Some teachers prefer to record the lecture in advance so that students can familiarize first. In the class, students raise questions and discuss content related to the lecture. Do you think this method effective?
In contemporary school, there are more and more knowledge which students are required to comprehend while the class hours is been diminished. Thus, it is really a setback for teachers to state all the points during the class. Some teachers, especially professors in university, will give students record of lecture before class to help them to have an early state of understanding about contents of lecture. However, in my perspective, I think it is not an appreciable behavior for reasons as follows.
To begin with, it is impractical to ask students spend extra hours out class to watch the video. To withstand the fierce completion in adult world, students have to learn a plethora of skills which are not overlapping with academic knowledge; therefore, they don’t have a lot of spare time for watching such videos. For instance, to pave the way for my future career, I have to spend almost every evening on English learning and internship. Unluckily, I have a professor who like give assignment about watching his lecture videos; I really don’t have enough time to do so. As a result, I just pretend that I have watched it, felling that I have gained nothing from his classes.
Furthermore, it will be low efficient to learn in this way. On the one hand, the professor’s instruction is indispensible while learning; that is, the contents in lecture are too difficult for student, typically a college student, to understand by themselves. If students learn these things by themselves, it is possible that they will draw out a wrong conclusion with loads of time thinking. A typical case is I learning mass transportation engineering. Once I had to fig out some key points in my text book, because I miss the class. Tough I have endeavored to solve the problems, they seem just become more confusing. Hence, I meet my professor of the class the second day. Surprisingly, she help me fig it out in five minutes. So I think an instructor can make things different. On the other hand, discussion on class can be time-consuming, because students are likely disrupted by other topic, such as an interesting television program showed yesterday or an up-to-date video game. As a result, a lot of time is occupied, whereas minor benefits it can create. Were I student who want to really gain something in the class, It might as well have a teacher supervise us.
In light of all above arguments, I believe it is safe to say that it is too idealistic to ask students to learn by themselves. It is neither easy to practice nor high efficient.
Grammar and spelling errors:
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Suggestion:
... have gained nothing from his classes. Furthermore, it will be low efficient to...
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Message: Did you mean 'I am'?
Suggestion: I am
...ads of time thinking. A typical case is I learning mass transportation engineerin...
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Message: This verb is used with the infinitive: 'to mass'
Suggestion: to mass
... thinking. A typical case is I learning mass transportation engineering. Once I had ...
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Line 5, column 701, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'she' must be used with a third-person verb: 'helps'.
Suggestion: helps
...class the second day. Surprisingly, she help me fig it out in five minutes. So I thi...
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Message: Possible typo: you repeated a whitespace
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...ht as well have a teacher supervise us. In light of all above arguments, I belie...
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Transition Words or Phrases used:
furthermore, hence, however, if, really, second, so, therefore, thus, well, whereas, while, for instance, i think, such as, as a result, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 4.0 13.8261648746 29% => More conjunction wanted.
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 50.0 43.0788530466 116% => OK
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2124.0 1977.66487455 107% => OK
No of words: 437.0 407.700716846 107% => OK
Chars per words: 4.86041189931 4.8611393121 100% => OK
Fourth root words length: 4.57214883401 4.48103885553 102% => OK
Word Length SD: 2.9635961157 2.67179642975 111% => OK
Unique words: 235.0 212.727598566 110% => OK
Unique words percentage: 0.537757437071 0.524837075471 102% => OK
syllable_count: 664.2 618.680645161 107% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 51.1359801784 48.9658058833 104% => OK
Chars per sentence: 92.347826087 100.406767564 92% => OK
Words per sentence: 19.0 20.6045352989 92% => OK
Discourse Markers: 7.34782608696 5.45110844103 135% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 9.0 4.88709677419 184% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.21449933232 0.236089414692 91% => OK
Sentence topic coherence: 0.057528168613 0.076458572812 75% => OK
Sentence topic coherence SD: 0.0512789756722 0.0737576698707 70% => OK
Paragraph topic coherence: 0.126559163454 0.150856017488 84% => OK
Paragraph topic coherence SD: 0.0702327148286 0.0645574589148 109% => OK
Essay readability:
automated_readability_index: 11.0 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 10.91 10.9000537634 100% => OK
dale_chall_readability_score: 7.9 8.01818996416 99% => OK
difficult_words: 92.0 86.8835125448 106% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.