Do you agree or disagree with the following statement? Children rely too much on the technology, like computers, smart phones, video games for fun and entertainment. Playing simpler toys or playing outside with friends would be better for children’s development.
class="MsoNormal">Without any shadow of doubt, facing awkward social situations are inevitable. Although class="some">some people class="might">might adhere to the idea class="that">that correcting people class="is">is a kind of matter class="that">that class="should">should be class="take">take cared of class="right">right away, others possess the class="it">it class="is">is not necessary to say anything. As far as I class="am">am concerned, in class="such">such cases, class="it">it class="is">is more appropriate to class="wait">wait until the meeting or class class="is">is over, then talk to the lecturer. I will elaborate on my reasons in the following paragraphs.
class="MsoNormal">To start with, one class="should">should class="take">take into account class="that">that interrupting the person who class="is">is talking may cause him a distraction. Abrupt distractions like class="that">that, not only make the speaker to lose his concentration, but also cause him nervousness. they could lose the track of their thoughts, and as a result, the rest of the class or meeting will be a dead end. Relevant studies indicate class="that">that being corrected too much, will eventually make the person cold-feet about speaking in a group. In a five-year survey two groups of people were considered as subjects. The first group was supposed to correct the lecturer every time just in time, on the other hand, the second group had to write down the mistakes and give feedbacks after the speech. The result asserts class="that">that after being four times interrupted while speaking, people get 26% more reluctant to give a speech.
class="MsoNormal">Another key thing I would to mention class="is">is class="that">that there class="is">is the chance class="that">that the teacher or meeting leader to find out he has made a mistake, and corrects class="it">it after class="that">that. class="it">it class="is">is a generally held believe class="that">that being inpatient in class="such">such situations brings up unpleasant consequences. For instance, the teacher’s feelings class="might">might get hurt, or feel embarrassment. class="take">take a personal experience as an example: I remember I attended in a team meeting at my office. The manager who was the team leader, announced class="some">some wrong statistics, and I immediately cut his sentence trying to correct him. His face blushed, his voice got down and for class="some">some moments he could not speak. then he went through his notes and said he had the class="right">right numbers. I still feel bad about class="that">that day, and always try to class="wait">wait for the class="right">right time to speak in class="such">such occasions.
class="MsoNormal">To bring everything in conclusion, I class="am">am of the view class="that">that class="it">it class="is">is not polite to provide class="right">right away interruptions when someone class="is">is speaking. Not to mention class="that">that regardless what they are talking about, class="it">it causes the speaker distractions and class="take">take away their chance to correct themselves. class="it">it class="is">is recommended class="that">that to class="wait">wait the lecture to be conducted, and then correct the mistake provided class="that">that the speaker did not correct himself. I believe the value of class="some">some correct information pales in comparison to the prejudice of people.
Grammar and spelling errors:
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...ration, but also cause him nervousness. they could lose the track of their thoughts,...
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... themselves. class='it'>it class='is'>is recommended class=...
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Transition Words or Phrases used:
also, but, first, may, second, so, still, then, while, for instance, in conclusion, kind of, talking about, as a result, to start with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 49.0 43.0788530466 114% => OK
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 3771.0 1977.66487455 191% => OK
No of words: 462.0 407.700716846 113% => OK
Chars per words: 8.16233766234 4.8611393121 168% => OK
Fourth root words length: 4.63618218583 4.48103885553 103% => OK
Word Length SD: 8.74511726361 2.67179642975 327% => Word_Length_SD is high.
Unique words: 249.0 212.727598566 117% => OK
Unique words percentage: 0.538961038961 0.524837075471 103% => OK
syllable_count: 1003.5 618.680645161 162% => OK
avg_syllables_per_word: 2.2 1.51630824373 145% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 27.0 9.59856630824 281% => Less pronouns wanted as sentence beginning.
Article: 6.0 3.08781362007 194% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 94.6443546929 48.9658058833 193% => OK
Chars per sentence: 163.956521739 100.406767564 163% => OK
Words per sentence: 20.0869565217 20.6045352989 97% => OK
Discourse Markers: 6.65217391304 5.45110844103 122% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 16.0 5.5376344086 289% => Less language errors wanted.
Sentences with positive sentiment : 2.0 11.8709677419 17% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => Less negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0916150153036 0.236089414692 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0545407980279 0.076458572812 71% => OK
Sentence topic coherence SD: 0.0256471775407 0.0737576698707 35% => Sentences are similar to each other.
Paragraph topic coherence: 0.0824493311111 0.150856017488 55% => OK
Paragraph topic coherence SD: 0.0063732508493 0.0645574589148 10% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 27.0 11.7677419355 229% => Automated_readability_index is high.
flesch_reading_ease: 0.42 58.1214874552 1% => Flesch_reading_ease is low.
smog_index: 13.0 6.10430107527 213% => Smog_index is high.
flesch_kincaid_grade: 18.2 10.1575268817 179% => OK
coleman_liau_index: 30.05 10.9000537634 276% => Coleman_liau_index is high.
dale_chall_readability_score: 8.32 8.01818996416 104% => OK
difficult_words: 108.0 86.8835125448 124% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.