Imagine that a professor requires students to learn as much as possible about a subject in a short period of life. Is it better for the professor to require students to work together in a group or is it better to require students to work alone?
It is indeed undeniable that working in group causes the members to learn each other. Everybody has its own idea and each view has its own advantages and disadvantages. From my vantage point, working in group is so appropriate for the students. Not only can students learn each other, but also they will be able to do teamwork. I subscribe this way which I will explore in the following essay.
The first exquisite point to mention is that students will learn each other in group working. When they study individually, students can learn the materials by their selves, but when they study in group, they can acquire some new technics from each other in learning. Also, they may teach each other so, the students can eradicate all errors with which they have problems in group working. In group working, some students are incentive to learn the lessons deeply and teach them to the other members of the group. Therefore, these effects of group working cause students learn fast and deeply. A vivid example can be shed light on this subject is my own experience. As a teacher, when I imposed this way to my class students, the average grade increased drastically. In that time, I was aware of the process of my students learning and how to develop in learning materials. Some of the students in order to show off they try so hard in learning materials. This way, also, caused that they don’t refer to me so much in order to ask some notions which they hadn’t understood well.
Another reason that deserves some words is that the students will learn teamwork. They will learn to do their tasks in the group appropriately and consequently, learn how to behave in society and be more sociable. As a result, when they grow up they will be able to participate in group project which needs a strong cooperating with its members. I remember, at first times, some of my students couldn’t match with the group working then, some of the members of the group complained about some students that can’t be come on with their tasks. This problem gradually has been solved and consequently, they were able to reach their purpose with matched work.
To make long story short, I assert that working groups causes students to learn class lessons as soon as possible in the light of the aforementioned reasons. Not only can they learn from each other but also, they will learn teamwork and be more sociable. Therefore, how can the professors can ignore the group working for their students?
Grammar and spelling errors:
Line 2, column 578, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to fast'
Suggestion: to fast
...s of group working cause students learn fast and deeply. A vivid example can be shed...
^^^^
Line 2, column 875, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: Some
...d how to develop in learning materials. Some of the students in order to show off they try ...
^^^^^^^^^^^
Line 3, column 444, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...os;t match with the group working then, some of the members of the group complained about s...
^^^^^^^^^^^
Line 4, column 81, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to class'
Suggestion: to class
...working groups causes students to learn class lessons as soon as possible in the ligh...
^^^^^
Line 4, column 338, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e the group working for their students?
^^^^
Transition Words or Phrases used:
also, but, consequently, first, may, so, then, therefore, well, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 57.0 52.1666666667 109% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalization wanted.
Performance on vocabulary words:
No of characters: 2064.0 1977.66487455 104% => OK
No of words: 431.0 407.700716846 106% => OK
Chars per words: 4.78886310905 4.8611393121 99% => OK
Fourth root words length: 4.55637350225 4.48103885553 102% => OK
Word Length SD: 2.55803173537 2.67179642975 96% => OK
Unique words: 191.0 212.727598566 90% => OK
Unique words percentage: 0.443155452436 0.524837075471 84% => More unique words wanted or less content wanted.
syllable_count: 601.2 618.680645161 97% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Interrogative: 4.0 0.994623655914 402% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 34.6852986622 48.9658058833 71% => OK
Chars per sentence: 89.7391304348 100.406767564 89% => OK
Words per sentence: 18.7391304348 20.6045352989 91% => OK
Discourse Markers: 3.26086956522 5.45110844103 60% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 11.0 4.88709677419 225% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.22792957008 0.236089414692 97% => OK
Sentence topic coherence: 0.0910766188506 0.076458572812 119% => OK
Sentence topic coherence SD: 0.0689314002023 0.0737576698707 93% => OK
Paragraph topic coherence: 0.175599108325 0.150856017488 116% => OK
Paragraph topic coherence SD: 0.0470622024212 0.0645574589148 73% => OK
Essay readability:
automated_readability_index: 10.5 11.7677419355 89% => Automated_readability_index is low.
flesch_reading_ease: 70.13 58.1214874552 121% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 7.9 10.1575268817 78% => OK
coleman_liau_index: 10.5 10.9000537634 96% => OK
dale_chall_readability_score: 7.68 8.01818996416 96% => OK
difficult_words: 86.0 86.8835125448 99% => OK
linsear_write_formula: 7.0 10.002688172 70% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 11.0 10.247311828 107% => 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: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 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.