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Ideas, concepts and facts

Ideas, concepts and facts raPDp
I can hardly agree with the statement that is understanding ideas and concepts are more important than learning the facts. In my opinion, ideas, concepts, and facts, can not be compared which one is the most important, because those three are quite different by their definitions. All of them play the important roles in the science. First of all, let me give an example in order to illustrate how the ideas, concepts and facts worked during our learning processing. Just imagine you are a student who needs to learn the Statics. The professor will raise an idea first, ‘what if our world has no gravity’. The answer is we will float in the air now. Then he will introduce a concept, ‘There is a force caused by the gravity on the Earth’. Finally, he will say, ‘the gravity constant is G’, which is a fact. From the example of learning processing of the Physics or Statics, we can find the definitions of idea, concept and fact. Idea is a statement, which is not proven true. In this example, the idea ‘what if our world has no gravity’ is an assumption. The importance of idea is to introduce a new concept, or make an assumption which often occurs during the research. The concept of gravity is a true idea which has been proven by experiments or theory. Concept plays a vital role in learning processing. For instance, if we can not understand the concept of Gravity, there is no way for engineers to design vehicles. And the fact, in this example gravity constant G is a fact. A fact usually is no need to understand. You can know the gravity constant G is similarly equal to 9. 81, and you don’t even know what is gravity. After the examples and definition above, we can infer that idea, concept, and fact, they are the vital process when we are learning or doing research. We cannot build a concept without ideas and facts, meanwhile we cannot design engineering projects without facts. In conclusion, idea, concept, and fact are all same important process in science and technology area. As the students, we should keep in mind that all of those are needed when we are learning.
I can hardly
This phrase/word (depending on the context) can be potentially replaced with :
agree
with the statement that
The verb 'understanding' is a stative verb and sometimes the progressive form is not correct. Try a simple form instead.
is understanding
You use this word too often, consider replacing it with
ideas
and
You use this word too often, consider replacing it with
concepts
are more
You use this word too often, consider replacing it with
important
than
You use this word too often, consider replacing it with
learning
the facts. In my opinion,
You use this word too often, consider replacing it with
ideas
,
You use this word too often, consider replacing it with
concepts
, and facts, can not
be compared
which one is the most
You use this word too often, consider replacing it with
important
,
This phrase/word is too simple and can be replaced with:
because
those three are quite
This phrase/word is too simple and can be replaced with:
different
by their definitions. All of them play the
You use this word too often, consider replacing it with
important
roles in the science.

This phrase is redundant. Consider using "first".
First of all
,
This phrase/word (depending on the context) can be potentially replaced with :
let
me give an
You use this word too often, consider replacing it with
example
in order to illustrate how the
You use this word too often, consider replacing it with
ideas
,
You use this word too often, consider replacing it with
concepts
and facts worked during our
You use this word too often, consider replacing it with
learning
processing.
This phrase/word is too simple and can be replaced with:
Just
imagine you are a student who needs to learn the Statics. The professor will raise an
You use this word too often, consider replacing it with
idea
first
, ‘what if our world has no
You use this word too often, consider replacing it with
gravity’
. The answer is we will float in the air
This phrase/word (depending on the context) can be potentially replaced with :
now
. Then he will introduce a
You use this word too often, consider replacing it with
concept
, ‘There is a force caused by the
You use this word too often, consider replacing it with
gravity
on the Earth’.
Finally
, he will say, ‘the
You use this word too often, consider replacing it with
gravity
constant is G’, which is a fact.

From the
You use this word too often, consider replacing it with
example
of
You use this word too often, consider replacing it with
learning
If 'learning' is used as a verb, it usually requires the infinitive: "to process".
processing
of the Physics or Statics, we can find the definitions of
You use this word too often, consider replacing it with
idea
,
You use this word too often, consider replacing it with
concept
and
You use this word too often, consider replacing it with
fact
.
You use this word too often, consider replacing it with
Idea
is a statement, which is not proven true. In this
You use this word too often, consider replacing it with
example
, the
You use this word too often, consider replacing it with
idea
‘what if our world has no
You use this word too often, consider replacing it with
gravity’
is an assumption. The importance of
You use this word too often, consider replacing it with
idea
is to introduce a new
You use this word too often, consider replacing it with
concept
, or
This phrase/word (depending on the context) can be potentially replaced with :
make
an assumption which
This phrase/word is too simple and can be replaced with:
often
occurs during the research. The
You use this word too often, consider replacing it with
concept
of
You use this word too often, consider replacing it with
gravity
is a true
You use this word too often, consider replacing it with
idea
which has
been proven
by experiments or theory.
You use this word too often, consider replacing it with
Concept
plays a vital role in
You use this word too often, consider replacing it with
learning
processing.
For instance
, if we can not understand the
You use this word too often, consider replacing it with
concept
of
You use this word too often, consider replacing it with
Gravity
, there is no way for engineers to design vehicles. And the
You use this word too often, consider replacing it with
fact
, in this
You use this word too often, consider replacing it with
example
You use this word too often, consider replacing it with
gravity
constant G is a
You use this word too often, consider replacing it with
fact
. A
You use this word too often, consider replacing it with
fact
The adverb 'usually' usually goes after the verb 'is'.
usually is
no need to understand. You can know the
You use this word too often, consider replacing it with
gravity
constant G is
similarly
equal to 9. 81, and you don’t even know what is gravity.

After the
You use this word too often, consider replacing it with
examples
and definition above, we can infer that
You use this word too often, consider replacing it with
idea
,
You use this word too often, consider replacing it with
concept
, and
You use this word too often, consider replacing it with
fact
, they are the vital process when we are
You use this word too often, consider replacing it with
learning
or doing research. We cannot build a
You use this word too often, consider replacing it with
concept
without
You use this word too often, consider replacing it with
ideas
and facts, meanwhile we cannot design engineering projects without facts.

In conclusion
,
You use this word too often, consider replacing it with
idea
,
You use this word too often, consider replacing it with
concept
, and
You use this word too often, consider replacing it with
fact
are all same
You use this word too often, consider replacing it with
important
process in science and technology area. As the students, we should
This phrase/word (depending on the context) can be potentially replaced with :
keep
in mind that all of those
are needed
when we are
You use this word too often, consider replacing it with
learning
.
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IELTS essay Ideas, concepts and facts

Essay
  American English
5 paragraphs
372 words
6.0
Overall Band Score
Coherence and Cohesion: 6.5
  • 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: 5.5
  • 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: 6.5
  • 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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