Currently, there is a growing tendency for parents and teachers to pay attention to student’s knowledge accumulation. But in the meantime, whether understanding ideas and concepts or learning facts is of greater importance has been a highly debatable issue. Some people think that ready concept and ideas will improve studying efficiency largely while others hold the opposite idea that learning facts. Is an effective way to make children have a better understanding of the related knowledge? In my opinion, both of the two views have their own sound reasons.
On the one hand, convincing arguments can be made that understanding ideas and concepts has overwhelming advantages. The first and most important point is that ideas and concepts that are based on numerous first hand experiences can guide our behaviors thus the efficiency will be enhanced. For instance, in computer classes, an inexperienced teacher tells a student to switch off the computer n a specific time, but a competent teacher teaches the students the principle that when the computer fails to function or is infected with virus, shut it down. Secondly, those concepts and ideas such as old maxims and proverbs that were created by wise men in ancient time have remarkable Impacts on one's character-shaping and probable solving. One compelling example to my point is the TOEFL Test, which is hard for those who have comparatively weak foundation in English. So it is no longer surprising that test-takers display anxiety and even depression. However, a better understanding of the Chinese Proverb that it is the first step that costs troublesome is more likely to lead to a correct attitude towards the test.
On the other hand, learning facts has its irreplaceable significance in students learning process. In the first place, it is undeniable that some theories are extremely abstract for students to accept and learn the essence of them. For instance, parents always educate their children to be properly behaved and treat people courteously, which is not so good as to teach their kids by their own behaviors such as not picking up chopsticks or eating before the elderly do and never addressing teachers by their names. Secondly, only by fact-studying and constant practicing can one overthrow existing wrong theories. There is no better illustration than the example of Galileo, who got to the top of Leaning Tower Pisa and dropped two iron balls, one weighing a pound and the other weighing 100 pounds, at the same time. The result is that two balls unexpectedly fell to the ground at exactly the same time, which is opposite to the previous theory of Aristotle.
According to the analysis of what have been mentioned above, if students can effectively and efficiently make a balanced and full use of ideas and facts, great success will be easily obtained.
Grammar and spelling errors:
Line 5, column 91, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...eable significance in students learning process. In the first place, it is undeniable t...
^^^^^^^
Transition Words or Phrases used:
but, first, however, if, second, secondly, so, thus, while, as to, for instance, such as, in my opinion, in the first place, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 15.1003584229 159% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 50.0 52.1666666667 96% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2388.0 1977.66487455 121% => OK
No of words: 465.0 407.700716846 114% => OK
Chars per words: 5.13548387097 4.8611393121 106% => OK
Fourth root words length: 4.64369019777 4.48103885553 104% => OK
Word Length SD: 2.9093237433 2.67179642975 109% => OK
Unique words: 257.0 212.727598566 121% => OK
Unique words percentage: 0.552688172043 0.524837075471 105% => OK
syllable_count: 729.0 618.680645161 118% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 9.59856630824 21% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 56.3067872785 48.9658058833 115% => OK
Chars per sentence: 125.684210526 100.406767564 125% => OK
Words per sentence: 24.4736842105 20.6045352989 119% => OK
Discourse Markers: 7.47368421053 5.45110844103 137% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
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: 0.337206108169 0.236089414692 143% => OK
Sentence topic coherence: 0.0870552344303 0.076458572812 114% => OK
Sentence topic coherence SD: 0.0713028963076 0.0737576698707 97% => OK
Paragraph topic coherence: 0.18562965996 0.150856017488 123% => OK
Paragraph topic coherence SD: 0.0757428245763 0.0645574589148 117% => OK
Essay readability:
automated_readability_index: 15.0 11.7677419355 127% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 12.83 10.9000537634 118% => OK
dale_chall_readability_score: 9.07 8.01818996416 113% => OK
difficult_words: 125.0 86.8835125448 144% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 9.0 10.247311828 88% => 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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.