It is more important for students to understand ideas and concepts than it is for them to learn facts.
It is axiomatic that in today's modern world where we live, education is one of the most significant and important blocks of building a society. In this vein, many educators are on the opinion that only learning and memorizing facts and formulas have importance to students, however, personally speaking, I do believe that learning through understanding concepts and notions is much more useful. To substantiate my point of view, two significant reasons are being explored in following paragraphs.
To begin with, it is no secret to anyone that school is the most influential factor in raising children's minds and attitudes toward the future. In this line of thought, teachers must have a high level of knowledge and information to convey data and material correctly to learners. If this situation occurs in schools, lessons will be provided to students effectively. In fact, they do not need to remember all units of their textbooks which make them bore after small amount of time. Also, this education system not only can make enthusiasm among scholars but also they will have a better score in final exams. Finally, children will follow the field of study which they interested in it even in their free time.
Second, it is crystal clear that learning from childhood can be perpetual in student's minds. In this vein, psychologists do a lot of research from the last century until the modern era. All of the researchers accentuate that children must learn their lessons through concepts and notions. As a result of this type of education, students can remember their educational resources until the end of their life. My own experience will drive this notion home. When I was in primary school, I had a teacher in which he graduated from one of the highly prestigious universities in our country. Since he was familiar with new concepts of learning. So, he taught us every part of books by their real notion and concepts. Through this learning system, we were enabled to remember all of their lessons and we had not worry about final term exams. Ultimately, every student understands and learns the facts also we experienced an endless delight because we could remember our lessons for a long time.
In conclusion, having considered these aforementioned reasons and points, I do believe that learning through concepts is much more beneficial because it make joy and enthusiasm for students, and also the data and information which students received from their teachers is more long lasting.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-07 | nilav | 66 | view |
| 2023-04-18 | sonyeoso | 78 | view |
| 2023-02-09 | Rasika0511 | 73 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
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Grammar and spelling errors:
Line 3, column 187, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: All the
... the last century until the modern era. All of the researchers accentuate that children mu...
^^^^^^^^^^
Line 3, column 587, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Since” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...restigious universities in our country. Since he was familiar with new concepts of le...
^^^^^
Line 3, column 806, Rule ID: HAVE_PART_AGREEMENT[2]
Message: Possible agreement error -- use past participle here: 'worried'.
Suggestion: worried
...ber all of their lessons and we had not worry about final term exams. Ultimately, eve...
^^^^^
Line 4, column 154, Rule ID: IT_VBZ[1]
Message: Did you mean 'makes'?
Suggestion: makes
...epts is much more beneficial because it make joy and enthusiasm for students, and al...
^^^^
Transition Words or Phrases used:
also, but, finally, however, if, second, so, thus, in conclusion, in fact, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 50.0 43.0788530466 116% => OK
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2082.0 1977.66487455 105% => OK
No of words: 413.0 407.700716846 101% => OK
Chars per words: 5.0411622276 4.8611393121 104% => OK
Fourth root words length: 4.50803742585 4.48103885553 101% => OK
Word Length SD: 2.74444498232 2.67179642975 103% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.537530266344 0.524837075471 102% => OK
syllable_count: 630.9 618.680645161 102% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 56.7322439183 48.9658058833 116% => OK
Chars per sentence: 104.1 100.406767564 104% => OK
Words per sentence: 20.65 20.6045352989 100% => OK
Discourse Markers: 5.05 5.45110844103 93% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.207665362497 0.236089414692 88% => OK
Sentence topic coherence: 0.053833854392 0.076458572812 70% => OK
Sentence topic coherence SD: 0.0721039827954 0.0737576698707 98% => OK
Paragraph topic coherence: 0.137157301847 0.150856017488 91% => OK
Paragraph topic coherence SD: 0.0600578767799 0.0645574589148 93% => OK
Essay readability:
automated_readability_index: 12.6 11.7677419355 107% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.95 10.9000537634 110% => OK
dale_chall_readability_score: 8.11 8.01818996416 101% => OK
difficult_words: 91.0 86.8835125448 105% => OK
linsear_write_formula: 15.0 10.002688172 150% => 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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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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.