Sentence examples for a skilled student from inspiring English sources

The phrase "a skilled student" is correct and usable in written English.
You can use it to describe a student who has a high level of ability or proficiency in their studies or a particular subject.
Example: "She is a skilled student, consistently achieving top grades in her classes."
Alternatives: "an adept learner" or "a talented pupil."

Exact(2)

A skilled student can earn as much as $85 for a shopping-center magic performance.

One critic hailed her as "a skilled student of established values", which makes her sound like an up-and-coming columnist on the Daily Mail.

Similar(58)

Swift is not an agent of revolution; she, much like Beyoncé, is a preternaturally skilled student of established values.

After graduating as a highly skilled student, finding full-time employment was about as easy as finding affordable living in Manhattan.

For instance, specific definitions and examples of how those skills must be developed to become a skilled bioinformatics student are missing.

When Bristol Palin used her recent national television presence to verbally flip the bird to all her mother's "attackers," she was not only playing the skilled student of her mother's teaching, she was advancing a strategy that has undermined our ability as a society to have serious discussions about truly daunting and complicated national challenges.

The MOOC designer can customize the personalization rules to decide whether to have competency homogenous groups or on the contrary groups with skilled student helping less advanced ones.

Sure, some of the advanced and better skilled students can make a go of it, but for the average and especially the lower achieving students the task is overwhelming.

Millar says: "There seems to be a real disconnect between genuinely talented and skilled students at schools, colleges and universities getting in to the comic-book industry.

On the one hand, we have a lot of highly self-motivated and highly skilled students (Ho et al. 2015, 2014).

For their part, Naumann and Salmerón (2016) found not only simple effects of navigation and offline comprehension, but also an interaction between them, in the sense that good navigation (e.g., selecting relevant pages) was beneficial for students high in verbal comprehension skills, but not so much for low skilled students.

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