Do you agree or disagree with the following statement:
professor should prohibit the use of devices that can connect to internet in class
Currently, with the unprecedented spreading of the class="internet">internet and excessive development of modern technology, teenagers class="have">have more and more access to class="get">get class="approach">approach to electronic devices. class="even">even on campus class, it’s common to see students use their smart phones or laptops. however, this circumstance might bother some professors, for the noise or ignorance from students will exert detrimental effects on class. when it comes to my opinion, I totally understand the professors’ worries, thus I reckon that professors ought to prohibit students from using those techniques.
First and foremost, most students hardly control themselves. when they class="have">have class="approach">approach to the class="internet">internet on class, they can’t help to check the latest news on Facebook or update their INS. Therefore, they can’t put their whole hearts on listening to professors, and the efficiency of class will be hurt severely. Take my historical class as an example, last year our professor let us to use our electronic devices to search some information and materials which are crucial for our study. however, most students caught this permission as an opportunity to do their own thing. class="even">even worse, some students played online games on class. Consequently, all of us couldn’t class="get">get expected grades on this class. this year historical professor sends out the materials on paper to us, we all admit we are more focused on class in this way.
What’s more, if all students use their techniques on class, the professor will easily be interrupted, which is unfair to both professors and students who really are thirsty for knowledge. Under the situation all students are focused on their own things on their smart phones, the professor can’t class="get">get the feedback from students, and he might just read his handout and make this class lackluster. In this way, the students who really want to acquire knowledge will be disappointed undoubtedly. According to one research conducted by Peking University, 80 percent of teachers are more willing to teach the students show great interest about class, only 3 percent of teachers hold indifferent ideas about students performance. thus the feedbacks from students pivotally influence the efficiency of classes.
In the nutshell, without the annoying things from using electronic devices, students will improve their studying and professors can teach students with more enthusiasm, we students are supposed to leave our smart phones for a while to class="get">get promising future.
Grammar and spelling errors:
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Currently, with the unprecedented spread...
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...h'>approach to electronic devices. class='even'>even on campus class, ...
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...ents use their smart phones or laptops. however, this circumstance might bother some pr...
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...ill exert detrimental effects on class. when it comes to my opinion, I totally under...
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...students from using those techniques. First and foremost, most students hard...
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...ost students hardly control themselves. when they class='have'>have class=...
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...erials which are crucial for our study. however, most students caught this permission a...
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...s an opportunity to do their own thing. class='even'>even worse, some stude...
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...pos;>get expected grades on this class. this year historical professor sends out the...
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...e more focused on class in this way. What's more, if all students use th...
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...erent ideas about students performance. thus the feedbacks from students pivotally i...
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...erent ideas about students performance. thus the feedbacks from students pivotally i...
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...influence the efficiency of classes. In the nutshell, without the annoying th...
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Transition Words or Phrases used:
consequently, first, however, if, really, so, therefore, thus, while, i reckon
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2395.0 1977.66487455 121% => OK
No of words: 391.0 407.700716846 96% => OK
Chars per words: 6.12531969309 4.8611393121 126% => OK
Fourth root words length: 4.44676510885 4.48103885553 99% => OK
Word Length SD: 5.04553866081 2.67179642975 189% => OK
Unique words: 210.0 212.727598566 99% => OK
Unique words percentage: 0.537084398977 0.524837075471 102% => OK
syllable_count: 693.0 618.680645161 112% => OK
avg_syllables_per_word: 1.8 1.51630824373 119% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 68.081650326 48.9658058833 139% => OK
Chars per sentence: 133.055555556 100.406767564 133% => OK
Words per sentence: 21.7222222222 20.6045352989 105% => OK
Discourse Markers: 4.33333333333 5.45110844103 79% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 13.0 5.5376344086 235% => Less language errors wanted.
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.155305945191 0.236089414692 66% => OK
Sentence topic coherence: 0.0629285704331 0.076458572812 82% => OK
Sentence topic coherence SD: 0.0391178912282 0.0737576698707 53% => OK
Paragraph topic coherence: 0.116552270577 0.150856017488 77% => OK
Paragraph topic coherence SD: 0.0223239982976 0.0645574589148 35% => 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: 18.3 11.7677419355 156% => OK
flesch_reading_ease: 33.24 58.1214874552 57% => Flesch_reading_ease is low.
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 18.27 10.9000537634 168% => OK
dale_chall_readability_score: 9.0 8.01818996416 112% => OK
difficult_words: 107.0 86.8835125448 123% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => 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.