Instead of requiring primary school students to do experiments themselves, schools should only allow them to watch experiments demonstrated by teachers. To what extent do you agree or disagree?

There is an opinion that asserts a lot on the issue of whether
experiments
should be done by
students
or teachers in primary schools.Some men and women would suggest that it is their
students
Change noun form
student's
students'
show examples
right to examine since it enhances children's comprehension in many sciences;
however
, my personal attitude toward
this
is that experimenting by
students
may cause many dangers that will harm them,
instead
,teachers must do many examinations as they have more experience than
students
.I will present two principal reasons in the next paragraphs. One point , which I probably believe in favour of examining many
experiments
by teachers, is the fact that the experience that they have done hundreds of times.
For example
, in many subjects
such
as chemistry, schools require equipment to achieve
experiments
successfully,but, in many Asian societies,
this
issue does not care;
on the other hand
, more than 90 per cent of
students
are not familiar with most of the equipment that may harm
students
.
However
, experimenting by
students
can provide them with an insight into their comprehensive skills in many majors .
In addition
,
students
can test their ability by doing
experiments
which makes them confident, though,
this
situation requires a teacher as a leader.
For example
, many tests in physics can be done by
students
, which enhances their comprehension of theory modules and results in making ideas. In conclusion,
however
, it is beneficial to allow
students
to do many
experiments
,it could have a responsibility for primary schools, in fact, they could watch for the first time and
then
by getting permission from their teacher could do the tests.
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task achievement
The essay addresses the prompt but does not fully engage with both sides of the argument. Consider exploring more examples and counter-arguments to enrich your response.
coherence and cohesion
You should enhance your logical progression of ideas. Try to ensure each paragraph clearly follows from the last and supports your overall argument.
task achievement
Your introduction identifies the main issue and presents your perspective clearly, setting the stage for the discussion.
coherence and cohesion
You use clear transition words like 'however' and 'in addition' to guide readers through your argument.

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  • Paragraph 1 - Introduction
    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
  • Paragraph 2 - First supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 4 - Conclusion
    • Sentence 1 - Summary
    • Sentence 2 - Restatement of thesis
    • Sentence 3 - Prediction or recommendation

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Topic Vocabulary:
  • hands-on experience
  • demonstrative learning
  • fostering
  • critical thinking
  • problem-solving skills
  • complexity
  • guided experiments
  • safety measures
  • interactive learning experience
  • facilitator
  • curiosity
  • scaled-down
  • retention
  • passive observation
  • educational studies
  • equity in education
  • innovative solutions
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