homework
학생이 쓴 원문
HOMEWORK KEY ANSWERS: Which is more important to you, results from exams or results from teachers\' evaluations.
I think that formal is more important than latter.
In the other words, I can say about result is more important than process.
For example, there is a baseball pitcher, he always threw the ball perfectly in training.
However, after the match began, he lost lot of points against other team.
Everybody knew that process also important when they acted but if the result is bad, process will be gone.
If you hope to be getting great points, don\'t forget the process and evaluation of yourself.
강사 첨삭
Thank you for doing your homework. ^^
In the other words, I can say about result is more important than process.
For example, there is a baseball pitcher, he always threw the ball perfectly in training.
However, after the match began, he lost lot of points against other team.
Everybody knew that process also important when they acted but if the result is bad, process will be gone.
If you hope to be getting great points, don\'t forget the process and evaluation of yourself.
I think that formal is more important than latter.
>>I think that being formal is more important than the latter.
>>In the other words, I can say that the result is more important than the process.
For example, there is a baseball pitcher, he always threw the ball perfectly in training.
>>For example, there is a baseball pitcher, he will always throw the ball perfectly during training.
However, after the match began, he lost lot of points against other team.
>>However, after the match, he lost a lot of points against the other team.
Everybody knew that process also important when they acted but if the result is bad, process will be gone.
>>Everybody knows that the process is also important when they act but if the result is bad, the process will be gone.
If you hope to be getting great points, don\'t forget the process and evaluation of yourself.
>>If you hope to have great points, don\'t forget the process and evaluate yourself.
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