"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."
The speaker
With the advent of the technological and scientific advancements it would be dolting for anyone to claim that video, computers and the internet are seemingly helpful, and improved methods of learning and that in reality they are not. To be conversant with technological updates is a smartest and most astute thing a human can do. Technological advancements like these are rather seemingly distracting but are in reality beneficial and far more useful that most of s can imagine. There are three reasons which makes me strongly disagree with the claim.
Knowledge and competence is operating computer are important skills that every child must have in school. Kids studying in school are suddenly put out into the vast and highly comptetive world that runs on computer and similar technolgy. If a child is not accustomed with using such technology he or she would find it highly challenging to cope up with their peers as soon as they commiserate their school education. It was seen in earlier studies that students who were provided with training and support in using computers and learn useful computer based skills like programming, found it much easier to land jobs in good firms and pursue higher studies in scientific disciplines, than the ones who didn't. This studies show that the celerity with which technology is advancing it is highly important to master the basics of computer and similar technologies like the internet at an early age to secure one's future with better job prospects and education opportunities in research and develoment.
The distractions that are generally potrayed as harmful and which can potentially reduce their attention span, can be easily controlled or monitored. One advantage of training kids in Computer and the internet especially schools is that, schools can impose restrictions on the usages of the computer and the internet that might not be possible or convenient in a personal system like personal pc. For example many schools proscribes the kids from accessing specific websites which might have a detrimental effect on the kids or might be resulting in kids digressing from the actual learning process. Schools in modern days implement this on a widescale, with the help of centralized monitoring systems and proctoring softwares. With such available monitoring facilities it is useless to be concerned about kids getting distracted by the computer and internet.
Videos are helpful for kids to access classes and important course materials anytime and everytime. The single best advantage of videos lies in the increased accessibility it renders to the education system. Students often fail to recapitulate all the subject matter that has been taught in the class or need to refer to lecture notes before exams. Videos come in handy in such cases allowing students to access the lectures and study materials in video format with ease and thus enhancing the learning of students by a great extent.
Though one might argue that the students might be shrewd enough to bypass the indictments and anyhow access the content that was not meant for them, it can be asserted that for the mischievous activities commited by a few students shouldn't hamstring the immense benefits that other students derive from it. Rather we must incessantly find ways of strengthening the regulations and indictments and ensure enhanced learning support for students keeping up with the rapidly advanced technology. Thus, video, computer and the internet though may seem minatory to some is rather helpful for students to be technologically sound and be prepared for future job prospects and higher education opportuities.
Grammar and spelling errors:
Line 2, column 337, Rule ID: ALLOW_TO[1]
Message: Did you mean 'coping'? Or maybe you should add a pronoun? In active voice, 'challenge' + 'to' takes an object, usually a pronoun.
Suggestion: coping
...or she would find it highly challenging to cope up with their peers as soon as they com...
^^^^^^^
Line 2, column 701, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...ientific disciplines, than the ones who didnt. This studies show that the celerity wi...
^^^^^
Line 5, column 232, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: shouldn't
...s activities commited by a few students shouldnt hamstring the immense benefits that oth...
^^^^^^^^
Line 5, column 307, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Rather,
...its that other students derive from it. Rather we must incessantly find ways of streng...
^^^^^^
Transition Words or Phrases used:
but, if, may, so, then, thus, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 36.0 14.8657303371 242% => Less conjunction wanted
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 3065.0 2235.4752809 137% => OK
No of words: 586.0 442.535393258 132% => OK
Chars per words: 5.23037542662 5.05705443957 103% => OK
Fourth root words length: 4.92010537223 4.55969084622 108% => OK
Word Length SD: 2.84151215247 2.79657885939 102% => OK
Unique words: 295.0 215.323595506 137% => OK
Unique words percentage: 0.503412969283 0.4932671777 102% => OK
syllable_count: 946.8 704.065955056 134% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 67.1278943138 60.3974514979 111% => OK
Chars per sentence: 145.952380952 118.986275619 123% => OK
Words per sentence: 27.9047619048 23.4991977007 119% => OK
Discourse Markers: 1.95238095238 5.21951772744 37% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => 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: 0.289719407801 0.243740707755 119% => OK
Sentence topic coherence: 0.0859521247785 0.0831039109588 103% => OK
Sentence topic coherence SD: 0.0558118751863 0.0758088955206 74% => OK
Paragraph topic coherence: 0.161825458577 0.150359130593 108% => OK
Paragraph topic coherence SD: 0.0244338436185 0.0667264976115 37% => 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: 17.2 14.1392134831 122% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 13.35 12.1639044944 110% => OK
dale_chall_readability_score: 9.23 8.38706741573 110% => OK
difficult_words: 158.0 100.480337079 157% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.