Pronoun: 55.0 28.8173652695 191% => Less pronouns wanted
Preposition: 88.0 55.5748502994 158% => OK
Nominalization: 19.0 16.3942115768 116% => OK

Performance on vocabulary words:
No of characters: 2996.0 2260.96107784 133% => OK
No of words: 588.0 441.139720559 133% => OK
Chars per words: 5.09523809524 5.12650576532 99% => OK
Fourth root words length: 4.9242980521 4.56307096286 108% => OK
Word Length SD: 2.90678847243 2.78398813304 104% => OK
Unique words: 285.0 204.123752495 140% => OK
Unique words percentage: 0.484693877551 0.468620217663 103% => OK
syllable_count: 908.1 705.55239521 129% => OK
avg_syllables_per_word: 1.5 1.59920159681 94% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 4.96107784431 242% => Less pronouns wanted as sentence beginning.
Article: 5.0 8.76447105788 57% => OK
Subordination: 4.0 2.70958083832 148% => OK
Conjunction: 1.0 1.67365269461 60% => OK
Preposition: 10.0 4.22255489022 237% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 26.0 19.7664670659 132% => OK
Sentence length: 22.0 22.8473053892 96% => OK
Sentence length SD: 48.2102152253 57.8364921388 83% => OK
Chars per sentence: 115.230769231 119.503703932 96% => OK
Words per sentence: 22.6153846154 23.324526521 97% => OK
Discourse Markers: 5.23076923077 5.70786347227 92% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 2.0 5.25449101796 38% => OK
Sentences with positive sentiment : 18.0 8.20758483034 219% => Less positive sentences wanted.
Sentences with negative sentiment : 8.0 6.88822355289 116% => OK
Sentences with neutral sentiment: 0.0 4.67664670659 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.364669912981 0.218282227539 167% => OK
Sentence topic coherence: 0.107820665289 0.0743258471296 145% => OK
Sentence topic coherence SD: 0.0770728117421 0.0701772020484 110% => OK
Paragraph topic coherence: 0.226161240058 0.128457276422 176% => OK
Paragraph topic coherence SD: 0.111247851169 0.0628817314937 177% => OK

Essay readability:
automated_readability_index: 13.9 14.3799401198 97% => OK
flesch_reading_ease: 57.61 48.3550499002 119% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 10.7 12.197005988 88% => OK
coleman_liau_index: 12.6 12.5979740519 100% => OK
dale_chall_readability_score: 8.19 8.32208582834 98% => OK
difficult_words: 129.0 98.500998004 131% => OK
linsear_write_formula: 11.5 12.3882235529 93% => OK
gunning_fog: 10.8 11.1389221557 97% => OK
text_standard: 11.0 11.9071856287 92% => OK
What are above readability scores?


Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 Out of 6
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.