At some schools, some lessons for young students (ages 5-8) include video games as a way to increase students’ interest in learning. Some people believe this is a very effective way for young students to learn, while others believe it is too distracting and wastes time. Which view do you agree with and why?
From a general view, in the current state of affairs we observe, it is conspicuously clear employing video game for teaching young students. Finding an efficient way of teaching students is an issue which scholars research about it from the long age ago. Importance of this problem, also, exists for teachers and parents, but still, it isn’t finding the best way. Video gaming makes teachers and parents comfortable. Depending on personal experience, personality type, and emotional concerns, people differ greatly on their attitudes towards this question that “Is video gaming better than traditional learning systems?” A host of people from one camp are in the conviction that answers this question with “Yes”. Their supposition is at odds with the conception of some others belonging to another camp embracing the view that video gaming has the worst effect on students. Where I to choose between these options, I would take side with the first camp. I think this way because of two of the main reasons which will be discussed in the following essay. The first one is that learning becomes increasing, and the second one is students’ interesting grow up. Also, In support of this argument, we should note that game come from the unreal world which students may try to learn everything with the game. However, careful scrutiny of the evidence reveals that it provides little credible support for our conclusion.
First of all, I strongly believe that employing video gaming directly affect improving students learning. If students learning each course with video gaming, they can learn that course efficiently. Teachers using book and blackboard for teaching which causes students to make bored in traditional learning systems. Therefore, after some minutes, acquisition reduced. Also, using video games engage all of our sense, and, as a result, learning improved.
Another reason which should not go unnoticed is that video gaming can improved students interesting in learning more and more. Students often like to play a game, thus, if there are learning system which used from this tool can cause increasing students’ interested in studying. For example, according to the mentioned reason, the student can both studying and playing a game in this type of learning systems.
In order to fully evaluate this argument, we need to have a significant amount of additional evidence before accepting or refusing it completely. The first piece of evidence we need to know more, then analyze, is about games come from unreal worlds. Games constructed with the supernatural concepts that influenced students’ mentality. Parents and teachers should watch out for the students until they don’t drown in the fantasy.
To put all into the nutshell, considering the aforementioned points, I firmly believe that it is more rational to effects of teaching students with video gaming. I have several reasons for holding this view, so since not only improved learning but also grew interesting. In the final analysis, the writer’s recommendation cannot be taken to be true because, as it was shown in the body paragraphs above, it depends on a number of questions each of which should be answered. The recommendation can only be accepted if the mentioned statement already referred to are all implied appropriately.
Grammar and spelling errors:
Line 7, column 347, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ural concepts that can be influenced on students mentality. Parents and teachers should ...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, second, so, still, then, therefore, thus, for example, i think, as a result, first of all, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 21.0 9.8082437276 214% => Less auxiliary verb wanted.
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 19.0 11.0286738351 172% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 2883.0 1977.66487455 146% => OK
No of words: 549.0 407.700716846 135% => OK
Chars per words: 5.25136612022 4.8611393121 108% => OK
Fourth root words length: 4.84053189512 4.48103885553 108% => OK
Word Length SD: 2.86200182432 2.67179642975 107% => OK
Unique words: 281.0 212.727598566 132% => OK
Unique words percentage: 0.511839708561 0.524837075471 98% => OK
syllable_count: 873.0 618.680645161 141% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 12.0 4.94265232975 243% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 27.0 20.6003584229 131% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 49.9824935059 48.9658058833 102% => OK
Chars per sentence: 106.777777778 100.406767564 106% => OK
Words per sentence: 20.3333333333 20.6045352989 99% => OK
Discourse Markers: 5.22222222222 5.45110844103 96% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 17.0 11.8709677419 143% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.363114084198 0.236089414692 154% => OK
Sentence topic coherence: 0.0974352200777 0.076458572812 127% => OK
Sentence topic coherence SD: 0.0560637564563 0.0737576698707 76% => OK
Paragraph topic coherence: 0.205516884939 0.150856017488 136% => OK
Paragraph topic coherence SD: 0.077691636807 0.0645574589148 120% => OK
Essay readability:
automated_readability_index: 13.5 11.7677419355 115% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 13.17 10.9000537634 121% => OK
dale_chall_readability_score: 8.51 8.01818996416 106% => OK
difficult_words: 135.0 86.8835125448 155% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.