High-tech innovations have made their ways into school and improved methods for instructing students in varies aspects. Teachers use computers to demonstrate in the classroom, and students can review and preview by themselves with the help of videos and the Internet. The benefits both schools and students receive from the innovations are uncontroversial. And though sometimes it may be that these technologies seem to distract students from the so-called "real leaning", I think as a whole, they just do the opposite, which is helping students with real learning.
I can imagine the reasons why there are some who think that technologies like video and computers too often distract students from real learning, and I guess it mainly because some students are inclined to play with innovations rather than use them on their school learning. Well, to some extent, it is true. There are always students who lack the ability of self-control with the myriad of digital devices and spend their learning time on watching entertained videos, playing computer games, or chatting endlessly on the Internet. However, not every student is addicted to such things, and there is also a majority of students who rely their learning on these innovations. Besides, I consider that one of the most important lessons in one's life is learning how to control oneself in front of temptations, and trying not to be addicted to the technology innovations mentioned here is certainly a good learning and practice of that lesson. Learning to develop such ability should be part of the real learning, and as I have already said, technology innovations can help students to learn it.
Furthermore, as far as I am concerned, real learning is far more than learning the knowledge that is written in books, instead, real learning is learning from everything. Technology innovations can provide students with a lot of information that students cannot get from the text books or from their teachers. Some opponents may say that students lack the ability to choose valuable things that are worth learning and to despite invaluable things. That is indeed the fact sometimes, and if students cannot decide what should be learned and what should be despised among the so much information they got from the outside world through the innovations, then they might be ruined. It is quite dangerous sometimes, but students must learn to recognize what is good and what is bad, to discern the rights and wrongs, and so to prevent themselves from getting into the wrong way and embrace the valuable knowledge. This ability is also important for students to learn, although might with the help of teachers or parents. It is true that if they do not get it right, they will likely be distracted from real learning, but once they gain the ability, they will sure to benefit a lot.
In conclusion, whether technology innovations distract students from real learning depends on students themselves, and more often, using them can help students to learn knowledge and foster some very important abilities at the same time. So, I think these innovations do more good than harm to students' learning.
Grammar and spelling errors:
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Message: Possible typo: you repeated a whitespace
Suggestion:
...s helping students with real learning. I can imagine the reasons why there are ...
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Message: Did you mean 'one's'?
Suggestion: one's
...at one of the most important lessons in ones life is learning how to control oneself...
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Line 2, column 985, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean 'parted'?
Suggestion: parted
...rning to develop such ability should be part of the real learning, and as I have alr...
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Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...vations can help students to learn it. Furthermore, as far as I am concerned, r...
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Message: Possible typo: you repeated a whitespace
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...lity, they will sure to benefit a lot. In conclusion, whether technology innova...
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Transition Words or Phrases used:
also, besides, but, furthermore, however, if, may, so, then, well, i guess, i think, in conclusion, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 27.0 14.8657303371 182% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 46.0 33.0505617978 139% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 2.0 12.9106741573 15% => More nominalization wanted.
Performance on vocabulary words:
No of characters: 2644.0 2235.4752809 118% => OK
No of words: 519.0 442.535393258 117% => OK
Chars per words: 5.09441233141 5.05705443957 101% => OK
Fourth root words length: 4.7730044521 4.55969084622 105% => OK
Word Length SD: 2.78152360474 2.79657885939 99% => OK
Unique words: 239.0 215.323595506 111% => OK
Unique words percentage: 0.460500963391 0.4932671777 93% => OK
syllable_count: 783.9 704.065955056 111% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => Less pronouns wanted as sentence beginning.
Interrogative: 0.0 0.740449438202 0% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 65.3470598202 60.3974514979 108% => OK
Chars per sentence: 139.157894737 118.986275619 117% => OK
Words per sentence: 27.3157894737 23.4991977007 116% => OK
Discourse Markers: 5.78947368421 5.21951772744 111% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0414276050666 0.243740707755 17% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0175413446233 0.0831039109588 21% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.033419393729 0.0758088955206 44% => Sentences are similar to each other.
Paragraph topic coherence: 0.0309860103875 0.150359130593 21% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0254220515916 0.0667264976115 38% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 16.2 14.1392134831 115% => OK
flesch_reading_ease: 52.53 48.8420337079 108% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.6 12.1743820225 103% => OK
coleman_liau_index: 12.54 12.1639044944 103% => OK
dale_chall_readability_score: 8.05 8.38706741573 96% => OK
difficult_words: 101.0 100.480337079 101% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 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.