Students are always imparted by educators with a bunch of mathematic equation and chemical formula, and so on every day in school. Certainly, educators, when lecturing, must explain these theories with more comprehensible examples. Educators should allow students to know concepts, trends, and ideas at first, and then project more examples to interpret the abstract theories, which stimulates students’ passion engross in learning. However, when the ideas or concepts are unfathomable, educators should input vivid stories or evidence firstly.
Although sometimes teachers introduce tough theories at first, exemplification visualized by teachers will memorize these concepts after comprehension. Only when imbibing facts on most of subjects can students can absorb them efficiently. For example, when physics teachers instruct students the theory of Gravity, teachers must present the definition of Gravity. If schoolchildren do not understand it thoroughly, they will exemplify with vivid and easy stories. She or he can drop an apple or ball on the floor, students will find them on the floor rather than hover in air. Gravity matters so that all subjects on the earth can be stuck firmly by the power of Gravity. Therefore, this pedagogical way can be more alive and then students can be more involved in class, locking this theory into their mind.
Secondly, speaking of some trends of geological knowledge, it reminds students of global warming which deteriorates survival condition of human beings and animal species. When instructors input Global Warming trend, students can imagine what the meaning is. However, they do not have too much evidence of global warming and its consequences. Therefore, teachers can picture the depletion of Ozone layer and melt down ice in Antarctic and Artic regions with less polar bear and penguins caused by less habitats. In addition, sea level is up, drowning a multitude of seaside towns and cities. The dreadful evidence can be imbedded in students’ heads, giving them more resonance and sense of environmental protection. Thus, the sequence of trend and then facts presentation is instrumental for students to learn efficiently.
However, looking at art lesson which might include Fauvism and Cubism, students had better look through art works which belong to the genres of art and then educators can summarize traits from the art works. For instance, Cubism is born by Picasso and Fauvism by Matisse. Cubism is geometrical painting with exaggerating or twisting technique and fauvism is to get rid of perspective but boldly colorize subjects in a painting. But students still confuse the concrete knowledge behind Cubism and Fauvism, on the contrary, educators deliver the masterpiece of Picasso such as Guernica and A woman in a Hat to illustrate these two influential art genres. And then students can enjoy the paints and at the same time figure out their attributes.
Students are supposed to grasp knowledge taught by teachers, meanwhile, educators should register different pedagogical methods to instruct students. Concerning comprehensible geological and physical theories, educators can design the class of trends and concepts first and facts second. However, when lecturing art class, educators should arrange more presentation and explanation of inscrutable visual art works, finally students understanding well.
Grammar and spelling errors:
Line 1, column 48, Rule ID: A_LOT_OF_NN[1]
Message: Possible agreement error. The noun mathematic seems to be countable; consider using: 'a bunch of mathematics'.
Suggestion: a bunch of mathematics
...s are always imparted by educators with a bunch of mathematic equation and chemical formula, and so o...
^^^^^^^^^^^^^^^^^^^^^
Line 3, column 181, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'most of', you should use 'the' ('most of the subjects') or simply say ''most subjects''.
Suggestion: most of the subjects; most subjects
...prehension. Only when imbibing facts on most of subjects can students can absorb them efficientl...
^^^^^^^^^^^^^^^^
Line 5, column 497, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun habitats is countable.
Suggestion: fewer
... less polar bear and penguins caused by less habitats. In addition, sea level is up,...
^^^^
Line 5, column 758, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'facts'' or 'fact's'?
Suggestion: facts'; fact's
...n. Thus, the sequence of trend and then facts presentation is instrumental for studen...
^^^^^
Line 9, column 453, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s, finally students understanding well.
^^^
Transition Words or Phrases used:
but, finally, first, firstly, however, if, look, second, secondly, so, still, then, therefore, thus, well, while, for example, for instance, in addition, speaking of, such as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 33.0 14.8657303371 222% => Less conjunction wanted
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 18.0 33.0505617978 54% => OK
Preposition: 67.0 58.6224719101 114% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2880.0 2235.4752809 129% => OK
No of words: 517.0 442.535393258 117% => OK
Chars per words: 5.57059961315 5.05705443957 110% => OK
Fourth root words length: 4.76839952204 4.55969084622 105% => OK
Word Length SD: 2.93929161841 2.79657885939 105% => OK
Unique words: 287.0 215.323595506 133% => OK
Unique words percentage: 0.555125725338 0.4932671777 113% => OK
syllable_count: 858.6 704.065955056 122% => 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: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 41.7819253977 60.3974514979 69% => OK
Chars per sentence: 110.769230769 118.986275619 93% => OK
Words per sentence: 19.8846153846 23.4991977007 85% => OK
Discourse Markers: 7.34615384615 5.21951772744 141% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.187278199398 0.243740707755 77% => OK
Sentence topic coherence: 0.0509784915618 0.0831039109588 61% => OK
Sentence topic coherence SD: 0.0406773716178 0.0758088955206 54% => OK
Paragraph topic coherence: 0.112340625204 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.0481600128297 0.0667264976115 72% => OK
Essay readability:
automated_readability_index: 14.7 14.1392134831 104% => OK
flesch_reading_ease: 43.73 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 15.03 12.1639044944 124% => OK
dale_chall_readability_score: 9.19 8.38706741573 110% => OK
difficult_words: 151.0 100.480337079 150% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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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.