Formal education at every society has certain responsibility to rear students in a right way in order to become appropriate members of society.
Formal education at every society has certain responsibility to rear students in a right way in order to become appropriate members of society. So it sets particular objects which might have seemed that student’s minds and spirits will be limited. While one of main duties of formal education is that providing students with the golden opportunity to have equal method of learning.
In some education systems, students enforce to follow certain resources to learn special majors and their teachers induce them to memorize the content of boring books instead of illustrate their creativity. For example, education systems in developing countries like Iran are very different from those in developed countries like Norway. Teachers in Iran put students under tremendous pressure to do their homework and restrain student’s minds with solving difficult math problems based on certain solutions. They have to tolerate stressful situations in their schools and prepare themselves for their entrance exams for going to university. The most proportion of Iranian students does not have enough time to be free for themselves and do any things that they want which have profound impact on their future life.
While students who live in developed countries like Norway, do not have any stress for their exams and their education systems devote particular time to educate them how find their abilities and use them in a right way. Although their formal education set distinguished principles for its students, there are decent courses for students to learn specific skills like being creative. Students are taught how to use these kinds of abilities in their free time which helps them to be eminent entrepreneurships in their later life. These kinds of formal educations in developed countries make an effort to discover their student’s talents through setting them free during their education life.
In addition, formal educations in developed countries take key factors into account when they want to set their long term vision in order to rear right persons for their societies. They pay utmost attention to their students mind and allow them to use their mind for solving problems. For instance, students would be able free in their classrooms and find new solutions for their math problems instead of copying their teacher answers. Their formal educations adopt flexible strategy to teach their students and are far from those are implemented in developing countries.
In conclusion, the purpose of formal education is guidance students to find their interesting majors so it has certain rules to improve student’s talents. The most percentage of formal education systems in developing countries tend to adopt boring and difficult strategy in order to limit student’s minds and destroy their talents which is different from strategies implemented in formal education systems in developed countries. At developed countries formal education make a balance between running its own principles and setting students free.
Grammar and spelling errors:
Line 1, column 79, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a right way" with adverb for "right"; eg, "in a hasty manner" with "hastily".
...certain responsibility to rear students in a right way in order to become appropriate members ...
^^^^^^^^^^^^^^
Line 1, column 254, Rule ID: SENTENCE_FRAGMENT[1]
Message: “While” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...os;s minds and spirits will be limited. While one of main duties of formal education ...
^^^^^
Line 5, column 205, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a right way" with adverb for "right"; eg, "in a hasty manner" with "hastily".
...m how find their abilities and use them in a right way. Although their formal education set di...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
if, so, while, for example, for instance, in addition, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 3.0 12.4196629213 24% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 48.0 33.0505617978 145% => Less pronouns wanted
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2577.0 2235.4752809 115% => OK
No of words: 471.0 442.535393258 106% => OK
Chars per words: 5.47133757962 5.05705443957 108% => OK
Fourth root words length: 4.65859790218 4.55969084622 102% => OK
Word Length SD: 2.80350945348 2.79657885939 100% => OK
Unique words: 215.0 215.323595506 100% => OK
Unique words percentage: 0.456475583864 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 776.7 704.065955056 110% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 41.120254696 60.3974514979 68% => OK
Chars per sentence: 135.631578947 118.986275619 114% => OK
Words per sentence: 24.7894736842 23.4991977007 105% => OK
Discourse Markers: 3.57894736842 5.21951772744 69% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.275764815297 0.243740707755 113% => OK
Sentence topic coherence: 0.129037872855 0.0831039109588 155% => OK
Sentence topic coherence SD: 0.211065090137 0.0758088955206 278% => The coherence between sentences is low.
Paragraph topic coherence: 0.216126530321 0.150359130593 144% => OK
Paragraph topic coherence SD: 0.16946438908 0.0667264976115 254% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 16.7 14.1392134831 118% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.74 12.1639044944 121% => OK
dale_chall_readability_score: 8.41 8.38706741573 100% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.