Do you agree or disagree with the following statement? Students aging 15-18 with same skill levels of certain subjects should be included in the same class.
Whether students aging 15-18 with the same levels of a specific subject should be included in the same class arouses a heated debate. While there are pros and cons on both sides, I maintain that students with different skills should not attend the same class. My reasons are as follows.
To begin with, educators should not let students feel too stressed, and permitting all kinds of students to participate in the same class can prevent them from obtaining too much pressure. For instance, my friend, Kane, was a native English speaker. When he was sixteen years old, his teacher allowed him to attend an English class together with his classmates, even though he already knew everything taught in the lecture. Yet, he gained lots of happiness by teaching native-level English to his classmates. Eventually, he led a happy high school life by interacting with his non-native classmates. Contrarily, my friend, Todd, was extremely talented in math, so his middle school required him to join a special class consisting of math prodigies only. Nevertheless, Todd always felt under a lot of pressure because his classmates often outsmarted him when tackling Olympiad-level math problems. As a result, his constant pressure made him get insomnia and schizophrenia at a relatively young age. Apparently, grouping students with similar abilities might make students feel uneasy and anxious all the time.
In addition, most students are concerned about their friendship, but letting all sorts of students participate in identical classes will not help them maintain steadier friendships with their classmates. Take Todd again as an example. When Todd was solving diabolical math problems, he always wanted to win his classmates. Therefore, he treated his classmates as enemies instead of studying partners. In the long run, his aggressive and competitive attitude made him have few friends, and his relationship with his classmates was terrible. Contrarily, Kane befriended many people by teaching his classmates advanced English vocabulary. Not only that, he often invited his friends to his house to experience American food and pop culture, while simultaneously teaching them English slang and colloquialisms. Consequently, most of Kane's classmates considered him a generous, warm-hearted person. Eventually, Kane befriended lots of people. So according to my friends' experiences, not grouping students with similar talents will help students gain numerous friends.
In conclusion, I believe that educators should not make adolescent students with the same levels of a certain subject partake in the same class. After all, instructors should care about students' relationships with their friends. Besides, adolescent students might face too much pressure if they are grouped in the same class with other students who are similarly intelligent in certain fields.
Grammar and spelling errors:
Line 1, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Whether” 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.
Whether students aging 15-18 with the same leve...
^^^^^^^
Transition Words or Phrases used:
apparently, besides, but, consequently, if, nevertheless, similarly, so, therefore, while, after all, for instance, in addition, in conclusion, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 3.0 8.0752688172 37% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2425.0 1977.66487455 123% => OK
No of words: 441.0 407.700716846 108% => OK
Chars per words: 5.49886621315 4.8611393121 113% => OK
Fourth root words length: 4.58257569496 4.48103885553 102% => OK
Word Length SD: 2.95387661486 2.67179642975 111% => OK
Unique words: 241.0 212.727598566 113% => OK
Unique words percentage: 0.546485260771 0.524837075471 104% => OK
syllable_count: 716.4 618.680645161 116% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 47.1089630538 48.9658058833 96% => OK
Chars per sentence: 97.0 100.406767564 97% => OK
Words per sentence: 17.64 20.6045352989 86% => OK
Discourse Markers: 6.8 5.45110844103 125% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.301406478746 0.236089414692 128% => OK
Sentence topic coherence: 0.0938908611205 0.076458572812 123% => OK
Sentence topic coherence SD: 0.13672935787 0.0737576698707 185% => OK
Paragraph topic coherence: 0.279256191253 0.150856017488 185% => OK
Paragraph topic coherence SD: 0.179195448015 0.0645574589148 278% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.3 11.7677419355 113% => OK
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 14.32 10.9000537634 131% => OK
dale_chall_readability_score: 8.45 8.01818996416 105% => OK
difficult_words: 111.0 86.8835125448 128% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 8.8 10.0537634409 88% => 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.