At one high school, more of its students than ever before have been caught cheating on their homework assignments. For example, many students have asked other students to provide them with answers for assignments. The school is considering making a change to help decrease the number of students who cheat on homework. Which one of the following actions do you think will be most effective and why?
• Asking parents to monitor their children as they do their homework and confirm that their children have not cheated
• Increasing the penalty for cheating
• Asking teachers to create homework assignments that will make it more difficult for students to cheat
In education environments, always one of the controversial problems for masters and educators is combating methods for cheating between students in doing their homework. Over the years, many approaches have been considered to restrict and decline this behavior between students. In my opinion, one of the effective methods for this problem is increasing the fine for cheating, which can control this violation very well. I will elucidate my viewpoint In the following paragraphs.
Firstly, raising the penalty for fraud causes the number of students who help to culprits is decreased. In this situation, most students will not risk, and they will not collaborate with cheater students because if the answers of their assignment are similar to each other, there will increase this probability they are also recognized as a fraudulent person. As a result, conditions for cheaters become harder, and lead many of them to quit this offense; thus, the rate of cheating between students is declined. For example, I remember when I was going to high school, one of our teachers had given a hard homework to us and also had imposed severe penalties for fraud in that exercise. When I could not do them, I asked my best friend gave me her homework answers; nevertheless, she did not give me them because it was possible she found guilty and be comprised of the intense penalties from the teacher. After that, it was hard for me to find any other students to do this work for me; therefore, I had to do this homework myself, and after that, I gradually quit this behavior.
Secondly, increase the fine for this crime cause students less to go toward cheating because they should incur a lot of financial, psychological, and social costs for homework that they could do easier and earlier with a little time for studying and doing them. The fact that when the penalty increase for this crime, not only do they can see the consequences of their wrong way in the school, but also they teach a big lesson to other pupils, and everyone realizes the bad outcome of these activities. Moreover, at this age, individuals have very influence on each other. When one of them commences to give up this habit because of the high penalties; consequently, other ones are encouraged to follow them and abandon from cheating. For instance, in a report from one of the best psychology research teams, they investigate this problem on students 14 to 18. They designed some experiments and increased penalties for cheating in all of them in many different ways such as, introducing the culprit, hefty fines, or zeroing the course score. They could understand whatever the penalty has been increased; hence, the rate of cheating has been decreased. Additionally, they could point out, when students see the intense punish of cheaters, they go away around these activities. As a result, the cheaters give up fraud, and students are affected by this behavior of their peers and do not repeat this offense.
In conclusion, I firmly suggest to school principals and officials that select amplifying the fine for cheating as the best solution for the decline of the fraud between students. In this way, the rate of cooperation among the pupils for cheating declines because other students do not want to involve in this heavy penalty. After all, when the fine is high, students prefer to do their homework by themselves, instead of including a big penalty.
- Do you agree or disagree with the following statement Successful people try new things and take risks rather than only doing what they know how to do well Use specific reasons and examples to support your answer70
- Do you agree or disagree with the following statement My lifestyle is easier and more comfortable than the one my grandparents experienced when they were young Use specific details and examples to support your answer71
- Neighbors are the people who live near us In your opinion what type of neighbor is the best to have Someone who is quiet Someone who we are similar to Someone who is supportive Use specific details and examples in your answer65
- It is impossible to always be completely honest with your friends73
- Do you agree or disagree with the following statement Teachers should not make their social or political views known to students in the classroom Use specific reasons and examples to support your answer70
Grammar and spelling errors:
Line 2, column 1002, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...nts to do this work for me; therefore, I had to do this homework myself, and afte...
Line 3, column 10, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...gradually quit this behavior. Secondly, increase the fine for this crime cause s...
Line 3, column 549, Rule ID: HAVE_PART_AGREEMENT
Message: Possible agreement error -- use past participle here: 'influenced'.
...ver, at this age, individuals have very influence on each other. When one of them commenc...
Line 3, column 948, Rule ID: NUMEROUS_DIFFERENT
Message: Use simply 'many'.
...enalties for cheating in all of them in many different ways such as, introducing the culprit, ...
Transition Words or Phrases used:
also, but, consequently, first, firstly, hence, if, moreover, nevertheless, second, secondly, so, therefore, thus, well, after all, for example, for instance, in conclusion, such as, as a result, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 73.0 43.0788530466 169% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2850.0 1977.66487455 144% => OK
No of words: 576.0 407.700716846 141% => Less content wanted.
Chars per words: 4.94791666667 4.8611393121 102% => OK
Fourth root words length: 4.89897948557 4.48103885553 109% => OK
Word Length SD: 2.6982160566 2.67179642975 101% => OK
Unique words: 275.0 212.727598566 129% => OK
Unique words percentage: 0.477430555556 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 866.7 618.680645161 140% => 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: 5.0 3.08781362007 162% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 8.0 1.86738351254 428% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 53.3664239631 48.9658058833 109% => OK
Chars per sentence: 129.545454545 100.406767564 129% => OK
Words per sentence: 26.1818181818 20.6045352989 127% => OK
Discourse Markers: 9.5 5.45110844103 174% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 3.0 11.8709677419 25% => More positive sentences wanted.
Sentences with negative sentiment : 17.0 3.85842293907 441% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.324908594794 0.236089414692 138% => OK
Sentence topic coherence: 0.108415116555 0.076458572812 142% => OK
Sentence topic coherence SD: 0.0450413377306 0.0737576698707 61% => OK
Paragraph topic coherence: 0.226144321208 0.150856017488 150% => OK
Paragraph topic coherence SD: 0.020865966114 0.0645574589148 32% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 15.0 11.7677419355 127% => OK
flesch_reading_ease: 53.55 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 11.73 10.9000537634 108% => OK
dale_chall_readability_score: 8.43 8.01818996416 105% => OK
difficult_words: 128.0 86.8835125448 147% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
Write the essay in 30 minutes.
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
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.