We learn our most valuable lessons in life from struggling with our limitations rather than from enjoying our successes.
Throughout our life we experience several successes and failures that, with time, define our personality and qualify our attitude toward life itself. It does not happen by mere chance that older people are considered wiser. It is thus to be discussed which, between our limitations and our achievements, plays the more pivotal role in furnishing us with valuable lessons. As it will be highlighted, while successes surely contribute to the building of ourselves, failures truly teach us the most important values.
First of all, it is germane to better define the meaning of "most valuable lessons". We can comfortably consider valuable lessons those that are necessary to the correct analysis of a specific area of experience. For instance, valuable lessons in our career are those that show us where we erred in the design of our curriculum, thus instructing us how to correct those mistakes. Otherwise, we can also consider valuable lessons those that, in our everyday life, yield to us the way to look at our existence and that teach us how to deal with our human existence. Again, there is also a moral meaning in the expression "valuable lessons": in our relationships, in our sociality, we must learn how to cope with other people, and it usually comes down to learning what are our vices, our bad habits, and how to correct them.
Well, by this view, successes are useful to infer that we are doing good, that we are choosing the right career path or that we are behaving well with our related, for example. When at school we get a really good mark, or, better, when we finally graduate, we know that we have done something in the positive and maybe laudable way. However, this does not really teach us anything. What really comes to use are our mistakes, our limitations. As a matter of fact, it is when we quarrel with someone, when we fight, that we express our idiosyncrasies and, consequently, our relation habits. That is the only way we can really see where we have something to change, something to improve in ourselves, and that is what we call a "valuable lesson".
Perhaps the most evident example we can consider of this mechanism is our health. We are human, naturally bound to a perishable body. When we first experience a heavy malady, an important illness, be it personally or through other people, only then we really understand what we really are. Isn't this one of the most valuable (or maybe the most valuable) lessons we can have in our entire life? And are there really other ways to learn it, maybe that do not require acknowledgement of our greatest physical limitations? The answer, obviously, is not. We discover what life is when we find out that we are, after all, only humans.
To conclude, considering different fields of our life experience such as maladies, social relationships and job careers, we can easily maintain that struggling with our difficulties do have a fundamental part in the definition of ourselves. In this sense, our limitations give us crucial indications on what we have to reconsider about the field we were not able to succeed in. Thus, it seems legit to almost totally agree with the above sentence, leaving just a little space also to successes that, after all, tell us we are not doing bad.
Grammar and spelling errors:
Line 5, column 724, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
... in ourselves, and that is what we call a 'valuable lesson'. Perhaps...
^
Line 7, column 291, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: Isn't
...e really understand what we really are. Isnt this one of the most valuable or maybe ...
^^^^
Line 9, column 543, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...fter all, tell us we are not doing bad.
^^^
Transition Words or Phrases used:
also, but, consequently, finally, first, however, if, look, may, really, so, then, thus, well, while, after all, for example, for instance, such as, as a matter of fact, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 26.0 11.3162921348 230% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 105.0 33.0505617978 318% => Less pronouns wanted
Preposition: 71.0 58.6224719101 121% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2737.0 2235.4752809 122% => OK
No of words: 560.0 442.535393258 127% => OK
Chars per words: 4.8875 5.05705443957 97% => OK
Fourth root words length: 4.8645985582 4.55969084622 107% => OK
Word Length SD: 2.83576769921 2.79657885939 101% => OK
Unique words: 267.0 215.323595506 124% => OK
Unique words percentage: 0.476785714286 0.4932671777 97% => OK
syllable_count: 870.3 704.065955056 124% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 20.0 6.24550561798 320% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 56.709561804 60.3974514979 94% => OK
Chars per sentence: 109.48 118.986275619 92% => OK
Words per sentence: 22.4 23.4991977007 95% => OK
Discourse Markers: 7.28 5.21951772744 139% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.428652844797 0.243740707755 176% => OK
Sentence topic coherence: 0.147016666985 0.0831039109588 177% => OK
Sentence topic coherence SD: 0.105180902057 0.0758088955206 139% => OK
Paragraph topic coherence: 0.28555324948 0.150359130593 190% => OK
Paragraph topic coherence SD: 0.052768346865 0.0667264976115 79% => OK
Essay readability:
automated_readability_index: 12.8 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 11.38 12.1639044944 94% => OK
dale_chall_readability_score: 8.11 8.38706741573 97% => OK
difficult_words: 120.0 100.480337079 119% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.