With the advance of technology, there are a large number of lectures that were recorded through radio and video. Meanwhile, some college teachers prefer to use them as teaching materials and simply ask students to do more practice about what they have learned from the record. However, I hold the view that it is not useful at all to teach students by presenting a recorded lecture and then requiring them to finish practices. I feel this for two reasons, which I will explore in the following essay.
First of all, a recorded lecture is usually too long and tedious for students and would bring extra pressure and difficulties to students. Having a limited attention span, students would probably not be able to fully concentrate on watching or listening to the material. Therefore, their learning efficiency decreased. Moreover, the materials provided by the professor can not impart the knowledge according to the students’ reactions since they had already been edited and were fixed. For example, when talking about some difficult parts of concepts, the lecture might keep going and move onto the next chapter without giving enough time for the comprehension of students. Hence, the recording would make students feel pressure and hamper the process of learning.
Secondly, assigning more practices to students is not an effective way to ensure the grasp of what has been taught. The main purpose of a college education is to help students comprehend and master the knowledge as well as skills rather than force them to memorize the content of lectures. Going against the aim of teaching, test-oriented education such as simply asking students to do excessive exams render little help to students. What is more, the communication between teachers and students which is another very essential factor that benefits students in the grasp of knowledge is usually missing in repeating tests. Besides, being overwhelmed by the practices, students would not be capable enough to put what they learned into practice, let along mastering it. Thus, the traditional lecture given by the professor could be a better way of teaching not only owing to involving the interaction between teachers and students in which the confusion of students could be solved immediately by teacher, but also because of the adjusting that professor can make during the lecture according to the feedback of students, which ensure the efficiency of learning.
In conclusion, I am of the opinion that teachers are not supposed to use any recorded lecture in the class and require students to take excessive tests. This is because of the low efficiency and the lack of communication which would cast negative influences on the academic performance of students.
Grammar and spelling errors:
Line 1, column 43, Rule ID: LARGE_NUMBER_OF[1]
Message: Specify a number, remove phrase, or simply use 'many' or 'numerous'
Suggestion: many; numerous
...th the advance of technology, there are a large number of lectures that were recorded through rad...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, first, hence, however, if, moreover, second, secondly, so, then, therefore, thus, well, while, for example, i feel, in conclusion, such as, talking about, as well as, first of all, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 20.0 43.0788530466 46% => OK
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2301.0 1977.66487455 116% => OK
No of words: 443.0 407.700716846 109% => OK
Chars per words: 5.19413092551 4.8611393121 107% => OK
Fourth root words length: 4.58776254615 4.48103885553 102% => OK
Word Length SD: 2.7783583287 2.67179642975 104% => OK
Unique words: 233.0 212.727598566 110% => OK
Unique words percentage: 0.525959367946 0.524837075471 100% => OK
syllable_count: 705.6 618.680645161 114% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 69.0897609037 48.9658058833 141% => OK
Chars per sentence: 127.833333333 100.406767564 127% => OK
Words per sentence: 24.6111111111 20.6045352989 119% => OK
Discourse Markers: 11.8333333333 5.45110844103 217% => Less transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.379242410618 0.236089414692 161% => OK
Sentence topic coherence: 0.108325474176 0.076458572812 142% => OK
Sentence topic coherence SD: 0.0546492402974 0.0737576698707 74% => OK
Paragraph topic coherence: 0.221163015605 0.150856017488 147% => OK
Paragraph topic coherence SD: 0.0515605158138 0.0645574589148 80% => OK
Essay readability:
automated_readability_index: 15.3 11.7677419355 130% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.12 10.9000537634 120% => OK
dale_chall_readability_score: 8.61 8.01818996416 107% => OK
difficult_words: 106.0 86.8835125448 122% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 9.0 10.247311828 88% => 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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.