Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The statement raises a controversial topic about whether new technologies actually enhance or hinder the process of learning for students. Indisputably, if videos, laptops or the Web completely supplant and replace the standard way of teaching, this could definitely be distracting for students. However, most of the times these technologies are used as complementary tools for learning, in this case they can be extremely helpful.
Video lessons, computers and more generally all the available information which can be found surfing the Web is an invaluable source in order to consolidate what has been learned by students in the classroom. Indeed, the helpfulness of these new technologies depend crucially on the fact that they should not replace in any way the traditional model that professors use to teach. Front lessons should also be considered as the only way to explain new topics and introduce new subjects to students. The advantages of the traditional classes are several. First, the new subject is introduced and explained by a professor who will have acquired through time enough experience to be able to explain to students new and hard topics in the more effective and efficient way. Moreover, students will interface with a real person and they will be more engaged and less passive compared to be in front of a screen. By contrast, if, for instance, video lessons supplant the professors this will induce students to be less focused and more prone to be distracted since there is no real person who is talking with them. Therefore, the main point is that having a real person who is talking with students have three main advantages compared to a video lesson or a laptop: experience in the fields and familiarity to cope with students and the possibility to scold students if not giving enough attention to the lesson.
In addition, under the condition that new technologies do not replace professors, they could be extremely helpful for students. Before the invention of the computer and of the Web, students did not have the possibility to consolidate what they have listened and learned in the classroom if not by looking again at the same book’s pages explained by the professor. Nowadays, this is radically different. YouTube is full of millions of video lessons on basically every topic in every field. For instance, suppose an economic student need to take the course in microeconomics. He or she went to classes but did not understand all the topics covered. What can he or she do? Just browse on the Internet and watch different video lessons on the topics that he or she did not understand. This could be a different way to listen again to the same argument but explained in a different way. In this case, new technologies definitely boost the possibility for students to understand every topic covered and not to distract them from real learning.
In conclusion, under the circumstance that front lessons carried out by professors remain the first and major way to teach, new technologies could be extremely helpful for students by offering them the possibility to consolidate what has been explained during lessons.
Grammar and spelling errors:
Line 5, column 367, Rule ID: USE_TO_VERB[1]
Message: Did you mean 'used'?
Suggestion: used
...y the traditional model that professors use to teach. Front lessons should also be ...
^^^
Line 9, column 672, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'she' must be used with a third-person verb: 'does'.
Suggestion: does
... the topics covered. What can he or she do? Just browse on the Internet and watch ...
^^
Line 9, column 868, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a different way" with adverb for "different"; eg, "in a hasty manner" with "hastily".
...gain to the same argument but explained in a different way. In this case, new technologies definit...
^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
actually, also, but, first, however, if, look, moreover, so, therefore, for instance, in addition, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 28.0 33.0505617978 85% => OK
Preposition: 71.0 58.6224719101 121% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2650.0 2235.4752809 119% => OK
No of words: 520.0 442.535393258 118% => OK
Chars per words: 5.09615384615 5.05705443957 101% => OK
Fourth root words length: 4.77530192783 4.55969084622 105% => OK
Word Length SD: 2.9033742612 2.79657885939 104% => OK
Unique words: 228.0 215.323595506 106% => OK
Unique words percentage: 0.438461538462 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 819.9 704.065955056 116% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 71.3144735116 60.3974514979 118% => OK
Chars per sentence: 120.454545455 118.986275619 101% => OK
Words per sentence: 23.6363636364 23.4991977007 101% => OK
Discourse Markers: 5.09090909091 5.21951772744 98% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.112557423419 0.243740707755 46% => OK
Sentence topic coherence: 0.0391496443513 0.0831039109588 47% => OK
Sentence topic coherence SD: 0.0353112801231 0.0758088955206 47% => Sentences are similar to each other.
Paragraph topic coherence: 0.081132574455 0.150359130593 54% => OK
Paragraph topic coherence SD: 0.0270199041883 0.0667264976115 40% => 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: 14.4 14.1392134831 102% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 12.6 12.1639044944 104% => OK
dale_chall_readability_score: 8.09 8.38706741573 96% => OK
difficult_words: 109.0 100.480337079 108% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.