Some students enjoy taking distance-learning courses on the computer or television. Other students would rather take all of their courses with a teacher in a classroom.
Aldous Huxley once commented, “Technological progress has merely provided us with more efficient means for going backwards.” The dawn of technological era has furnished human beings many progresses, while offering them many drawbacks. Technology has become a double-edged sword, especially in the domain of education. Some students argue that they learn better by taking courses online whereas others contend that they enjoy the traditional way of education: staying in a classroom. It is my belief that taking courses with teachers in classrooms would engender better educational outcome.
To begin with, taking courses with students physically present in classrooms can help students learn how to develop or maintain their interpersonal relation. To be more specific, when students are actually in classrooms, they can make acquaintances and expand their networking, which can tremendously help with their future careers. To exemplify this, my cousin Jeff attended University of Wisconsin-Madison, with a major in business and international banking. The program he was in offered him two routes of completing his degree: he could either take online courses or complete all the coursework in person by going to classrooms. My cousin contemplated over this issue and decided to go for the latter since he maintained that being physically present in classrooms would permit him to hone upon his interpersonal skill, an essential skill in business. In class, Jeff learned how to leave an impressive first impression, how to engage in small talks, how to cogently convince others, how to give a strong handshake, and the other “people” skills that successfully established him as a prominent international merchant, founding his own business and setting up multiple branch locations across the globe.
Furthermore, when students are required to go to class to learn, they would feel more motivated to engage in learning. Students typically get readily distracted; therefore, if they learn via virtual media, they would sometimes wander off into other websites or do other activities, such as receiving emails or browsing online shopping websites. Some people may argue such behavior might likely crop up if students bring their own laptops to classrooms. Nevertheless, in actual classrooms, teachers would at least be able to surveillance or monitor who is using their portable laptops by walking down into the lecture hall or the classroom and students’ desire or motivation of using laptops for non-academic purpose would be mitigated. I once attended an online summer English pronunciation course offered by New York University. One of the most conspicuous drawbacks attached to this course was that there were about thirty students registering this class. Our teacher would ask each student to take turn pronouncing and enunciating each word. There was some awkward silence or moment when I had to listen to others’ pronunciation. Feeling bored, I would just open Amazon page and started to look through if there were any items on sale. Although I did end up learning a lot of phonemic rules regarding English pronunciation, I indeed wasted a lot of time doing a host of non-academically related activities.
Irrefutably, some dissidents may disavow my argument by claiming that taking distance-learning classes has more edges over traditional method of learning because distance-learning is more flexible. Students can learn at their own pace, and they can play back course videos many time as they want if they find particular class materials challenging or unfathomable. That is, students’ learning would be tailor-made. However, have these people forgotten that these benefits can also be reaped with students going to classrooms? Students can ask teachers questions, visit teachers during office hours, or have a flaring debate or discussion with their classmates. What’s more important is that there are still some cherished and unique learning benefits that new media cannot replace. After all, just as Sydney J. Harris famously quotes, “ The real danger is not that computers will begin to think like men, but that men will begin to think like computers.”
Grammar and spelling errors:
Line 1, column 365, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...on. Some students argue that they learn better by taking courses online whereas others...
^^^^^^
Line 3, column 334, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ndously help with their future careers. To exemplify this, my cousin Jeff attended...
^^
Line 7, column 274, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun time seems to be countable; consider using: 'many times'.
Suggestion: many times
...e, and they can play back course videos many time as they want if they find particular cl...
^^^^^^^^^
Transition Words or Phrases used:
actually, also, but, first, furthermore, however, if, look, may, nevertheless, regarding, so, still, therefore, whereas, while, after all, at least, such as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 23.0 9.8082437276 234% => Less auxiliary verb wanted.
Conjunction : 22.0 13.8261648746 159% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 85.0 52.1666666667 163% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 3574.0 1977.66487455 181% => OK
No of words: 650.0 407.700716846 159% => Less content wanted.
Chars per words: 5.49846153846 4.8611393121 113% => OK
Fourth root words length: 5.04926703274 4.48103885553 113% => OK
Word Length SD: 3.18753340857 2.67179642975 119% => OK
Unique words: 368.0 212.727598566 173% => OK
Unique words percentage: 0.566153846154 0.524837075471 108% => OK
syllable_count: 1081.8 618.680645161 175% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 69.8076073277 48.9658058833 143% => OK
Chars per sentence: 127.642857143 100.406767564 127% => OK
Words per sentence: 23.2142857143 20.6045352989 113% => OK
Discourse Markers: 6.10714285714 5.45110844103 112% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.422854456278 0.236089414692 179% => OK
Sentence topic coherence: 0.111498231494 0.076458572812 146% => OK
Sentence topic coherence SD: 0.0932852395719 0.0737576698707 126% => OK
Paragraph topic coherence: 0.271162687866 0.150856017488 180% => OK
Paragraph topic coherence SD: 0.0278508917219 0.0645574589148 43% => 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: 16.1 11.7677419355 137% => OK
flesch_reading_ease: 39.67 58.1214874552 68% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.4 10.1575268817 132% => OK
coleman_liau_index: 14.92 10.9000537634 137% => OK
dale_chall_readability_score: 9.25 8.01818996416 115% => OK
difficult_words: 184.0 86.8835125448 212% => Less difficult words wanted.
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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: 88.3333333333 out of 100
Scores by essay e-grader: 26.5 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.