Nowadays, in most of the rural areas in developing countries, there is a fact that children are not being provided easy access to a diverse range of education fields. While some may argue that this can be solved by simply sending more teachers to those communities to work in local schools, others think that internet access and computers providing could come in handy. These two approaches have distinct advantages and disadvantages, and I will discuss those in this essay.
Let us begin by looking at the benefits of increasing the availability of teachers in remote areas. First of all, children would have a better chance to catch up with their peers who are studying in urban areas. Previously, if students have any question regarding the lessons, they can simply ask their formal mentor for further explanation. However, this incredible advantage is prevalent only for the city kids, and this somehow creates a big leap for them to out-perform the students living in the countryside. Moreover, less in the number of teachers available means that some subjects may never be taught. For example, my niece living in the countryside cannot learn Physics because her teacher has to come back to the city to continue teaching.
On the other side, computer and internet access are having positive impacts on student's learning. As we may have known, a computer can contain an Encyclopedia Brittanica, which would in paper volume, take up a whole shelf section. This allows students to freely access any fields of study that they might want to pursue during their schooling. Furthermore, a significant number of available documentaries and articles are uploaded every day on the internet, including visual aids and demonstrative images, may be a great source of studying references for learners at any age. Especially, using a computer only requires basic skills with mouse and pad, whereas training a teacher could take years to be able to deliver a lesson.
In conclusion, it has always been a controversial issue over whether learning with computer aids or with teachers is a better method. Personally, I think that we should apply a balance between those two ways in order to reach maximum effectiveness in learning.
Transition Words or Phrases used:
first, furthermore, however, if, look, may, moreover, regarding, so, whereas, while, as to, for example, i think, in conclusion, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 13.1623246493 99% => OK
Auxiliary verbs: 15.0 7.85571142285 191% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 8.0 7.30460921844 110% => OK
Pronoun: 29.0 24.0651302605 121% => Less pronouns wanted
Preposition: 54.0 41.998997996 129% => OK
Nominalization: 5.0 8.3376753507 60% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1864.0 1615.20841683 115% => OK
No of words: 365.0 315.596192385 116% => OK
Chars per words: 5.10684931507 5.12529762239 100% => OK
Fourth root words length: 4.37092360658 4.20363070211 104% => OK
Word Length SD: 2.79886849507 2.80592935109 100% => OK
Unique words: 221.0 176.041082164 126% => OK
Unique words percentage: 0.605479452055 0.561755894193 108% => OK
syllable_count: 578.7 506.74238477 114% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 37.5798628756 49.4020404114 76% => OK
Chars per sentence: 116.5 106.682146367 109% => OK
Words per sentence: 22.8125 20.7667163134 110% => OK
Discourse Markers: 8.8125 7.06120827912 125% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.240924613051 0.244688304435 98% => OK
Sentence topic coherence: 0.0723203349999 0.084324248473 86% => OK
Sentence topic coherence SD: 0.0903618274356 0.0667982634062 135% => OK
Paragraph topic coherence: 0.148201079975 0.151304729494 98% => OK
Paragraph topic coherence SD: 0.132372979229 0.056905535591 233% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 14.0 13.0946893788 107% => OK
flesch_reading_ease: 49.15 50.2224549098 98% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.9 11.3001002004 105% => OK
coleman_liau_index: 12.65 12.4159519038 102% => OK
dale_chall_readability_score: 9.01 8.58950901804 105% => OK
difficult_words: 99.0 78.4519038076 126% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
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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.