High school teachers (teacher of students ages 14-18) spend most of the class time lecturing (speaking ) and doing teacher- led discussion while the students listen and take notes. However, this is not effective in preparing students for a future career in the modern workplace. Other propose that high school teachers spend more of the class time on students-led discussion and project-based activities that students are highly involved in and exchange their ideas.
People usually attach great importance to high school education because it prepares students for their college education or even future career. Since different teaching methods would affect students in different ways, people naturally hope teachers adopt an appropriate way to teach teenagers (aged 14-18). In these days, we often hear people say that teachers should spend most of the class time lecturing, while students just listen and take notes, others think student-led discussion and project-based activities are more important. However, as far as I am concerned, teacher-led discussion and student-led discussion, complete each other by playing different yet indispensable parts in class.
Teacher-led classes will help students improve their studying efficiency, and more important, acquire learning skills. Teachers are experienced, so they can bring with students information not only written in the test book but also from their accumulated knowledge and specialized skills. By listening and taking notes, students will quickly find where they should pay attention to and save much time. By contrast, in the student-led discussion, students may focus on the textbook only and even do not know the key point, so it may take a lot of time to find the right direction. Also, teachers have been trained to teach individuals in different ways depending on their type. They can better help students learn in the way that is best for each student. Being advised by teachers in terms of their own situation, students can form their own studying style. They, therefore, are very likely to learn more quickly, for they keep their teachers' advice and skills in mind. It is quite obvious that teacher-led discussion has the strength that student-led discussion does not has, and it is indispensable for high school students.
Although teacher-led discussion enjoys many advantages, student-led discussion and project-based activity are also irreplaceable for they can teach students how to think and increase their self-knowledge. In the traditional teacher-led class, students spend most of the class time listening and taking notes. They lack chances to express their own opinions. Sometimes, they even stop thinking since they passively accept what the teachers talk about. By contrast, when in the student-led discussion, students become a "positive learner." The discussion dominated by students would provide them opportunities to view the issue from different perspectives, put forward their opinions positively, and then uptake others' views. This process is conducive to their comprehensive understanding of a subject. In this circumstance, they are more likely to know how to put forward an informed idea by weighing different factors. What is more, students would increase their self-knowledge by engaging in various project-based activities or playing different roles in student-led discussion. They can then realize their weaknesses and strengthens. They, thus, are able to make more informed choices in deciding what they want to study or which job to take in the future. The merits of the student-led discussion make them a perfect choice on many occasions when the teacher-led discussion is not suitable, and the lack of it in high school education is unthinkable.
Since teacher-led discussion and student-led discussion cannot replace each other while both indispensable to high school students, it would be illogical to claim that anyone is better than the other does.
Grammar and spelling errors:
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...nt yet indispensable parts in class. Teacher-led classes will help students i...
^^^^
Line 5, column 1073, Rule ID: DOES_X_HAS[1]
Message: Did you mean 'have'? As 'do' is already inflected, the verb cannot also be inflected.
Suggestion: have
...th that student-led discussion does not has, and it is indispensable for high schoo...
^^^
Line 5, column 1073, Rule ID: DID_BASEFORM[3]
Message: The verb 'does' requires base form of the verb: 'have'
Suggestion: have
...th that student-led discussion does not has, and it is indispensable for high schoo...
^^^
Line 9, column 517, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...student-led discussion, students become a 'positive learner.' The discu...
^
Line 11, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...igh school education is unthinkable. Since teacher-led discussion and student...
^^^^
Transition Words or Phrases used:
also, but, however, if, may, so, then, therefore, thus, while, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 22.0 13.8261648746 159% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 59.0 52.1666666667 113% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2978.0 1977.66487455 151% => OK
No of words: 535.0 407.700716846 131% => OK
Chars per words: 5.56635514019 4.8611393121 115% => OK
Fourth root words length: 4.80937282943 4.48103885553 107% => OK
Word Length SD: 3.03664750257 2.67179642975 114% => OK
Unique words: 261.0 212.727598566 123% => OK
Unique words percentage: 0.48785046729 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 864.0 618.680645161 140% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 55.3336931715 48.9658058833 113% => OK
Chars per sentence: 119.12 100.406767564 119% => OK
Words per sentence: 21.4 20.6045352989 104% => OK
Discourse Markers: 3.0 5.45110844103 55% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 16.0 11.8709677419 135% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.497741450259 0.236089414692 211% => OK
Sentence topic coherence: 0.161607297197 0.076458572812 211% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.117643496843 0.0737576698707 160% => OK
Paragraph topic coherence: 0.347764943395 0.150856017488 231% => OK
Paragraph topic coherence SD: 0.0865629769075 0.0645574589148 134% => OK
Essay readability:
automated_readability_index: 15.5 11.7677419355 132% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 15.03 10.9000537634 138% => OK
dale_chall_readability_score: 8.07 8.01818996416 101% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 14.0 10.002688172 140% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 16.0 10.247311828 156% => OK
What are above readability scores?
---------------------
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
---------------------
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.