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 to achieve a common goal
It is undeniable that collaboration and teamwork skills provide significant benefits for acquiring knowledge in college and university. However, it is still crucial to reconsider the tendency to prioritize group assignments over lecture-based instructions. For an education dominated by collaborative work gives students fewer chances to develop independent studying skills, gain arcane insights from conversant professors, thereby resulting in fewer students actually understanding the gist of the topic. This essay is going to present the following reasons as a way to qualify the significance of peer discussion.
Firstly, in group assignments it is usually the case that one person does most work and the remainders tend to freeload on the work done by a single person. It is not difficult to think of situations in which most people avoid the work due to their lack of interest, while only one or two students genuinely indulge in studying the given topic. Though it may not harm those who do the work thoroughly, the students who tend to freeload on others will be unlikely to learn anything. People who do the most work may get distressed due to the overload and excessive responsibilities. This will eventuate in reduced quality of learning and is counterproductive to achieving the desired goals. Furthermore, students within the group are likely to have diverse opinions and interests about the particular topic, which may encumber the progress of work. Not always do these differences evolve into constructive discourse, rather they may only incite severe conflicts and ongoing controversies. Therefore, the given assumption that collaboration and peer discussion in certain courseworks needs to be reconsidered in earnest, as there are certain counter effects of group assignments and may lead to negative results.
Secondly, lecturers are definitely more knowledgable than students as they have spent considerable amounts of time researching and teaching the same topic. Some lecturers nowadays even work outside the college hours in the field which they expertise. The professionalism and in-depth knowledge of lecturers can be shared with students, which is likely to be beneficial for them. In addition, with respect to scoring and examining the students’ works, lecturers do have better knowledge about the response types that are expected as exemplars.
Finally, traditional lecture-based instruction is preferable because proper domain knowledge on the given subject of matter is important. To illustrate, let us consider a case in which students gather information that is fetched from uncertified sources such as the internet and Social media. This may result in anything but an increase in knowledge as one cannot expect the internet to have reliable information. In addition, while it is efficacious in terms of accumulating a bountiful amount of information from these sources, sometimes too much information can be overwhelming and result in a lack of clarity. Thus there needs to be an instructor who provides proper guidelines in terms of ‘how’ to collect pertinent research materials, and moreover, ‘what’ to do with these materials.
In conclusion, although group assignments are found to be beneficial in certain perspectives, lecture-based instructions need to be accompanied to peer discussion in order to attain constructive viewpoints and sound knowledge. By considering the aforementioned factors, one can surely say that it isn’t possible without proper domain knowledge gained from professional lecturers. Thus, it is recommended to gain the balancing effects among both types of learning.
Grammar and spelling errors:
Line 2, column 603, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...responsibilities. This will eventuate in reduced quality of learning and is count...
^^
Line 4, column 615, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...elming and result in a lack of clarity. Thus there needs to be an instructor who pro...
^^^^
Transition Words or Phrases used:
actually, but, finally, first, firstly, furthermore, however, if, may, moreover, second, secondly, so, still, therefore, thus, while, in addition, in conclusion, such as, with respect to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 27.0 33.0505617978 82% => OK
Preposition: 85.0 58.6224719101 145% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 3091.0 2235.4752809 138% => OK
No of words: 554.0 442.535393258 125% => OK
Chars per words: 5.57942238267 5.05705443957 110% => OK
Fourth root words length: 4.85151570047 4.55969084622 106% => OK
Word Length SD: 3.24577296824 2.79657885939 116% => OK
Unique words: 292.0 215.323595506 136% => OK
Unique words percentage: 0.527075812274 0.4932671777 107% => OK
syllable_count: 955.8 704.065955056 136% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 42.1297598696 60.3974514979 70% => OK
Chars per sentence: 128.791666667 118.986275619 108% => OK
Words per sentence: 23.0833333333 23.4991977007 98% => OK
Discourse Markers: 7.75 5.21951772744 148% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => 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: 0.252565945601 0.243740707755 104% => OK
Sentence topic coherence: 0.0658285396618 0.0831039109588 79% => OK
Sentence topic coherence SD: 0.0422020317393 0.0758088955206 56% => OK
Paragraph topic coherence: 0.141992895896 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.0511144426808 0.0667264976115 77% => OK
Essay readability:
automated_readability_index: 16.4 14.1392134831 116% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 15.38 12.1639044944 126% => OK
dale_chall_readability_score: 9.62 8.38706741573 115% => OK
difficult_words: 170.0 100.480337079 169% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.