Some people say that in all levels of education, from primary schools to university, too much time is spent on learning facts and not enough on learning practical skills. Do you agree or disagree ?

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The issue of study curriculum has sparked considerable debate in recent times. Some people contend that since we were in primary school to university, schools tend to teach more about learning
facts
instead
of learning practical
skills
. In my point of view, I partly agree with the perspective given.
This
essay will discuss some reasons in support of my view. On the one hand, there are some arguments in
favor
Change the spelling
favour
show examples
of the idea that there
are
Change the verb form
is
show examples
lack
of curriculum for practical
skills
in
Change preposition
at
show examples
all levels of education.
To begin
with, learning
facts
alone can not help
students
develop in all aspects. They only know about the
facts
but can not do it in actual life, creating a
lack
of practical
skills
.
Furthermore
, actual
skills
nowadays are becoming more crucial not only for
students
but
also
for anyone.
Besides
learning subjects at school, some others about life
skills
like how to prevent fire or escape from several dangerous circumstances need to be
practiced
Change the spelling
practised
show examples
in real life.
For example
, only learning
facts
can not help
students
have enough experience to face actual situations and figure out the solutions.
On the other hand
, there are several reasons against the statement that too much time is spent on learning
facts
and not enough on learning practical
skills
for children from primary school to university. One main argument would be that to learn practical
skills
,
students
must have enough knowledge from learning
facts
. Some
students
did not pay attention to learning
facts
in several lessons so when the practical learning lessons came, they could not follow all of the directions provided by the teacher because of the
lack
of knowledge. Another argument would be the
lack
of time spent on each lesson.
For instance
, some
students
have a large number of subjects and learning materials to finish so they can not pay attention to something they believe is a waste of time. All in all, the
facts
mentioned above have created a dilemma when people evaluate the effects of
this
issue, and it has still sparked controversy in recent years. I personally believe that it could have both sides, people should have
further
consideration on
this
issue.
Submitted by mgnm140307 on

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task achievement
The essay presents relevant arguments on both sides of the issue, but it could benefit from more specific examples and clearer elaboration of the points made. Try to provide concrete instances or statistics to back up your arguments.
task achievement
Ensure there is a clearer topic sentence for each paragraph that directly connects to the question. This will help in developing your arguments more effectively.
coherence cohesion
While the essay has a logical structure, the transition between ideas can be smoother. Use more linking words and phrases to ensure a fluid progression from one point to the next.
coherence cohesion
Make sure the introduction is engaging and clearly states your position. The conclusion should also effectively summarize and restate the main arguments without simply repeating them.
coherence cohesion
Work on improving sentence variety and reducing minor grammatical errors to ensure your writing is clear and professional. This can significantly enhance the readability of the essay.
task achievement
The essay addresses both sides of the issue, demonstrating an effort to provide a balanced view. This is a positive approach and shows an understanding of the complexity of the topic.
coherence cohesion
The structure of the essay is generally logical, with clear paragraphs dedicated to different aspects of the argument. This helps in maintaining focus and clarity.
task achievement
The writer makes some valid and insightful points about the importance of practical skills in education alongside theoretical knowledge.
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