In my point of view, if schools plan to give rewards to well-performing teachers, I think student evaluations of teachers’ performance are more useful. The preference is due half to teachers’ goal and half to disinterest toward the evaluation.
First of all, in my opinion, a teacher’s teaching goal is to help students master knowledge faster and more effectively. Therefore, it is essential to collect what students say about their teachers. Imagine a teacher who can accurately impart knowledge, help students solve learning difficulties, and assuage students’ doubts. Students, with the help of said teacher, having achieved excellent grades and having acquired new knowledge, will surely give the teacher positive feedback. On the other hand, if the teacher did not explain the material clearly or made some mistakes, this will also be manifested in the evaluations submitted by students, thus helping teachers to progress and improving the teaching standard. Take me, a teacher, as an example. At the end of each course, my school asks each student to fill out an assessment form. Students grade the teachers and write out the teachers’ strengths and weaknesses. Every time I get these assessment forms, I read them carefully, maintaining my strengths and improving upon my weaknesses. As a result, my teaching level has become better and better, and my school has also increased my salary and rewarded me last month.
In addition, when it comes to rewards, the impartiality of the assessment is also a key point to be taken into account. The relationship between teachers and students is simpler and more objective than the relationships between colleagues. For students, teachers disseminate knowledge and students acquire knowledge. Thus, teachers who perform well receive positive evaluations and poor teachers are left with negative evaluations. By contrast, among colleagues, the interests may lead to some unfair phenomena. For example, my friend Anderson is a good teacher, but his colleagues conspired to lower his score because of their envy towards him. As a result, Anderson was deprived of the opportunity to receive a reward. Therefore, the student evaluation forms are much more objective than the evaluations from other teachers.
In sum, I prefer student evaluation of teachers’ performance instead of evaluations by other teachers. In this process, teachers are able to help students more effectively, and we can guarantee the objectivity of the evaluation.
Transition Words or Phrases used:
also, but, first, if, may, so, therefore, thus, well, for example, i think, in addition, as a result, first of all, in my opinion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 5.0 9.8082437276 51% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 3.0 11.0286738351 27% => More relative clauses wanted.
Pronoun: 27.0 43.0788530466 63% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2110.0 1977.66487455 107% => OK
No of words: 389.0 407.700716846 95% => OK
Chars per words: 5.42416452442 4.8611393121 112% => OK
Fourth root words length: 4.44106776838 4.48103885553 99% => OK
Word Length SD: 3.08059477508 2.67179642975 115% => OK
Unique words: 212.0 212.727598566 100% => OK
Unique words percentage: 0.54498714653 0.524837075471 104% => OK
syllable_count: 634.5 618.680645161 103% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.9847660436 48.9658058833 80% => OK
Chars per sentence: 95.9090909091 100.406767564 96% => OK
Words per sentence: 17.6818181818 20.6045352989 86% => OK
Discourse Markers: 6.72727272727 5.45110844103 123% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.389245245732 0.236089414692 165% => OK
Sentence topic coherence: 0.123375437297 0.076458572812 161% => OK
Sentence topic coherence SD: 0.118875146129 0.0737576698707 161% => OK
Paragraph topic coherence: 0.296910223422 0.150856017488 197% => OK
Paragraph topic coherence SD: 0.0688528151032 0.0645574589148 107% => OK
Essay readability:
automated_readability_index: 12.9 11.7677419355 110% => OK
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 13.86 10.9000537634 127% => OK
dale_chall_readability_score: 8.38 8.01818996416 105% => OK
difficult_words: 96.0 86.8835125448 110% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.