Some people prefer to take small classes where the professor can remember every student’s name. Others prefer to take large classes. Which do you prefer?
It is critically important that students try to learn as much as possible. But, it is really fine when the classes are small as students increase their learning ability by constantly interacting with teachers. Personally, I believe that it is better for the students to take small classes in order to increase their learning capacity, better relations with teachers as well as mutual understanding with the classmates. I feel this way for two reasons, which I will explore in the following essay.
First of all, preferring small classes enhances students’ learning ability. In other words, in small classes, students are limited in order to interact with teachers. Consequently, students who have doubts in courses and easily ask teachers. Generally, teachers with a broad range of knowledge try to solve student’s problems practically and theoretically. In contrast, this will increase students’ cognitive level. My personal experience is a compelling illustration of this. When I was in a university during my bachelor program, I got opportunity to participate both in small as well as large classes. During my small classes, I really felt excited in order to ask teacher the concepts that I was not able to understand whereas during seminars with lot of students, I really got annoyed when I had to wait for a lot of times in order to ask questions to my mentor as students were large in number and hardly I got chances in order to clear the doubts. If the seminar halls were limited with students, I could be able to interact with the mentor easily.
Secondly, teachers remember the strength and weakness of the students as the number of the students are limited generally in small class. Evidently, teachers remember the student’s capabilities and their short coming in order to enhance their problem solving capacities. In short, teachers have a strong bond with students in helping building student’s career. As a result, students feel confident to ask the topics which they have not understand in the lecture that make them to understand the topic thoroughly. For example- When I was in class six, we were just sixteen students. Our teachers generally knew our strength and the weakness. I was weak in mathematics and generally felt afraid to face the problems in math. But, my math teacher knew about it and she asked me constantly when there was a new problem in order to check either I had known the concepts or not. If I felt, she took me in the front and tried to explain the concept behind it which overall increases my learning habit and make me confident as well as increase my enthusiasm to learn mathematics furthermore. Overall, her interest on my weakness really worked and I developed my learning capacity for mathematics later on.
Thus, in conclusion, I strongly believe small classes help students to learn more in close environment which increases their learning capacity and good interaction with teachers in order to build strength and remove their weakness.
Grammar and spelling errors:
Line 2, column 580, Rule ID: BOTH_AS_WELL_AS[1]
Message: Probable usage error. Use 'and' after 'both'.
Suggestion: and
...pportunity to participate both in small as well as large classes. During my small classes,...
^^^^^^^^^^
Line 2, column 885, Rule ID: ADJECTIVE_IN_ATTRIBUTE[1]
Message: A more concise phrase may lose no meaning and sound more powerful.
Suggestion: large
...questions to my mentor as students were large in number and hardly I got chances in order to cl...
^^^^^^^^^^^^^^^
Line 3, column 205, Rule ID: SHORT_COMING[1]
Message: Did you mean 'shortcoming'?
Suggestion: shortcoming
...er the student’s capabilities and their short coming in order to enhance their problem solvi...
^^^^^^^^^^^^
Line 3, column 335, Rule ID: ADVISE_VBG[5]
Message: The verb 'help' is used with infinitive: 'to build' or 'build'.
Suggestion: to build; build
... a strong bond with students in helping building student’s career. As a result, students...
^^^^^^^^
Line 3, column 437, Rule ID: HAVE_PART_AGREEMENT[2]
Message: Possible agreement error -- use past participle here: 'understood'.
Suggestion: understood
...t to ask the topics which they have not understand in the lecture that make them to unders...
^^^^^^^^^^
Transition Words or Phrases used:
but, consequently, first, furthermore, if, really, second, secondly, so, thus, well, whereas, for example, i feel, in conclusion, in contrast, in short, as a result, as well as, first of all, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 3.0 9.8082437276 31% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 55.0 43.0788530466 128% => Less pronouns wanted
Preposition: 73.0 52.1666666667 140% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2504.0 1977.66487455 127% => OK
No of words: 497.0 407.700716846 122% => OK
Chars per words: 5.03822937626 4.8611393121 104% => OK
Fourth root words length: 4.72159896747 4.48103885553 105% => OK
Word Length SD: 2.85630248077 2.67179642975 107% => OK
Unique words: 221.0 212.727598566 104% => OK
Unique words percentage: 0.444668008048 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 747.0 618.680645161 121% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 67.1481441582 48.9658058833 137% => OK
Chars per sentence: 104.333333333 100.406767564 104% => OK
Words per sentence: 20.7083333333 20.6045352989 101% => OK
Discourse Markers: 8.58333333333 5.45110844103 157% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 16.0 11.8709677419 135% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
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: 0.159965403334 0.236089414692 68% => OK
Sentence topic coherence: 0.0543286070219 0.076458572812 71% => OK
Sentence topic coherence SD: 0.0621431781616 0.0737576698707 84% => OK
Paragraph topic coherence: 0.108099890488 0.150856017488 72% => OK
Paragraph topic coherence SD: 0.0212651553147 0.0645574589148 33% => 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: 12.7 11.7677419355 108% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.95 10.9000537634 110% => OK
dale_chall_readability_score: 7.71 8.01818996416 96% => OK
difficult_words: 97.0 86.8835125448 112% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.0 10.0537634409 99% => 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.