Do you agree or disagree with the following statement?
It is more important for students to understand ideas and concepts than it is for them to learn facts.
Use specific reasons and examples to support your answer.
Learning method, the foundation of students' success, has been valued and even triggers heated discussion over whether it is better for students to understand ideas and concepts than to learn facts. Learning ideas and concepts, in many people's views, can boost students' development. Contrary to these people's opinions is my perspective that studying facts can be beneficial to students, by improving academic learning and professional development.
What must be prioritized is that only by learning facts, rather than studying ideas and concepts, can students promote their academic learning, by improving efficiency and triggering interest. To begin with, only by studying facts, can students reduce time and errors, which can facilitate their efficiency. In detail, if teachers can show some images of new knowledge content to students, such as soccer and basketball, they will be more concentrated on the knowledge and learn better and quicker. On the contrary, if students only receive abstract concepts or ideas in class, they will be distracted easily, and so they will learn slower. Moreover, never can we ignore the significance of learning facts to students, by triggering their interest in new knowledge. To explain it further, when the art history professor talked about new knowledge by telling a lot of interesting life stories about different artists, I was impressed by a painter called Henry Dager, who had no friends when he was young, at that time, he had a hard time drawing human figures, so he cut pictures from magazines, pasting them onto his own background of paintings, which I thought was pretty interesting; in contrast, will ideas or concepts benefit students' interests?
What is equally worth discussing is that by learning facts, instead of studying ideas and concepts, students can promote professional development by locating careers and promotions. First, the more students know facts of knowledge, the more they can gain a variety of knowledge about various fields, which can help them to locate their future careers. To be more specific, when I learn more stories about different scientists, I become much more admire them, and I want to be a scientist as well; on the other hand, ideas and concepts can not be favorable to students locating their careers. Additionally, never can we ignore the importance of studying facts for students' future promotions. Specifically, When I learn more about how to make a case, I can do better in my work, which can benefit me, I will be promoted more easily; however, understanding ideas and concepts can not be constructive to students' future promotion.
Academic learning, the foundation of students' success, can be boosted if students learn more facts. Professional development, the bedrock of students' future, can be facilitated if students are taught more facts. In conclusion, only by studying facts, rather than learning ideas and concepts, can students reap numerous benefits.
Grammar and spelling errors:
Line 3, column 480, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...concentrated on the knowledge and learn better and quicker. On the contrary, if studen...
^^^^^^
Line 3, column 919, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... life stories about different artists, I was impressed by a painter called Henry ...
^^
Line 7, column 55, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ing, the foundation of students success, can be boosted if students learn more fa...
^^
Transition Words or Phrases used:
first, however, if, moreover, so, well, in conclusion, in contrast, such as, on the contrary, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 24.0 9.8082437276 245% => Less auxiliary verb wanted.
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 36.0 43.0788530466 84% => OK
Preposition: 55.0 52.1666666667 105% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2496.0 1977.66487455 126% => OK
No of words: 469.0 407.700716846 115% => OK
Chars per words: 5.32196162047 4.8611393121 109% => OK
Fourth root words length: 4.65364457471 4.48103885553 104% => OK
Word Length SD: 2.89761457585 2.67179642975 108% => OK
Unique words: 216.0 212.727598566 102% => OK
Unique words percentage: 0.460554371002 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 738.0 618.680645161 119% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 14.0 4.94265232975 283% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 27.0 20.1344086022 134% => The Avg. Sentence Length is relatively long.
Sentence length SD: 90.5410113732 48.9658058833 185% => OK
Chars per sentence: 146.823529412 100.406767564 146% => OK
Words per sentence: 27.5882352941 20.6045352989 134% => OK
Discourse Markers: 7.41176470588 5.45110844103 136% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 0.0 3.85842293907 0% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.220073729932 0.236089414692 93% => OK
Sentence topic coherence: 0.0986732108945 0.076458572812 129% => OK
Sentence topic coherence SD: 0.0492873599074 0.0737576698707 67% => OK
Paragraph topic coherence: 0.166948877498 0.150856017488 111% => OK
Paragraph topic coherence SD: 0.0406248550702 0.0645574589148 63% => OK
Essay readability:
automated_readability_index: 17.4 11.7677419355 148% => OK
flesch_reading_ease: 44.07 58.1214874552 76% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 13.87 10.9000537634 127% => OK
dale_chall_readability_score: 8.65 8.01818996416 108% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 12.8 10.0537634409 127% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.