. 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
It is incontrovertible fact that cheating in everything is an unethical behavior, and it should be stopped especially at schools where individuals’ personality is forming. Although some people think that punishment or monitoring by parents is an effective way in order to decrease cheating among students, I, personally, do believe that teachers are persons who can have more impact on students for two reasons which are elaborated upon hereunder.
To begin with, teachers have more information about students’ academic performance rather than parents. They observe students’ behavior in different situations and usually know each student’s “weaknesses and strengths” point. On the other hand, with technologies such as the Internet and cell phone, it is impossible for parents to know all their children’ classmates, and control their relationship. Moreover, most of the parents usually help their children in the face of such situations instead of forcing them to solve assignments alone. Therefore, teachers possibly have better control and can easily find which students are more prone to cheating. These students usually have some reasons for cheating, one of which is anxiety regarding a good score. Needless to say that, the primary purpose of an assignment is helping students’ learning process. As far as I am concerned, asking students solve their assignments in some groups, not only can increase individuals’ motivation for learning but can help them do their best so that having better academic performance as well. Indeed, in such atmosphere, students will work together without any stress for evaluation and there is no reason for cheating.
Additionally, punishment can bring far-reaching negative consequences rather than positive effects in the process of teaching and learning. As Robert Baden-Powell once said, “Correcting bad habits cannot be done by forbidding or punishment.” It is obvious that punishing a person can result in ashamed and feeling of worthless for him or her. Therefore, it is more likely to distort one’s motivation, to culminate in a destructive experience, and to make a bad relationship between a student and his or her teacher. However, a teacher can easily reveal the nature of cheating for students by speaking about it. For instance, “Imagine you are a farmer who works hard most of a year, days and nights, to yield good crops, is it fair if someone comes and steals all crops right at the time of harvest? ” one of my teachers always said. Furthermore, he never punished us because of being unaware and doing a wrong behavior. By doing so, he taught us how unfair and immoral cheating and made us think about it. As a result, I suppose, by such ethical lessons instead of punishment students never let themselves to circumvent rules.
In the light of these critical points, I strictly believe that the modification of students’ evaluation ways and teachers’ morality lessons are more useful than punishment or parents’ monitoring. Indeed, teachers who spent many a year of their lives in the way of training and making the personality of people can play an important role in the decrease of cheating.
Grammar and spelling errors:
Line 6, column 119, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'a' or 'the' is left.
Suggestion: a; the
...ents with the means of their parents is a the most effective way to avoid them from c...
^^^^^
Transition Words or Phrases used:
besides, but, first, firstly, if, second, secondly, so, still, then, while, as to, for instance, in conclusion, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 2.0 9.8082437276 20% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 45.0 52.1666666667 86% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1644.0 1977.66487455 83% => OK
No of words: 321.0 407.700716846 79% => More content wanted.
Chars per words: 5.1214953271 4.8611393121 105% => OK
Fourth root words length: 4.23278547379 4.48103885553 94% => OK
Word Length SD: 2.91132121036 2.67179642975 109% => OK
Unique words: 169.0 212.727598566 79% => More unique words wanted.
Unique words percentage: 0.526479750779 0.524837075471 100% => OK
syllable_count: 486.9 618.680645161 79% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 11.0 20.6003584229 53% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 29.0 20.1344086022 144% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.8777658469 48.9658058833 147% => OK
Chars per sentence: 149.454545455 100.406767564 149% => OK
Words per sentence: 29.1818181818 20.6045352989 142% => OK
Discourse Markers: 11.1818181818 5.45110844103 205% => Less transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.262470475234 0.236089414692 111% => OK
Sentence topic coherence: 0.101784079238 0.076458572812 133% => OK
Sentence topic coherence SD: 0.0574563306435 0.0737576698707 78% => OK
Paragraph topic coherence: 0.163937146358 0.150856017488 109% => OK
Paragraph topic coherence SD: 0.0290313068722 0.0645574589148 45% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.3 11.7677419355 147% => OK
flesch_reading_ease: 50.5 58.1214874552 87% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.4 10.1575268817 132% => OK
coleman_liau_index: 13.01 10.9000537634 119% => OK
dale_chall_readability_score: 8.81 8.01818996416 110% => OK
difficult_words: 76.0 86.8835125448 87% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 13.6 10.0537634409 135% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
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.