Students should always question what they are taught instead of accepting it passively.
Active learning is always better than passive learning. Students learn more by asking questions and challenging the ideas which further enhances their understanding of the subject. Such differentiation is often observed in different educational systems across cultures. For example, Asian educational system is generally more focused on passive acceptance of knowledge, – memorizing equations, theories, or historical events – whereas the western style of teaching is more focused on developing and applying concepts through discussions and writings. Although the former way of inserting knowledge may equip the students to have more information on the subject, more profound understanding will be achieved by actively engaging in the learning process by being inquisitive.
However, the argument states that students should always question what they are taught. It is beneficial for the student to be curious and to ask questions on the notions that they do not understand; nonetheless, relentless questioning can rather hinder the student from progressing in their learning. For example, first year economics students will be taught in their microeconomics class that all economic agents are rational. Then, a curious student may ask, are people really rational? What does it even mean to be rational? How do you base theories up on rationality when the definition is open debate? As such, if the student dwells upon these questions trying to figure out the concept of rationality, he will never even get to learning supply and demand. At times, students have to passively accept certain notions in order to learn more. It is important for the students to be curious in what they are being taught; however, if they ask questions on everything, they will only waste time either dwelling upon trivialities or failing to gain a holistic understanding of the subject.
Furthermore, being inquisitive in everything may result in being unwantedly perplexed because certain concepts can only be explained through a more advanced knowledge. For example, it is mind boggling that everything has a gravitational pool or that this essay is processed with only zeros and ones; however, when a high school student asks how it works, it will be impossible to accurately explain to him using only the language that he would understand. He would have to first learn general physics and binary arithmetic to be able to comprehend the complete answer. Until then, at certain point, we would only be able to tell him to accept them as a fact, at least for now.
Raising questions, challenging dogmas, and probing to find out the more allows students to be more involved and attentive in the subject. It is also necessary to elucidate obscure concepts and prompt critical thinking in order to expand the student’s understanding of what is being taught. However, one should be wary that unless the questions being asked are efficacious and relevant, it would only hamper the student from further learning. Therefore, although active learning is preferred to being passive, students should refrain from haphazardly asking questions on the subjects being taught.
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- A nation should require all of its students to study the same national curriculum until they enter college.70
- Students should always question what they are taught instead of accepting it passively.16
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Grammar and spelling errors:
Line 3, column 745, Rule ID: AFFORD_VB
Message: This verb is used with the infinitive: 'to supply'
Suggestion: to supply
...ity, he will never even get to learning supply and demand. At times, students have to ...
Line 5, column 486, Rule ID: AFFORD_VB
Message: This verb is used with the infinitive: 'to general'
Suggestion: to general
...nderstand. He would have to first learn general physics and binary arithmetic to be abl...
Line 7, column 603, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...questions on the subjects being taught.
Discourse Markers used:
['also', 'first', 'furthermore', 'however', 'if', 'may', 'nonetheless', 'really', 'so', 'then', 'therefore', 'well', 'whereas', 'at least', 'for example']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.191335740072 0.240241500013 80% => OK
Verbs: 0.191335740072 0.157235817809 122% => OK
Adjectives: 0.119133574007 0.0880659088768 135% => OK
Adverbs: 0.0631768953069 0.0497285424764 127% => OK
Pronouns: 0.043321299639 0.0444667217837 97% => OK
Prepositions: 0.110108303249 0.12292977631 90% => OK
Participles: 0.0667870036101 0.0406280797675 164% => OK
Conjunctions: 2.92514091287 2.79330140395 105% => OK
Infinitives: 0.0397111913357 0.030933414821 128% => OK
Particles: 0.00541516245487 0.0016655270985 325% => OK
Determiners: 0.0595667870036 0.0997080785238 60% => OK
Modal_auxiliary: 0.0306859205776 0.0249443105267 123% => OK
WH_determiners: 0.0162454873646 0.0148568991511 109% => OK
Vocabulary words and sentences:
No of characters: 3162.0 2732.02544248 116% => OK
No of words: 497.0 452.878318584 110% => OK
Chars per words: 6.36217303823 6.0361032391 105% => OK
Fourth root words length: 4.72159896747 4.58838876751 103% => OK
words length more than 5 chars: 0.424547283702 0.366273622748 116% => OK
words length more than 6 chars: 0.346076458753 0.280924506359 123% => OK
words length more than 7 chars: 0.25754527163 0.200843997647 128% => OK
words length more than 8 chars: 0.154929577465 0.132149295362 117% => OK
Word Length SD: 2.92514091287 2.79330140395 105% => OK
Unique words: 251.0 219.290929204 114% => OK
Unique words percentage: 0.505030181087 0.48968727796 103% => OK
Word variations: 59.4761453406 55.4138127331 107% => OK
How many sentences: 22.0 20.6194690265 107% => OK
Sentence length: 22.5909090909 23.380412469 97% => OK
Sentence length SD: 69.2454014346 59.4972553346 116% => OK
Chars per sentence: 143.727272727 141.124799967 102% => OK
Words per sentence: 22.5909090909 23.380412469 97% => OK
Discourse Markers: 0.681818181818 0.674092028746 101% => OK
Paragraphs: 4.0 4.94800884956 81% => OK
Language errors: 3.0 5.21349557522 58% => OK
Readability: 57.1985549662 51.4728631049 111% => OK
Elegance: 1.23636363636 1.64882698954 75% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.174423837941 0.391690518653 45% => OK
Sentence sentence coherence: 0.0987959434092 0.123202303941 80% => OK
Sentence sentence coherence SD: 0.0559473321243 0.077325440228 72% => OK
Sentence paragraph coherence: 0.46753039928 0.547984918172 85% => OK
Sentence paragraph coherence SD: 0.156858329345 0.149214159877 105% => OK
Sentence topic coherence: 0.0757893651675 0.161403998019 47% => OK
Sentence topic coherence SD: 0.0963732486648 0.0892212321368 108% => OK
Paragraph paragraph coherence: 0.36923946615 0.385218514788 96% => OK
Paragraph paragraph coherence SD: 0.0195973882239 0.0692045440612 28% => OK
Paragraph topic coherence: 0.118241521571 0.275328986314 43% => OK
Paragraph topic coherence SD: 0.0805195345542 0.0653680567796 123% => OK
Sentences with positive sentiment : 11.0 10.4325221239 105% => OK
Sentences with negative sentiment : 3.0 5.30420353982 57% => OK
Sentences with neutral sentiment: 8.0 4.88274336283 164% => OK
Positive topic words: 11.0 7.22455752212 152% => OK
Negative topic words: 3.0 3.66592920354 82% => OK
Neutral topic words: 7.0 2.70907079646 258% => OK
Total topic words: 21.0 13.5995575221 154% => OK
What are sentences with positive/Negative/neutral sentiment?
Minimum three arguments wanted.
It is not exactly right on the topic in the view of e-grader.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 Out of 6
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.