TPO 7
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.
Education is a topic which always generates controversy. One major discussion is about what type of information students should be taught. I firmly believe that students should learn facts more about general concepts than they should about dates and facts. The ability to think about “the big picture” and understanding how things relate to one another will help students as they enter the workforce.
Many schools focus on the retention of specific facts when instructing and assessing students. This type of rote recall is not a skill that will be of value to students as they move on to college, and is becomes even less important when they begin their careers. The ability to think about concepts and ideas, on the other hand, will be of use. I remember when I began college, I was unprepared for the lectures and exams. I had to learn a new way of thinking because my high school classes had been focused more on dates and formulas.
When I learned how to connect information from the various classes and readings I had done, my comprehension of the material improved dramatically. I began to see how the concepts from my history classes was intimately connected with the books I was analyzing in my literature classes. In physics, the general concepts I had learned in geometry and algebra were put to practical use. My grades steadily improved and in the end, I graduated with honors. However, this ability to connect the conceptual elements of the classes was perhaps the most important lesson I learned during those four years. When I got my first job, my employer was impressed with the way that I was able to grasp the fundamentals of the job without worrying too much about minor details.
To sum up, learning is a complex process. If we want to provide students with the best possible future, I believe that we must teach them to see beyond the facts and recognize the patterns and concepts that lie beneath.
Transition Words or Phrases used:
first, however, if, so, to sum up, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1596.0 1977.66487455 81% => OK
No of words: 333.0 407.700716846 82% => More content wanted.
Chars per words: 4.79279279279 4.8611393121 99% => OK
Fourth root words length: 4.27180144563 4.48103885553 95% => OK
Word Length SD: 2.63044550749 2.67179642975 98% => OK
Unique words: 175.0 212.727598566 82% => More unique words wanted.
Unique words percentage: 0.525525525526 0.524837075471 100% => OK
syllable_count: 491.4 618.680645161 79% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
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: 19.0 20.1344086022 94% => OK
Sentence length SD: 40.4269600681 48.9658058833 83% => OK
Chars per sentence: 93.8823529412 100.406767564 94% => OK
Words per sentence: 19.5882352941 20.6045352989 95% => OK
Discourse Markers: 3.05882352941 5.45110844103 56% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 0.0 3.85842293907 0% => 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: 0.172540035224 0.236089414692 73% => OK
Sentence topic coherence: 0.0538584317956 0.076458572812 70% => OK
Sentence topic coherence SD: 0.0340444314825 0.0737576698707 46% => Sentences are similar to each other.
Paragraph topic coherence: 0.104280108199 0.150856017488 69% => OK
Paragraph topic coherence SD: 0.0171047553792 0.0645574589148 26% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 10.9 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 10.5 10.9000537634 96% => OK
dale_chall_readability_score: 7.9 8.01818996416 99% => OK
difficult_words: 70.0 86.8835125448 81% => More difficult words wanted.
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
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.