Modern innovations offer improved and alternative methods of instructing for students. Yet, it can be argued that these progressions in technology are traditionally instruments geared towards entertainment and distract from learning. This blanket statement may hold merit in some select situations. Indeed the use of any technology in education is strongly associated with individual study habits and ability to focus. Nevertheless, when utilized properly, these advances offer unmatched and efficient learning potentials that should not be overlooked.
The biggest benefit that technology offers students is related to efficiency. In today's world, the ease of access to information is incredible when compared to just half a century ago. Computers and the internet save exponential amounts of effort leaving more time to focus elsewhere. Where it would take hours or even days to research and write a paper on advanced calculus in the mid 20th century. Today the internet allows us to make progress in mere minutes. Students routinely have the ability to take advantage of these opportunities. Today, students have the ability to connect with instructors at a distance, read text-books online, and procure simplified explanations to difficult materials. Moreover, as technology continues to advance, this proficiency is even becoming essentially required today. There is no doubt that, in the right hands, innovations offer tangible learning opportunities. These methodologies have become fundamental in today’s education system and without them students will be at a disadvantage and will likely fall behind
Yet perhaps the statement should more clearly imply that despite these modern methods, students are choosing not to utilize them properly. This suggests that the issue should be more centered around self control and improper time and resource management. Educational information is clearly readily accessible, but likewise, so is entertainment. Movies can now be streamed at the click of a button. Hours of video blogs can be viewed with little to no effort on the viewers part. It can be assumed that students would rather engage in enjoyable activities than those didactic in nature. This may be true, but vary greatly depending on the individual’s behavior and level of discipline. Any innovation or methodology has the potential for misuse, but we cannot ignore the clear advantages when used properly.
Conclusively, modern innovations do indeed offer distracting elements. However, under the right circumstances, technology allows for efficient and advanced learning opportunities unlike anything this world has seen before. We should therefore stress the importance of proper use rather than focus on distraction potential.
Transition Words or Phrases used:
but, however, likewise, look, may, nevertheless, so
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 45.0 58.6224719101 77% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2103.0 2235.4752809 94% => OK
No of words: 370.0 442.535393258 84% => More content wanted.
Chars per words: 5.68378378378 5.05705443957 112% => OK
Fourth root words length: 4.38581623665 4.55969084622 96% => OK
Word Length SD: 2.99486899904 2.79657885939 107% => OK
Unique words: 225.0 215.323595506 104% => OK
Unique words percentage: 0.608108108108 0.4932671777 123% => OK
syllable_count: 677.7 704.065955056 96% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 14.0 23.0359550562 61% => The Avg. Sentence Length is relatively short.
Sentence length SD: 27.3025713075 60.3974514979 45% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 84.12 118.986275619 71% => OK
Words per sentence: 14.8 23.4991977007 63% => OK
Discourse Markers: 2.04 5.21951772744 39% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
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: 0.130270550837 0.243740707755 53% => OK
Sentence topic coherence: 0.0388357490353 0.0831039109588 47% => OK
Sentence topic coherence SD: 0.0569850398372 0.0758088955206 75% => OK
Paragraph topic coherence: 0.0937218767893 0.150359130593 62% => OK
Paragraph topic coherence SD: 0.0617990726988 0.0667264976115 93% => OK
Essay readability:
automated_readability_index: 12.7 14.1392134831 90% => Automated_readability_index is low.
flesch_reading_ease: 40.34 48.8420337079 83% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 15.07 12.1639044944 124% => OK
dale_chall_readability_score: 9.84 8.38706741573 117% => OK
difficult_words: 129.0 100.480337079 128% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 7.6 11.2143820225 68% => OK
text_standard: 9.0 11.7820224719 76% => 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: 54.17 out of 100
Scores by essay e-grader: 3.25 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.