Do you agree or disagree with the following statement?When teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects
In today sophisticated world, education is of considerable importance in human beings' lives because getting an academic degree and being well-equipped in a specific field of study help them become prosperous in the future. During their education, they are assigned with a variety of homework and assignments, and accomplishing them with higher efficiency help them to be more successful in their education. In this line of thought, many people believe that if they perform their projects in a teamwork activity, they will benefit more, while many others hold the view that doing projects individually is more helpful for students. Personally speaking, I concur with the former group for two main reasons, on which I will elaborate in the following paragraphs.
First of all, in a group assignment, team members share their ideas and learn from each other's point of view, resulting in being more knowledgeable. Nowadays, education is more difficult rather than it was in the past because human beings have made a lot of progress in different aspects of science and technology in recent decades, which requires students to learn more new, complex concepts in schools to pass their courses and get higher academic degree. Accordingly, teachers assign more arduous assignments for their students to accomplish. For the sake of this goal, if they do their projects with the help of their classmates, they discuss the problems associated to their projects in their groups. Each group member shares his own ideas, which help students learn new information. In fact, each individual gets familiar and learn new ideas and improve his knowledge about the subject. In this way, they are provided with a variety of ideas; thus, they will be more likely to come up innovative and creative ideas and solve their issues. Moreover, students can find out their weaknesses and improve them simply because if they make a mistake, their team members realize and inform them, and in this way, they can correct their mistake and learn something new. Therefore, teamwork projects help students become more knowledgeable and overcome any obstacle with the aid of one another.
Secondly, teamwork projects help students utilize their time more efficiently, thereby learning more productively. To elucidate this point, when students work cooperatively and accomplish their assignments and projects in a teamwork, they discuss the subjects and communicate with their team members. By doing so, they segment their projects into some parts and assign each part to one of the team members. In this way, they use the help of each other and find the solution in a shorter time in comparison with when they work alone. Consequently, they can dedicate their time to much more tasks and assignments and learn more information. For instance, after performing their projects, they can discuss and practice difficult questions of their previous quizzes or exams, or they can allocate their time for reviewing their course materials. As a result, individuals learn more effectively when they are required to collaborate on doing their projects.
To conclude, students can work more productively if they are assigned to do their assignments cooperatively. Not only can they learn from each other and gain useful information, but they also can effectively use their time and obtain more valuable information.
Grammar and spelling errors:
Line 5, column 577, Rule ID: TO_TOO[2]
Message: Did you mean 'too'?
Suggestion: too
...sequently, they can dedicate their time to much more tasks and assignments and lea...
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Line 5, column 954, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...to collaborate on doing their projects. To conclude, students can work more prod...
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Transition Words or Phrases used:
accordingly, also, but, consequently, first, if, moreover, second, secondly, so, therefore, thus, well, while, for instance, in fact, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 28.0 13.8261648746 203% => Less conjunction wanted
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 69.0 52.1666666667 132% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2841.0 1977.66487455 144% => OK
No of words: 538.0 407.700716846 132% => OK
Chars per words: 5.28066914498 4.8611393121 109% => OK
Fourth root words length: 4.81610080973 4.48103885553 107% => OK
Word Length SD: 2.80072792679 2.67179642975 105% => OK
Unique words: 257.0 212.727598566 121% => OK
Unique words percentage: 0.477695167286 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 853.2 618.680645161 138% => 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: 5.0 3.51792114695 142% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 12.0 4.94265232975 243% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 55.1398859701 48.9658058833 113% => OK
Chars per sentence: 129.136363636 100.406767564 129% => OK
Words per sentence: 24.4545454545 20.6045352989 119% => OK
Discourse Markers: 7.22727272727 5.45110844103 133% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
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: 0.289330997086 0.236089414692 123% => OK
Sentence topic coherence: 0.119968104033 0.076458572812 157% => OK
Sentence topic coherence SD: 0.0700325106514 0.0737576698707 95% => OK
Paragraph topic coherence: 0.20496878662 0.150856017488 136% => OK
Paragraph topic coherence SD: 0.0482359809063 0.0645574589148 75% => OK
Essay readability:
automated_readability_index: 15.7 11.7677419355 133% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.64 10.9000537634 125% => OK
dale_chall_readability_score: 8.58 8.01818996416 107% => OK
difficult_words: 128.0 86.8835125448 147% => OK
linsear_write_formula: 21.0 10.002688172 210% => Linsear_write_formula is high.
gunning_fog: 11.6 10.0537634409 115% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.