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 (punishment) for cheating
- Asking teachers to create homework assignments that will make it more difficult for students to cheat
Nowadays, schools have different problems with their students in order to teach them and help them to improve their knowledge, and they should find the best way to solve these problems. Among the above three options, I believe that just the latest one may work for schools to stop their students and do not let them cheat. I feel this way for two main reasons, which I will explore in the following essay.
To begin with, teachers are up to date compare to the parents and are aware of different methods that students may use for cheating. To be more specific, in order to make a better life, parents have to work a lot, and they are busy with their tasks to gain more money for their family lives; hence, they do not any time to allocate for controlling their children when they are doing their homework. Moreover, they finished their study a long time ago, and they are not aware of new methods of the educational system and of course the new methods that students use for cheating. My own experience is a compelling example of what I mean. I have sixteen years old children, and he is a school student. His teacher asked me to pay more attention to him whenever he is doing his homework. It was because they want to control students and do let them share answers to question with each other rather than doing them by themselves. Therefore, I did my best, and when he was doing his homework, I stayed in his room and control his activities, and did not let him use his books or use his notes. However, I did not know that his friend and he made a channel in WhatsApp application on their smartphone, and they share the answer to questions there.
Moreover, I believe that increasing the penalty by schools will harm students' interest to continue their education. To put it in other words, although schools may have some restricted rolls against cheating for their student, it may decrease students’ attention to study, this is because, sometimes punishing students may make a bad dream for them, and as a result, they miss their interest to continue their educations. For instance, twenty years ago, when I was a school student, I had some health problems, and I have to spend most of my time in hospitals. Thus, I could not able to do my home by myself, and I got the answer from my classmate. Therefore, my teacher understood what I am doing and forced me to do a lot of homework. I did whatever he wants while I was too sick, and I experienced a lot of worse time. These bad decisions against my manner did not let me to attracted to university and leave my education. Consequently, I miss a lot of job opportunities and get a simple job with a low salary.
In conclusion, according to all the reasons and examples, I believe that teachers are able to stop students from cheating. This is because, parents are not aware of new cheating methods, and punishing may harm students’ future lives.
Grammar and spelling errors:
Line 2, column 638, Rule ID: HAVE_CD_YEARS[1]
Message: This phrase is used with 'be': 'be sixteen years old'.
Suggestion: be sixteen years old
... a compelling example of what I mean. I have sixteen years old children, and he is a school student. H...
^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
consequently, hence, however, if, may, moreover, so, therefore, thus, while, as to, for instance, i feel, i mean, in conclusion, of course, as a result, in other words, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 90.0 43.0788530466 209% => Less pronouns wanted
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2382.0 1977.66487455 120% => OK
No of words: 524.0 407.700716846 129% => OK
Chars per words: 4.54580152672 4.8611393121 94% => OK
Fourth root words length: 4.7844588288 4.48103885553 107% => OK
Word Length SD: 2.5839018111 2.67179642975 97% => OK
Unique words: 234.0 212.727598566 110% => OK
Unique words percentage: 0.446564885496 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 729.9 618.680645161 118% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 23.0 9.59856630824 240% => Less pronouns wanted as sentence beginning.
Article: 0.0 3.08781362007 0% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 12.0 1.86738351254 643% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 60.1544843172 48.9658058833 123% => OK
Chars per sentence: 108.272727273 100.406767564 108% => OK
Words per sentence: 23.8181818182 20.6045352989 116% => OK
Discourse Markers: 8.27272727273 5.45110844103 152% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.327190385392 0.236089414692 139% => OK
Sentence topic coherence: 0.100681820912 0.076458572812 132% => OK
Sentence topic coherence SD: 0.0855194917907 0.0737576698707 116% => OK
Paragraph topic coherence: 0.213576294929 0.150856017488 142% => OK
Paragraph topic coherence SD: 0.0637721460159 0.0645574589148 99% => OK
Essay readability:
automated_readability_index: 11.9 11.7677419355 101% => OK
flesch_reading_ease: 65.05 58.1214874552 112% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 9.41 10.9000537634 86% => OK
dale_chall_readability_score: 7.31 8.01818996416 91% => OK
difficult_words: 84.0 86.8835125448 97% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 11.2 10.0537634409 111% => 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: 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.