The author of this letter to the editor of Parson City's local newspaper argues that Parson City places a higher value on its public education than Blue City does, based on the amount of money spent for public schools. At first glance, this argument may seem convincing; however, on closer inspection one can quickly recognize that this letter is rife with unwarranted assumptions that lack relevant evidence.
First of all, the major assumption the author relies on is that the amount of money spent for public schools is well representative of the degree of value a city places on public education. In terms of money, it is true that Parson City spends much more money for its public schools than Blue City does, as the author mentions. However, there are numerous factors that determine a city’s quality of education. In other words, we cannot say that a city has high quality of education only because the city government spend a lot of money for its public schools. When we talk about quality of education, we take account of lots of things: student-teacher ratio, schools’ facilities, average score in national standardized test or narrow achievement gaps among students. However, the author does not consider as possible factor that could be crucial for quality of education, other than the amount of money spent for public schools.
Furthermore, we need to think of the reasons why Parson City spends such a lot of money for public schools and the subsequent money usage of the public schools in Parson City. It may be inevitable for Parson City to spend much money in public schools because these schools' facilities are incredibly poor, so students could not concentrate their study to date. This problem might have long been serious in Parson City, but the city government has neglected it. And this might be why Parson City has "recently" spent much money to improve the public school's facilities. Moreover, we do not know how money from the city government in Parson has been used by the public schools in Parson. Has it really been used for students and their education? The Parson's public schools may spend the money in vain while taking place useless school parties or building new school galleries just for schools' appearances. On the contrary, the majority of their students have not received good education because of poor curriculums and lazy teachers. If the author strengthen his argument, he needs to provide specific data about how the money from the government has been used in both two cities' public schools.
Third, the author also assumes that there would be about the same number of students as well as residents between the two cities. However, the same number of residents does not necessarily means the same number of students. If there are considerably more students in Parson City than in Blue City, it would make sense that the amount of money spent for public schools in Parson is much higher than those in Blue. In reality, the majority of residents in Blue City may be senior citizens, so Blue City does not have to invest its money to public education. On the contrary, a lot of students and their young parents may reside in Parson City, thus making its government to spend much money for public schools. Moreover, it is entirely possible that in Blue City, there may be a lot of private schools while Parson City has a number of public schools. In such a case, the city government in Blue should not use its money from its citizens' taxes. Thus the author should present the evidence that prove the same number of students and public schools in both two cities.
To sum up, the author should provide more detailed and sound evidence about his claim.
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Grammar and spelling errors:
Line 4, column 191, Rule ID: DID_BASEFORM
Message: The verb 'does' requires base form of the verb: 'mean'
...umber of residents does not necessarily means the same number of students. If there a...
Line 4, column 946, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA
Message: Did you forget a comma after a conjunctive/linking adverb?
... use its money from its citizens taxes. Thus the author should present the evidence ...
Transition Words or Phrases used:
also, but, first, furthermore, however, if, may, moreover, really, second, so, then, thus, well, while, as well as, first of all, in other words, it is true, on the contrary, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.6327345309 97% => OK
Auxiliary verbs: 18.0 12.9520958084 139% => OK
Conjunction : 10.0 11.1786427146 89% => OK
Relative clauses : 13.0 13.6137724551 95% => OK
Pronoun: 44.0 28.8173652695 153% => Less pronouns wanted
Preposition: 81.0 55.5748502994 146% => OK
Nominalization: 23.0 16.3942115768 140% => OK
Performance on vocabulary words:
No of characters: 3082.0 2260.96107784 136% => OK
No of words: 632.0 441.139720559 143% => Less content wanted.
Chars per words: 4.87658227848 5.12650576532 95% => OK
Fourth root words length: 5.01394158123 4.56307096286 110% => OK
Word Length SD: 2.53199364696 2.78398813304 91% => OK
Unique words: 239.0 204.123752495 117% => OK
Unique words percentage: 0.378164556962 0.468620217663 81% => More unique words wanted or less content wanted.
syllable_count: 945.0 705.55239521 134% => OK
avg_syllables_per_word: 1.5 1.59920159681 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 4.96107784431 222% => Less pronouns wanted as sentence beginning.
Article: 11.0 8.76447105788 126% => OK
Subordination: 4.0 2.70958083832 148% => OK
Conjunction: 2.0 1.67365269461 119% => OK
Preposition: 9.0 4.22255489022 213% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 19.7664670659 126% => OK
Sentence length: 25.0 22.8473053892 109% => OK
Sentence length SD: 56.2608211814 57.8364921388 97% => OK
Chars per sentence: 123.28 119.503703932 103% => OK
Words per sentence: 25.28 23.324526521 108% => OK
Discourse Markers: 7.36 5.70786347227 129% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 2.0 5.25449101796 38% => OK
Sentences with positive sentiment : 7.0 8.20758483034 85% => OK
Sentences with negative sentiment : 7.0 6.88822355289 102% => OK
Sentences with neutral sentiment: 11.0 4.67664670659 235% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.356942227717 0.218282227539 164% => OK
Sentence topic coherence: 0.131909129417 0.0743258471296 177% => OK
Sentence topic coherence SD: 0.0868266935313 0.0701772020484 124% => OK
Paragraph topic coherence: 0.202918953113 0.128457276422 158% => OK
Paragraph topic coherence SD: 0.115735664879 0.0628817314937 184% => OK
automated_readability_index: 14.2 14.3799401198 99% => OK
flesch_reading_ease: 54.56 48.3550499002 113% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 11.9 12.197005988 98% => OK
coleman_liau_index: 11.32 12.5979740519 90% => OK
dale_chall_readability_score: 7.32 8.32208582834 88% => OK
difficult_words: 98.0 98.500998004 99% => OK
linsear_write_formula: 18.0 12.3882235529 145% => OK
gunning_fog: 12.0 11.1389221557 108% => OK
text_standard: 12.0 11.9071856287 101% => OK
What are above readability scores?
Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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.
argument 1 -- OK
argument 2 -- OK
argument 3 -- OK
Attribute Value Ideal
Final score: 5.0 out of 6
Category: Very Good Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 26 15
No. of Words: 632 350
No. of Characters: 2994 1500
No. of Different Words: 232 200
Fourth Root of Number of Words: 5.014 4.7
Average Word Length: 4.737 4.6
Word Length SD: 2.347 2.4
No. of Words greater than 5 chars: 216 100
No. of Words greater than 6 chars: 132 80
No. of Words greater than 7 chars: 83 40
No. of Words greater than 8 chars: 45 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 24.308 21.0
Sentence Length SD: 7.102 7.5
Use of Discourse Markers (%): 0.846 0.12
Sentence-Text Coherence: 0.393 0.35
Sentence-Para Coherence: 0.549 0.50
Sentence-Sentence Coherence: 0.194 0.07
Number of Paragraphs: 5 5