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

Essay topics:

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

Facts are the accepted truths that serve as examples or proofs of existing ideas, phenomena and trends. Facts tend to gain ground as they dispel myths and improve the understanding of various sciences. Although students learn better through facts, it would be unjustified to tax the students to memorize them without stressing on the underlying principles.

Facts exist to augument concepts to explain certain principles. Unless the students perceives the ideas, the instances that he memorizes comes to little use. For example, a pre-college physics student may learn in his modern physics class that the powerful concept of superconductivity can now be practically implemented and Yttrium-Barium-Copper Oxide is a popular superconductor. However if the student is not made aware of what superconductivity is and why the phenomenon occurs, he fails to appreciate why Yttrium-Barium-Copper Oxideis such a fascinating compound. He becomes a prattling parrot that merely reciprocates what is talked to it, without perspicacity. The principle of education- to widen the student's thinking abilities dies in the process.

Memorization of facts, though acceptable in certain areas, should not be made mandatory in all applications. Subjects such as physics and mathematical sciences demand less weightage for facts. On the contrary, Social Sciences and Economics thrive on facts. Studies of ancient cultures, practices, demographic trends, economic ups and downs constitute these affairs, giving little scope for any brain work and logical reasoning. It is warranted that facts and statistics are essential for these studies and more information a student can recollect, the well informed he is. Thus a fine diversity exists in the various branches of education and the generalization of hypothesis regarding memorization and understanding of concepts is unjustified.

The ultimate upshot of an educational system is to harbor the interest of the students, enhance their maturity of thinking and support them in the quest for their goals. The requirements of the students should be viewed in a pragmatic way and schemes must be developed to serve them better. Considering the variety of educational fields, protocols applicable to one arena could be fatuous to be implemented in the rest.

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Average: 6.9 (3 votes)
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Grammar and spelling errors:
Line 1, column 227, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...rious sciences. Although students learn better through facts, it would be unjustified ...
^^^^^^
Line 3, column 383, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...pper Oxide is a popular superconductor. However if the student is not made aware of wha...
^^^^^^^
Line 3, column 728, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'abilities'' or 'ability's'?
Suggestion: abilities'; ability's
...ucation- to widen the students thinking abilities dies in the process. Memorization of...
^^^^^^^^^
Line 5, column 574, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...can recollect, the well informed he is. Thus a fine diversity exists in the various ...
^^^^
Line 7, column 221, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a pragmatic way" with adverb for "pragmatic"; eg, "in a hasty manner" with "hastily".
...ements of the students should be viewed in a pragmatic way and schemes must be developed to serve ...
^^^^^^^^^^^^^^^^^^

Transition Words or Phrases used:
however, if, may, regarding, so, thus, well, for example, such as, on the contrary

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

Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 44.0 58.6224719101 75% => OK
Nominalization: 8.0 12.9106741573 62% => OK

Performance on vocabulary words:
No of characters: 1944.0 2235.4752809 87% => OK
No of words: 348.0 442.535393258 79% => More content wanted.
Chars per words: 5.58620689655 5.05705443957 110% => OK
Fourth root words length: 4.31911543099 4.55969084622 95% => OK
Word Length SD: 3.37845989768 2.79657885939 121% => OK
Unique words: 201.0 215.323595506 93% => More unique words wanted.
Unique words percentage: 0.577586206897 0.4932671777 117% => OK
syllable_count: 595.8 704.065955056 85% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK

Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 43.8988736884 60.3974514979 73% => OK
Chars per sentence: 108.0 118.986275619 91% => OK
Words per sentence: 19.3333333333 23.4991977007 82% => OK
Discourse Markers: 4.55555555556 5.21951772744 87% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.229483279176 0.243740707755 94% => OK
Sentence topic coherence: 0.0687607114086 0.0831039109588 83% => OK
Sentence topic coherence SD: 0.0501760018055 0.0758088955206 66% => OK
Paragraph topic coherence: 0.139445868771 0.150359130593 93% => OK
Paragraph topic coherence SD: 0.0706458807119 0.0667264976115 106% => OK

Essay readability:
automated_readability_index: 14.6 14.1392134831 103% => OK
flesch_reading_ease: 43.73 48.8420337079 90% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 15.14 12.1639044944 124% => OK
dale_chall_readability_score: 9.98 8.38706741573 119% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 10.0 11.7820224719 85% => 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: 66.67 out of 100
Scores by essay e-grader: 4.0 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.