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Agree or disagree. it is more important for the students to understand ideas and concepts that it is for them to learn facts. v.2

Agree or disagree. it is more important for the students to understand ideas and concepts that it is for them to learn facts. v. 2
There is no dout that facts, ideas and concepts play a crucial part in students future success. The better fact, ideas and concepts the students perceive, the better preformance they do at school. Some people, if asked, would say that ideas and concepts is more important for the students to understand than facts. However, I disagree with them. I believe that facts is more essential for the students because of the folowing reasons. On of the main reasons is that without fact students can hardly undersand innovation ideas or concepts. A vivid example is Newten' s low of gravitiy. Newten was able to come with new concept and ideas that the earth has magnatic field when the apple fell from the trees. Those ideas and concepts were rejected and critisized by his conterpart scientists at that time. Since they had a limited understanding fo facts, they were unable to perceive unprecedented ideas. If they had a deeper understand for facts, they would be more flixable to adapt Newtens' ideas. In addition the the previous point, facts paly significant roles in improving students preformace at school. With better understand of facts, students can easily perceive ideas and concepts. For example, with a better understand of role of carbon dioxide in global warming, students can address issue more aggresively. Yet, students can use facts to create new ideas that can reduce or eliminate the devastating effects of globle warming. Finally, being a good observer to facts boost students abilities. For example, NASA space observation into a deep space using Hubble Telescop, boost not only students but also scientists ability to understant the big bang theories. By monitor how galaxy formed, scientists now are able to rich a conclusion of how our universe formed. Without excellent understanding of facts, it is impossible to reach the possible or what beyond the possible. As a conclusion, we can safely say that although some people may come with lotes of justifications to support that ideas and concepts is more important than facts, I assert that facts is more imparative. Facts contributes to the students perception for a unprecedented ideas, give them the flixability to comperhend unfamiliar concepts or ideas, and encourage them to innoviate and tackle problems.
There is
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no dout
that facts,
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
play a crucial part in
You use this word too often, consider replacing it with
students
future success. The
You use this word too often, consider replacing it with
better
You use this word too often, consider replacing it with
fact
,
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
the
You use this word too often, consider replacing it with
students
perceive, the
You use this word too often, consider replacing it with
better
Possible spelling mistake found.
preformance
they do at school.
This phrase/word is too simple and can be replaced with:
Some
This phrase/word (depending on the context) can be potentially replaced with :
people
, if asked, would say that
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
is more
This phrase/word is too simple and can be replaced with:
important
for the
You use this word too often, consider replacing it with
students
to
You use this word too often, consider replacing it with
understand
than facts.
However
, I disagree with them. I believe that facts is more essential for the
You use this word too often, consider replacing it with
students
This phrase/word is too simple and can be replaced with:
because
of the
Possible spelling mistake found.
folowing
reasons.

On of the main reasons is that without
You use this word too often, consider replacing it with
fact
You use this word too often, consider replacing it with
students
The adverb 'hardly' is usually put before the verb 'can'.
can hardly
Possible spelling mistake found.
undersand
innovation
You use this word too often, consider replacing it with
ideas
or
You use this word too often, consider replacing it with
concepts
. A vivid example is
Possible spelling mistake found.
Newten&
#039; s low of
Possible spelling mistake found.
gravitiy
.
Possible spelling mistake found.
Newten
was able to
This phrase/word (depending on the context) can be potentially replaced with :
come
with new
You use this word too often, consider replacing it with
concept
and
You use this word too often, consider replacing it with
ideas
that the earth has
Possible spelling mistake found.
magnatic
field when the apple fell from the trees. Those
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
were rejected
and
Possible spelling mistake found.
critisized
by his
Possible spelling mistake found.
conterpart
scientists at that time. Since they had a limited understanding
Possible spelling mistake found.
fo
facts, they were unable to perceive unprecedented
You use this word too often, consider replacing it with
ideas
. If they had a deeper
You use this word too often, consider replacing it with
understand
for facts, they would be more
Possible spelling mistake found.
flixable
to adapt
Possible spelling mistake found.
Newtens&
#039;
This phrase/word (depending on the context) can be potentially replaced with :
ideas
.

In
Did you forget a comma after a conjunctive/linking adverb?
addition
Maybe you need to remove one determiner so that only "the" or "the" is left.
the the
previous point, facts
Possible spelling mistake found.
paly
significant roles in improving
You use this word too often, consider replacing it with
students
Possible spelling mistake found.
preformace
at school. With
You use this word too often, consider replacing it with
better
You use this word too often, consider replacing it with
understand
of facts,
You use this word too often, consider replacing it with
students
can
easily
perceive
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
.
For example
, with a
You use this word too often, consider replacing it with
better
You use this word too often, consider replacing it with
understand
of role of carbon dioxide in global warming,
You use this word too often, consider replacing it with
students
can address issue more
Possible spelling mistake found.
aggresively
.
Yet
,
You use this word too often, consider replacing it with
students
can
This phrase/word (depending on the context) can be potentially replaced with :
use
facts to create new
You use this word too often, consider replacing it with
ideas
that can
This phrase/word (depending on the context) can be potentially replaced with :
reduce
or eliminate the devastating effects of
Possible spelling mistake found.
globle
warming.

Finally
, being a
This phrase/word (depending on the context) can be potentially replaced with :
good
observer to facts boost
You use this word too often, consider replacing it with
students
abilities.
For example
, NASA space observation into a deep space using Hubble
Possible spelling mistake found.
Telescop
, boost not
This phrase/word (depending on the context) can be potentially replaced with :
only
You use this word too often, consider replacing it with
students
This phrase/word is too simple and can be replaced with:
but
also
scientists ability to
Possible spelling mistake found.
understant
the
This phrase/word is too simple and can be replaced with:
big
bang theories. By monitor how galaxy formed, scientists
This phrase/word (depending on the context) can be potentially replaced with :
now
are able to rich a conclusion of how our universe formed. Without excellent understanding of facts, it is impossible to reach the possible or what beyond the possible.

As a conclusion, we can
safely
say that although
This phrase/word is too simple and can be replaced with:
some
This phrase/word (depending on the context) can be potentially replaced with :
people
may
This phrase/word (depending on the context) can be potentially replaced with :
come
with
Possible spelling mistake. Did you mean "lots", the plural form of the noun 'lot'?
lotes
of justifications to support that
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
is more
This phrase/word is too simple and can be replaced with:
important
than facts, I assert that facts is more
Possible spelling mistake found.
imparative
.
Possible agreement error. You should probably use: "fact contributes".
Facts contributes
to the
Apostrophe might be missing. Did you mean "students'" or "student's"?
students
perception for
Use "an" instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
a
unprecedented
Don't use indefinite articles with plural words. Did you mean "idea"?
ideas
, give them the
Possible spelling mistake found.
flixability
to
Possible spelling mistake found.
comperhend
unfamiliar
You use this word too often, consider replacing it with
concepts
or
You use this word too often, consider replacing it with
ideas
, and encourage them to
Possible spelling mistake found.
innoviate
and tackle problems.
8Linking words, meeting the goal of 7 or more
43Repeated words, meeting the goal of 3 or fewer
31Mistakes
A foreign language is like a frail, delicate muscle. If you do not use it, it weakens.
Jhumpa Lahiri

IELTS essay Agree or disagree. it is more important for the students to understand ideas and concepts that it is for them to learn facts. v. 2

Essay
  American English
5 paragraphs
371 words
5.5
Overall Band Score
Coherence and Cohesion: 5.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 6.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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