Nowadays many high schools and universities require students to work on projects in groups, and all members of the group receive the same grade (mark) on the project. Do you agree or disagree that giving every member of a group the same grade is a good way to evaluate students?
Universities and schools are always looking for a fairly way to judge student. However, depending on different condition they decide variously. Group working is one of the common activiyies that students are supposed to do during their study. When it comes to grading students in a group a question arises as to whether all students should take the same score, or they shoud be treated according to the rate of contribution in accomplishment of the project. I, personally, think students should be graded according to their eligibilities, for two conspicuous reasons which I will elaborate on in the following paragraphs.
First, students have various characteristics and it leads to different performances during working on a project. Some students are hard-working. They put a lot of effort and energy to find and analyze wide variety of information because they care about their grades. On the other hand, some students are lazy and they rely on the assiduous students. They are laid back and do not think about due day, score, or the quality of the project. Therefore, in such a circumstance, if students at the end of the project get the same grade, it would be unfair. To put it in other words, lazy and unqualified students abuse the hard-working ones and the university or school pave the way for them. They know that despite their weak performances in the project, they get the same score as their diligent classmates. Hence, I think it is better for instructors to allocate certain duties to different students and judge them separately.
Second, when students are assessed according to their contribution in the project, a sense of competition will blossom in the group, which is conducive in their progress. When students know that mentors exactly know what they have done in the group, they take it seriously, and every one incline to represent his or her ability in order to stay in teacher's mind as the best one. In this way, they will be more creative and use more innovation to distinct themselves from other members of the group. A personal example can drive this notion home. Once, at university, my classmate and I were supposed to do a project and design a food factory according to the standard principals. Our professor determined our tasks in the project and said that he will grade us only for our certain part. All of us wanted to get the best score; therefore, did our best. As a result, we made a plan which a businessman wanted to invest in because it was a high quality work. Had my professor not made a sense of competition between us, our results would not have been excellent.
In conclusion, taking the two reasons mentioned above into account, I believe that instructors should judge students in a group work differently. In this way, not only do they grade students fairly, but they also make a sense of competition between group members that positively affect their final results.
Grammar and spelling errors:
Line 1, column 49, Rule ID: A_RB_NN[1]
Message: You used an adverb ('fairly') instead an adjective, or a noun ('way') instead of another adjective.
...ties and schools are always looking for a fairly way to judge student. However, depending on...
^^^^^^^^^^^^
Line 1, column 307, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
...g students in a group a question arises as to whether all students should take the same score...
^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, hence, however, if, look, second, so, therefore, as to, i think, in conclusion, as a result, in other words, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 66.0 52.1666666667 127% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2428.0 1977.66487455 123% => OK
No of words: 497.0 407.700716846 122% => OK
Chars per words: 4.88531187123 4.8611393121 100% => OK
Fourth root words length: 4.72159896747 4.48103885553 105% => OK
Word Length SD: 2.82414418113 2.67179642975 106% => OK
Unique words: 239.0 212.727598566 112% => OK
Unique words percentage: 0.480885311871 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 755.1 618.680645161 122% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 43.8944187796 48.9658058833 90% => OK
Chars per sentence: 97.12 100.406767564 97% => OK
Words per sentence: 19.88 20.6045352989 96% => OK
Discourse Markers: 5.76 5.45110844103 106% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 12.0 4.88709677419 246% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.289145121534 0.236089414692 122% => OK
Sentence topic coherence: 0.0805091012507 0.076458572812 105% => OK
Sentence topic coherence SD: 0.0627244303423 0.0737576698707 85% => OK
Paragraph topic coherence: 0.201030657155 0.150856017488 133% => OK
Paragraph topic coherence SD: 0.0354584640816 0.0645574589148 55% => OK
Essay readability:
automated_readability_index: 11.5 11.7677419355 98% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.08 10.9000537634 102% => OK
dale_chall_readability_score: 7.85 8.01818996416 98% => OK
difficult_words: 103.0 86.8835125448 119% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.