There is no doubt that in today’s world societies are constantly struggling to improve the quality of the educational system thereby increasing the productivity of students. In this vein, one method has been recently proposed suggesting that teachers incorporate the applications of courses, which are conducive to students, in their teaching in order to gain students’ attention. While there are contrasting views regarding the proposed method, I believe that it is an efficient approach and will help students to further engage in their study. The following are the reasons to substantiate my view.
To begin with, the reason that most students do not connect with classes and courses is that they find some of the materials they have been taught to abstract and irrelevance to their lives, so it does not appeal to them to properly pay attention to education. Imparting information related to the practical usage of some courses such as mathematics and physics, especially the opportunity of funding decent jobs if students master those sciences, clearly provoke their curiosity to know more, thus enhance their learning. My personal experience is a compelling example of this. Back in high school, I had a physics teacher that used practical examples every time he wanted to introduce a new idea. He lectured us how the science of aerodynamic empowers huge airplanes to fight gravity and soar into the sky and we just enjoyed all these sophisticated codes and rules dreaming one day we will be able to practice and to work around those physics. As a result, we were eager to study physics and it was one of the interesting courses that I ever had in school.
Moreover, teaching courses by incorporating practical examples from the real world demonstrates the level of proficiency and knowledge of a teacher which makes them charismatic in a way that students are encouraged to study better just to become a sage person like them. Again, a personal example drives this notion home. During high school, the physics teacher I mentioned before was very popular between students and every one holds a respect for him because they thought that he is very intellectual. So students always attended physics class with their full attention to hear more about interconnections between physics mysteries and the actual world. In fact, at that moment, the dream of each of the students, including me, was that to be an erudite scholar like our physics teacher. Had he did not relate and unraveled those connections between the theoretical and real worlds, we were not impressed by his characteristics, as we saw him like our other boring teachers, and did not strive to study so hard.
To sum up, given all the points and examples stated above, I believe that the best way to attract students to their studies is to relate their studies with their lives. This is because not only does this approach enable students to observe connections with their lives, but also it causes students to be influenced by the charisma and knowledge of their teachers.
Grammar and spelling errors:
Line 1, column 330, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ourses, which are conducive to students, in their teaching in order to gain stude...
^^
Line 2, column 104, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...h classes and courses is that they find some of the materials they have been taught to abst...
^^^^^^^^^^^
Line 3, column 798, Rule ID: HAVE_PART_AGREEMENT[4]
Message: Possible agreement error – use past participle here: 'done'.
Suggestion: done
...cholar like our physics teacher. Had he did not relate and unraveled those connecti...
^^^
Transition Words or Phrases used:
also, but, if, moreover, regarding, so, thus, while, in fact, no doubt, of course, such as, as a result, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 2.0 9.8082437276 20% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 65.0 43.0788530466 151% => Less pronouns wanted
Preposition: 76.0 52.1666666667 146% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2553.0 1977.66487455 129% => OK
No of words: 506.0 407.700716846 124% => OK
Chars per words: 5.04545454545 4.8611393121 104% => OK
Fourth root words length: 4.7428307748 4.48103885553 106% => OK
Word Length SD: 2.82726211781 2.67179642975 106% => OK
Unique words: 271.0 212.727598566 127% => OK
Unique words percentage: 0.53557312253 0.524837075471 102% => OK
syllable_count: 790.2 618.680645161 128% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 69.2886251866 48.9658058833 142% => OK
Chars per sentence: 141.833333333 100.406767564 141% => OK
Words per sentence: 28.1111111111 20.6045352989 136% => OK
Discourse Markers: 7.16666666667 5.45110844103 131% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.191029068285 0.236089414692 81% => OK
Sentence topic coherence: 0.058187371172 0.076458572812 76% => OK
Sentence topic coherence SD: 0.0364376947965 0.0737576698707 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.115888467422 0.150856017488 77% => OK
Paragraph topic coherence SD: 0.0138304914242 0.0645574589148 21% => 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: 16.4 11.7677419355 139% => OK
flesch_reading_ease: 43.06 58.1214874552 74% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 14.2 10.1575268817 140% => OK
coleman_liau_index: 12.31 10.9000537634 113% => OK
dale_chall_readability_score: 8.99 8.01818996416 112% => OK
difficult_words: 127.0 86.8835125448 146% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 9.0 10.247311828 88% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.