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.
Nowadays, facing the fast development of technologies, with many high-tech’s advent, inevitable, education field will be influenced too. Just like every coin has two sides, utilize technologies into classroom also have its detrimental side and positives affect imposed on students. So my considerations will be fortified with three cases at what follows.
The threshold point is that innovations like video and computers can really distract students who are in primary school. It is universally acknowledged that kids in small age are more susceptible to the fresh things like innovation devices due to their young age. They are more likely to curious about new things, and screen like computer and videos are attractive to them a lot. Children have less self-control than elder students in high school, therefore, they may discuss with their classmates about the context of video or Internet for a long time and even made chaos during the class. So if teachers use innovation like Internet for children in young age, they will distract from real leaning and cause teacher have low-efficiency in their class in order to maintain the class order.
Even innovation have some bad influence on small kids, Internet or video also have positive effects on elder students who are over elementary school, since they can give students a more comprehensive and more vivid way to study some sophisticated subjects and terms. In high school physic class, there are a massive of complex notions need students to understand, however, it is not easy for them to digest those plain terms only from the textbook. But if teacher use videos or Internet to show students what the term mean, then they can acquire those difficult meaning deeper and quicker than just reading the dull words. Also, in history class, instead of telling students to recite every history precisely, using videos about a particular event or a great person is a clever choice for teachers to achieve their teaching goal. By doing this way, not only can free teacher from teaching students about the history again and again, but also provide an effective way for students to learn better and grasp more knowledge.
Additionally, with the help of innovations or high-tech, college students are more convenience to compose their essays or research papers. Every undergraduate students and graduates students are inevitable write assortment papers during their school time, so it is important for them to search a bulk of information. In the past, without those innovations they have to go to library to find relevant resources and this approach is time-costing and in low efficiency. On the other hand, thanks to the convenience of new technology, students can just browse the Internet and view academic videos in their room, and then are able to get divergent sources from one topic.
In short, though innovations surely can distract young students to some degree, this improved method also help students better learning.
Grammar and spelling errors:
Line 9, column 161, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...o are over elementary school, since they can give students a more comprehensive a...
^^
Line 9, column 991, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
... an effective way for students to learn better and grasp more knowledge. Addition...
^^^^^^
Transition Words or Phrases used:
also, but, however, if, may, really, so, then, therefore, in short, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 4.0 11.3162921348 35% => More relative clauses wanted.
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2518.0 2235.4752809 113% => OK
No of words: 483.0 442.535393258 109% => OK
Chars per words: 5.2132505176 5.05705443957 103% => OK
Fourth root words length: 4.68799114503 4.55969084622 103% => OK
Word Length SD: 2.75353289909 2.79657885939 98% => OK
Unique words: 261.0 215.323595506 121% => OK
Unique words percentage: 0.540372670807 0.4932671777 110% => OK
syllable_count: 771.3 704.065955056 110% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 43.5280525411 60.3974514979 72% => OK
Chars per sentence: 139.888888889 118.986275619 118% => OK
Words per sentence: 26.8333333333 23.4991977007 114% => OK
Discourse Markers: 4.72222222222 5.21951772744 90% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.130188368213 0.243740707755 53% => OK
Sentence topic coherence: 0.0466480489152 0.0831039109588 56% => OK
Sentence topic coherence SD: 0.030751739304 0.0758088955206 41% => Sentences are similar to each other.
Paragraph topic coherence: 0.0794648638538 0.150359130593 53% => OK
Paragraph topic coherence SD: 0.0300478718111 0.0667264976115 45% => 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: 16.5 14.1392134831 117% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.23 12.1639044944 109% => OK
dale_chall_readability_score: 8.52 8.38706741573 102% => OK
difficult_words: 110.0 100.480337079 109% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 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.