Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little. - GRE Issue 14

The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightful and useful new ones.
Turning first to the speaker's threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of dements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical dements, or about anything for that matter.
As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts 17 first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.
Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. In the first place, I see know reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the information in the periodic table, this student would come away from the first two lessons bewildered and confused in other words, having learned little.
In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.
To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.

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Average: 3 (3 votes)
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Grammar and spelling errors:
Line 1, column 344, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...earning process. In fact, following the speakers advice would actually impede the learni...
^^^^^^^^
Line 2, column 22, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
... useful new ones. Turning first to the speakers threshold claim, I strongly agree that ...
^^^^^^^^
Line 3, column 407, Rule ID: IT_VBZ[1]
Message: Did you mean 'times'?
Suggestion: times
...n with, and less likely to forget it as time passes. Moreover, in my observation stu...
^^^^
Line 5, column 834, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...om empirical observations--i.e., facts. Thus the speakers notion about how we should...
^^^^
Line 5, column 843, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...cal observations--i.e., facts. Thus the speakers notion about how we should learn concep...
^^^^^^^^

Discourse Markers used:
['actually', 'but', 'first', 'if', 'moreover', 'nevertheless', 'second', 'so', 'then', 'thus', 'well', 'while', 'as for', 'for example', 'in fact', 'as a result', 'as well as', 'in other words', 'to begin with', 'to sum up', 'in the first place', 'in the second place']

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

Performance in Part of Speech:
Nouns: 0.245590230665 0.240241500013 102% => OK
Verbs: 0.143826322931 0.157235817809 91% => OK
Adjectives: 0.0664857530529 0.0880659088768 75% => OK
Adverbs: 0.0583446404342 0.0497285424764 117% => OK
Pronouns: 0.0271370420624 0.0444667217837 61% => OK
Prepositions: 0.1302578019 0.12292977631 106% => OK
Participles: 0.0461329715061 0.0406280797675 114% => OK
Conjunctions: 2.84863496644 2.79330140395 102% => OK
Infinitives: 0.0244233378562 0.030933414821 79% => OK
Particles: 0.00135685210312 0.0016655270985 81% => OK
Determiners: 0.0909090909091 0.0997080785238 91% => OK
Modal_auxiliary: 0.0189959294437 0.0249443105267 76% => OK
WH_determiners: 0.0162822252374 0.0148568991511 110% => OK

Vocabulary words and sentences:
No of characters: 4087.0 2732.02544248 150% => OK
No of words: 644.0 452.878318584 142% => OK
Chars per words: 6.34627329193 6.0361032391 105% => OK
Fourth root words length: 5.0375743251 4.58838876751 110% => OK
words length more than 5 chars: 0.414596273292 0.366273622748 113% => OK
words length more than 6 chars: 0.324534161491 0.280924506359 116% => OK
words length more than 7 chars: 0.231366459627 0.200843997647 115% => OK
words length more than 8 chars: 0.13198757764 0.132149295362 100% => OK
Word Length SD: 2.84863496644 2.79330140395 102% => OK
Unique words: 304.0 219.290929204 139% => OK
Unique words percentage: 0.472049689441 0.48968727796 96% => OK
Word variations: 58.8996557166 55.4138127331 106% => OK
How many sentences: 27.0 20.6194690265 131% => OK
Sentence length: 23.8518518519 23.380412469 102% => OK
Sentence length SD: 57.9982971227 59.4972553346 97% => OK
Chars per sentence: 151.37037037 141.124799967 107% => OK
Words per sentence: 23.8518518519 23.380412469 102% => OK
Discourse Markers: 0.814814814815 0.674092028746 121% => OK
Paragraphs: 6.0 4.94800884956 121% => OK
Language errors: 5.0 5.21349557522 96% => OK
Readability: 56.3052680009 51.4728631049 109% => OK
Elegance: 1.84023668639 1.64882698954 112% => OK

Coherence and Cohesion:
Essay topic to essay body coherence: 0.301607909286 0.391690518653 77% => OK
Sentence sentence coherence: 0.111973556856 0.123202303941 91% => OK
Sentence sentence coherence SD: 0.0787586763421 0.077325440228 102% => OK
Sentence paragraph coherence: 0.535169641866 0.547984918172 98% => OK
Sentence paragraph coherence SD: 0.162396377461 0.149214159877 109% => OK
Sentence topic coherence: 0.11777374715 0.161403998019 73% => OK
Sentence topic coherence SD: 0.0834887934813 0.0892212321368 94% => OK
Paragraph paragraph coherence: 0.439271072877 0.385218514788 114% => OK
Paragraph paragraph coherence SD: 0.0640593529248 0.0692045440612 93% => OK
Paragraph topic coherence: 0.214010069635 0.275328986314 78% => OK
Paragraph topic coherence SD: 0.0735305786794 0.0653680567796 112% => OK

Task Achievement:
Sentences with positive sentiment : 12.0 10.4325221239 115% => OK
Sentences with negative sentiment : 6.0 5.30420353982 113% => OK
Sentences with neutral sentiment: 9.0 4.88274336283 184% => Less neutral sentences wanted.
Positive topic words: 9.0 7.22455752212 125% => OK
Negative topic words: 5.0 3.66592920354 136% => OK
Neutral topic words: 5.0 2.70907079646 185% => OK
Total topic words: 19.0 13.5995575221 140% => OK
What are sentences with positive/Negative/neutral sentiment?

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Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 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.