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.
Nobody can deny that many people aspire to attend schools and universities. In this regard, the educational experts should deliberated on designing curriculum much more meticulously. I do believe that it is more beneficial for students to learn real issues. I cling to this viewpoint for two main reasons and will shed light upon them in the following:
As the first and paramount reason, students attend universities to obtain realistic insight and practical skills that can be applied to their real lives. Teaching ideas and concepts takes up their time that they can use it for achieving knowledge and expertise that are indispensable for them in pursuing decent careers. My example can demonstrate this reality. When I was a university student, I had to take some mandatory courses, one of which was about religious principal. I hated that course because the lecturer just talked about others thoughts and opinions. The course took up my time that could be used to reach factual subjects. If the university had not obliged students to attend those classes, they would have learned skills that could help them to thrive in their future jobs.
Moreover, students' personalities are incredibly influenced by lessons that they learn in academic environments. They spend the major part of their time in schools, colleges, and universities where they have a significant role in shaping their behaviors, believes, and attitudes towards serious issues in their lives. If they were taught abstract subjects, they would never have a right perception of those matters. Consequently, it is critical for students to be realistic individuals in order to be able to deal with real circumstances.
It might be said that courses which the major portion of their contexts are concepts and theories give students the opportunity to achieve higher scores. Despite this, it seems that for many students, this pleasure is overweighed by issues which have a neutral or even negative effect on their personality and prevent them from learning workable skills.
In conclusion, considering the foregoing points and examples, I firmly agree that grasping facts is more essential for students. Not only can it help students gain skills that can contribute to their flourishing in the future, but it also have a crucial role in forming their personality.
Grammar and spelling errors:
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Suggestion:
...l shed light upon them in the following: As the first and paramount reason, stude...
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Message: Did you mean 'has'?
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... flourishing in the future, but it also have a crucial role in forming their persona...
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Line 5, column 292, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...cial role in forming their personality.
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Transition Words or Phrases used:
also, but, consequently, first, if, moreover, so, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 56.0 43.0788530466 130% => Less pronouns wanted
Preposition: 43.0 52.1666666667 82% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1964.0 1977.66487455 99% => OK
No of words: 375.0 407.700716846 92% => More content wanted.
Chars per words: 5.23733333333 4.8611393121 108% => OK
Fourth root words length: 4.40055868397 4.48103885553 98% => OK
Word Length SD: 2.83971829589 2.67179642975 106% => OK
Unique words: 213.0 212.727598566 100% => OK
Unique words percentage: 0.568 0.524837075471 108% => OK
syllable_count: 594.0 618.680645161 96% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 52.6625936072 48.9658058833 108% => OK
Chars per sentence: 109.111111111 100.406767564 109% => OK
Words per sentence: 20.8333333333 20.6045352989 101% => OK
Discourse Markers: 3.5 5.45110844103 64% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.197543180046 0.236089414692 84% => OK
Sentence topic coherence: 0.0659988537628 0.076458572812 86% => OK
Sentence topic coherence SD: 0.0664467460339 0.0737576698707 90% => OK
Paragraph topic coherence: 0.114288467831 0.150856017488 76% => OK
Paragraph topic coherence SD: 0.0419515829717 0.0645574589148 65% => OK
Essay readability:
automated_readability_index: 13.7 11.7677419355 116% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 13.11 10.9000537634 120% => OK
dale_chall_readability_score: 9.34 8.01818996416 116% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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Rates: 86.6666666667 out of 100
Scores by essay e-grader: 26.0 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.