Some students prefer classes with frequent discussions between the professor and the students with almost no lectures. Other students prefer classes with many lectures and almost no discussions. Which do you prefer? Use specific reasons and examples to support your answer.
Every class="student">student has their own preferred learning style, and therefore it class="is">is impossible to accommodate all of them. In class="my">my class="opinion">opinion, the best classes are class="those">those class="which">which include a class="lot">lot of discussions. I class="feel">feel this way for two reasons, class="which">which I will explore in the following essay.
To begin with, classes class="where">where we class="have">have the opportunity to speak class="help">help to class="develop">develop our intellectual abilities. classes class="where">where the teacher does most of the talking are very passive, on the class="other">other hand, and class="do">do not class="help">help class="us">us grow academically. they mostly involve the memorization of facts and details class="which">which class="do">do not class="help">help class="us">us in the long run. For example, I recently took a political science class that changed the way I think about the world. The cut and thrust of debate in the class made me consider class="where">where class="my">my political beliefs came from and if they were even correct. I was required to listen to the opinions of others, so I was a more open-minded person after the class finished. I believe that I would not class="have">have developed in such a way by just listening to lectures. this example demonstrates how valuable intellectual conversations can be.
Secondly, classes that involve a class="lot">lot of interactions can class="help">help students class="develop">develop the skills necessary to work well in groups. Many freshman students arrive at university very shy and unable to communicate well. talking with their peers teaches students how to communicate effectively, and they can use this skill to excel in their future careers. class="my">my older brother’s experience demonstrates that this class="is">is true. when he started university he was a very introverted person and did not enjoy collaborating with others. However, after four years of participating in debates, discussions and presentations in his classes he became a very confident public speaker. As a result, when he began his career after graduation, he excelled in group work and was seen by his co-workers and supervisors as a natural leader. he was promoted quickly and advanced through the ranks of his company. Without participating in discussions with his professors and classmates he would not class="have">have developed the skills necessary to succeed in this way.
In conclusion, I class="feel">feel strongly that classes class="which">which are centered on discussions between professors and students are preferable to class="those">those in class="which">which the professor does all of the talking. this class="is">is because these classes class="help">help students class="develop">develop academically, and because they teach students the skills that they need to achieve success in the future.
Grammar and spelling errors:
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...ferred learning style, and therefore it class='is'>is impossible to acco...
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...ll explore in the following essay. To begin with, classes class='where...
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...gt;develop our intellectual abilities. classes class='where'>where the te...
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...apos;us'>us grow academically. they mostly involve the memorization of fact...
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...ch a way by just listening to lectures. this example demonstrates how valuable intel...
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...intellectual conversations can be. Secondly, classes that involve a class=&...
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...ery shy and unable to communicate well. talking with their peers teaches students how t...
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...kill to excel in their future careers. class='my'>my older brother&apos...
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...t this class='is'>is true. when he started university he was a very int...
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...rs and supervisors as a natural leader. he was promoted quickly and advanced throu...
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... necessary to succeed in this way. In conclusion, I class='feel'&...
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...which'>which the professor does all of the talking. this class='is'>...
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...the professor does all of the talking. this class='is'>is because thes...
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Transition Words or Phrases used:
however, if, second, secondly, so, therefore, well, for example, i think, in conclusion, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 56.0 52.1666666667 107% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3061.0 1977.66487455 155% => OK
No of words: 411.0 407.700716846 101% => OK
Chars per words: 7.44768856448 4.8611393121 153% => OK
Fourth root words length: 4.50256981431 4.48103885553 100% => OK
Word Length SD: 7.8741552316 2.67179642975 295% => Word_Length_SD is high.
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.520681265207 0.524837075471 99% => OK
syllable_count: 856.8 618.680645161 138% => OK
avg_syllables_per_word: 2.1 1.51630824373 138% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 58.8063076394 48.9658058833 120% => OK
Chars per sentence: 139.136363636 100.406767564 139% => OK
Words per sentence: 18.6818181818 20.6045352989 91% => OK
Discourse Markers: 5.22727272727 5.45110844103 96% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 13.0 5.5376344086 235% => Less language errors wanted.
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => 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: 0.140922754081 0.236089414692 60% => OK
Sentence topic coherence: 0.0716629293675 0.076458572812 94% => OK
Sentence topic coherence SD: 0.0407254212479 0.0737576698707 55% => OK
Paragraph topic coherence: 0.12316976967 0.150856017488 82% => OK
Paragraph topic coherence SD: 0.0241580650573 0.0645574589148 37% => 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: 23.0 11.7677419355 195% => OK
flesch_reading_ease: 10.91 58.1214874552 19% => Flesch_reading_ease is low.
smog_index: 13.0 6.10430107527 213% => Smog_index is high.
flesch_kincaid_grade: 16.2 10.1575268817 159% => OK
coleman_liau_index: 25.93 10.9000537634 238% => Coleman_liau_index is high.
dale_chall_readability_score: 8.68 8.01818996416 108% => OK
difficult_words: 108.0 86.8835125448 124% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 13.0 10.247311828 127% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.