Students are always imparted by educators with a bunch of mathematic equation and chemical formula, and so on every day in school. Certainly, educators, when lecturing, must assign the most appropriate pedagogy to optimize students’ learning. Educators should allow students to know concepts, trends, and ideas at first, and then project more examples to interpret the abstract theories, which stimulates students’ passion and engrossment in learning. However, when the ideas or concepts are unfathomable, educators should input vivid stories or evidence firstly.
Although sometimes teachers introduce tough theories at first, exemplification visualized by teachers will comprehend and memorize these concepts. Only when imbibing facts on most subjects can students absorb them efficiently. For example, when physics teachers instruct students the theory of Gravity, teachers must present the definition of Gravity. If schoolchildren do not understand it thoroughly, they will exemplify with vivid and easy stories to intensify comprehension. She or he can drop an apple or ball on floor, students will find them on the floor rather than hover in air. Gravity matters so that all subjects on the earth can be stuck firmly by the power of Gravity. Therefore, this pedagogical way can be more alive and then students can be more involved in class, locking this theory into their mind.
Secondly, as for some trends of geological change, it reminds students of global warming which deteriorates survival condition of human beings and animal species. When instructors input Global Warming trend, students can imagine what happen. However, they do not have too much visibility of global warming and its consequences. Therefore, teachers can show pictures in which it has the depletion of Ozone layer and melt of ice in Antarctic and Artic regions with less polar bear and penguins caused by less habitats. In addition, sea level is up, drowning a multitude of seaside towns and cities. The dreadful pictures can be imbedded in students’ heads, giving them more resonance and sense of environmental protection. Thus, the presentation sequence of trend and then facts is instrumental for students to learn efficiently.
However, looking at art lesson which might include Fauvism and Cubism, students had better look through art works by which educators can summarize characteristics of Fauvism and Cubism. For instance, Cubism is born by Picasso and Fauvism by Matisse. Cubism is geometrical painting with dissonantly exaggerating or twisting technique and fauvism is to get rid of perspective but boldly colorize subjects in a painting. lecturing the concrete knowledge behind Cubism and Fauvism still confuse students, on the contrary, delivering the masterpiece of Picasso such as Guernica and A woman in a Hat to illustrate these two influential art genres can be the best try for educators. And then students can enjoy the paints and at the same time figure out Picasso’s painting techniques and Matisse’s revolutionary contribution of visual arts.
Students are supposed to grasp knowledge taught by teachers, meanwhile, educators should register different pedagogical methods to instruct students. Concerning comprehensible geological and physical theories, educators are recommended to design the class of trends concepts first and facts second. However, when lecturing art class, educators should arrange more presentation and explanation of inscrutable visual art works, finally students understanding well.
Grammar and spelling errors:
Line 1, column 48, Rule ID: A_LOT_OF_NN[1]
Message: Possible agreement error. The noun mathematic seems to be countable; consider using: 'a bunch of mathematics'.
Suggestion: a bunch of mathematics
...s are always imparted by educators with a bunch of mathematic equation and chemical formula, and so o...
^^^^^^^^^^^^^^^^^^^^^
Line 5, column 503, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun habitats is countable.
Suggestion: fewer
... less polar bear and penguins caused by less habitats. In addition, sea level is up,...
^^^^
Line 7, column 419, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Lecturing
...boldly colorize subjects in a painting. lecturing the concrete knowledge behind Cubism an...
^^^^^^^^^
Transition Words or Phrases used:
but, finally, first, firstly, however, if, look, second, secondly, so, still, then, therefore, thus, well, while, as for, for example, for instance, in addition, such as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 34.0 14.8657303371 229% => Less conjunction wanted
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 17.0 33.0505617978 51% => OK
Preposition: 67.0 58.6224719101 114% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 3019.0 2235.4752809 135% => OK
No of words: 532.0 442.535393258 120% => OK
Chars per words: 5.67481203008 5.05705443957 112% => OK
Fourth root words length: 4.80261649409 4.55969084622 105% => OK
Word Length SD: 3.08416605383 2.79657885939 110% => OK
Unique words: 297.0 215.323595506 138% => OK
Unique words percentage: 0.558270676692 0.4932671777 113% => OK
syllable_count: 904.5 704.065955056 128% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 44.7182004962 60.3974514979 74% => OK
Chars per sentence: 116.115384615 118.986275619 98% => OK
Words per sentence: 20.4615384615 23.4991977007 87% => OK
Discourse Markers: 7.15384615385 5.21951772744 137% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.157150654811 0.243740707755 64% => OK
Sentence topic coherence: 0.0455173891513 0.0831039109588 55% => OK
Sentence topic coherence SD: 0.0435685560434 0.0758088955206 57% => OK
Paragraph topic coherence: 0.0994846120652 0.150359130593 66% => OK
Paragraph topic coherence SD: 0.0564198707985 0.0667264976115 85% => OK
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 15.61 12.1639044944 128% => OK
dale_chall_readability_score: 9.5 8.38706741573 113% => OK
difficult_words: 164.0 100.480337079 163% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.