Nowadays, we witness the phenomenon of a growing popularity of distance-learning programmes. It is hard to deny that the face-to-face communication between students and teachers in college education is prominent which online education cannot offer , and such a fact may mislead impressionable people to generate the opinion that distance-learning programmes are less valuable than attending college or university. However, such a statement suffers from both logical and factual fallacies, and it shoud be examied meticulously. As far as economy, equality and effectiveness are concerned, I strongly hold that people can benefit more from distance-learning programmes than attending college.
First and foremost, distance-learning progrmmes can contribute to education equality as online education is cost-effective. Compared to considerable tuition fees charged by universities, Online education only requires an electronic equipment which is much cheaper such as a computer or a TV set. Thus, for those students who are from rural areas and unable to afford tuition fees, online education makes it possible for them to have high-quality educational resources. And it is obvious that distance education contributes to promoting equity in education. So distance education can benefit much more students than college education does in terms of optimizing educational resources distribution.
Furthermore, the fact that distance education offers students with wide variety of courses indicates that distance education enables students to learn what they want to learn. Take the case of myself, Last year, I decided to learn Japanese because I was crazy about Japanese animation. However, the college did not provide the Japanese courses. Finally, I passed Japanese exam with the help of online Japanese courses . Actually, distance educadialecticaldialecticaltion can not only make it convenient for students to learn whenever and wherever they want but also stimulates students’ interest in learning since they are able to learn what they are really interested in.
Nevertheless, a voice arises that distance education is less effective than face-to-face education is in the aspect of communication between students and teachers. In fact, distance education allows students to contact with teachers not just from their colleges but from all over the world which will expand students’ horions.
In a nutshell, I maintain that distance education is more significant than college education. Meanwhile, college education is still an essential part of education system. But distance education is a trend and only by embracing the distance education can people enjoy higher quality education.
Grammar and spelling errors:
Line 1, column 248, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...nent which online education cannot offer , and such a fact may mislead impressiona...
^^
Line 3, column 674, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'resources'' or 'resource's'?
Suggestion: resources'; resource's
...does in terms of optimizing educational resources distribution. Furthermore, the fact ...
^^^^^^^^^
Line 5, column 418, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...with the help of online Japanese courses . Actually, distance educadialecticaldial...
^^
Transition Words or Phrases used:
actually, also, but, finally, first, furthermore, however, if, may, nevertheless, really, so, still, thus, while, in fact, of course, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 13.1623246493 129% => OK
Auxiliary verbs: 8.0 7.85571142285 102% => OK
Conjunction : 16.0 10.4138276553 154% => OK
Relative clauses : 12.0 7.30460921844 164% => OK
Pronoun: 27.0 24.0651302605 112% => OK
Preposition: 46.0 41.998997996 110% => OK
Nominalization: 45.0 8.3376753507 540% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2304.0 1615.20841683 143% => OK
No of words: 395.0 315.596192385 125% => OK
Chars per words: 5.83291139241 5.12529762239 114% => OK
Fourth root words length: 4.45809453852 4.20363070211 106% => OK
Word Length SD: 3.47707246539 2.80592935109 124% => OK
Unique words: 205.0 176.041082164 116% => OK
Unique words percentage: 0.518987341772 0.561755894193 92% => More unique words wanted or less content wanted.
syllable_count: 747.9 506.74238477 148% => OK
avg_syllables_per_word: 1.9 1.60771543086 118% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 4.0 0.809619238477 494% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 62.8833947051 49.4020404114 127% => OK
Chars per sentence: 121.263157895 106.682146367 114% => OK
Words per sentence: 20.7894736842 20.7667163134 100% => OK
Discourse Markers: 7.42105263158 7.06120827912 105% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 12.0 8.67935871743 138% => 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: 0.148618971948 0.244688304435 61% => OK
Sentence topic coherence: 0.0584488564825 0.084324248473 69% => OK
Sentence topic coherence SD: 0.0506451043278 0.0667982634062 76% => OK
Paragraph topic coherence: 0.0952010464107 0.151304729494 63% => OK
Paragraph topic coherence SD: 0.0501546541106 0.056905535591 88% => OK
Essay readability:
automated_readability_index: 16.4 13.0946893788 125% => OK
flesch_reading_ease: 25.8 50.2224549098 51% => Flesch_reading_ease is low.
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.6 11.3001002004 129% => OK
coleman_liau_index: 16.53 12.4159519038 133% => OK
dale_chall_readability_score: 9.07 8.58950901804 106% => OK
difficult_words: 111.0 78.4519038076 141% => OK
linsear_write_formula: 16.5 9.78957915832 169% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 17.0 10.7795591182 158% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 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.