Claim: Group assignments that students must work together to complete should replace a substantial amount of traditional lecture-based instruction in college and university courses.
Reason: It is vital for students to gain experience collaborating with peers to study a topic and to achieve a common goal.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
In claiming that group assignments where students work together should replace a substantial amount of traditional lecture-based instruction, the claimant assumes that there is a disproportionate amount of lecture-based instruction compared to group assignments in most college and university courses. This comes from a place where collaboration and teamwork are seen as essential skills to pick up during the course of our education, as reflected by employers who prefer team players over lone wolves and school curricula emphasizing the importance of team-based project work.
Given that a growing number of industries involve cross-border collaboration and in-house teams, we assume that these college and university courses should be best configured to help students hone skills required in the workplace. Soft skills including empathy, social decorum and negotiation are used daily across different industries and professions. While the subject matter of the university course matters in which lecture-based instruction remains crucial for students to pick up content and technical knowledge, one can also argue that as students making the most out of their resources at college, students can themselves study and discover such content in the process of assigning group assignments.
Human contact and interaction required in group assignments forces one to take into account varying viewpoints and temperaments, and students may find that they discover more through research that is readily available via college libraries and online resources and helpful discussion with peers who are often their equals in terms of educational level.
On the other hand, opponents may argue for the status quo of lecture-based instruction and group assignments, especially since public and private school students, to a differing extents, have already experienced group assignments in high school. However, whether students’ exposure to group assignments, which we generally assume to be beneficial, is sufficient remains to be known. We can posit that the university cohort is generally less homogenous than that of hometown public and private high schools, giving rise to a better or more fulfilling experience completing an assignment as a group.
We cannot deny that as of now, lecture-based instruction remains useful for disseminating large amounts of information that students may require before delving deeper into a more specific subject matter through group assignments. Contentious as it sounds, the author’s original intent seemed to imply a major overhaul in the educational system in college and university courses, with lecture-based instruction making way for group assignments. However, we can also agree to a smaller degree with the claim based on the above reasons in that lecture-based instruction, while useful, should relegate some of its time to the benefits of group assignments.
- Claim Group assignments that students must work together to complete should replace a substantial amount of traditional lecture based instruction in college and university courses Reason It is vital for students to gain experience collaborating with peers 66
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Grammar and spelling errors:
Line 1, column 400, Rule ID: DURING_THE_COURSE_OF
Message: Use simply 'during'.
...are seen as essential skills to pick up during the course of our education, as reflected by employer...
Line 3, column 113, Rule ID: THIS_NNS
Message: Did you mean 'this college' or 'these colleges'?
Suggestion: this college; these colleges
...tion and in-house teams, we assume that these college and university courses should be best c...
Line 7, column 179, Rule ID: A_PLURAL
Message: Don't use indefinite articles with plural words. Did you mean 'extent'?
...private school students, to a differing extents, have already experienced group assignm...
Transition Words or Phrases used:
also, however, if, may, so, while, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 19.5258426966 51% => More to be verbs wanted.
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 18.0 11.3162921348 159% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2479.0 2235.4752809 111% => OK
No of words: 432.0 442.535393258 98% => OK
Chars per words: 5.73842592593 5.05705443957 113% => OK
Fourth root words length: 4.55901411391 4.55969084622 100% => OK
Word Length SD: 3.14557271425 2.79657885939 112% => OK
Unique words: 237.0 215.323595506 110% => OK
Unique words percentage: 0.548611111111 0.4932671777 111% => OK
syllable_count: 755.1 704.065955056 107% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => 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: 12.0 20.2370786517 59% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 36.0 23.0359550562 156% => The Avg. Sentence Length is relatively long.
Sentence length SD: 69.4323711727 60.3974514979 115% => OK
Chars per sentence: 206.583333333 118.986275619 174% => OK
Words per sentence: 36.0 23.4991977007 153% => OK
Discourse Markers: 4.33333333333 5.21951772744 83% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.446324207262 0.243740707755 183% => OK
Sentence topic coherence: 0.15516615811 0.0831039109588 187% => OK
Sentence topic coherence SD: 0.119051349423 0.0758088955206 157% => OK
Paragraph topic coherence: 0.23485237312 0.150359130593 156% => OK
Paragraph topic coherence SD: 0.0901581077889 0.0667264976115 135% => OK
automated_readability_index: 23.6 14.1392134831 167% => OK
flesch_reading_ease: 26.48 48.8420337079 54% => Flesch_reading_ease is low.
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 18.5 12.1743820225 152% => OK
coleman_liau_index: 16.6 12.1639044944 136% => OK
dale_chall_readability_score: 9.88 8.38706741573 118% => OK
difficult_words: 122.0 100.480337079 121% => OK
linsear_write_formula: 20.0 11.8971910112 168% => OK
gunning_fog: 16.4 11.2143820225 146% => OK
text_standard: 17.0 11.7820224719 144% => OK
What are above readability scores?
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.