Teachers have many options when it comes to improving their students’ academic achievements: they can give them a test, assign a research project, have them deliver a group presentation, or have them write essays. Which of these options do you think is the most effective?
Having a solid academic status and shining as a student is a promising step into a world of opportunities as long as it is accompanied by a strong will and desire for prosperity among other students and peers. The controversial question which arises here is that how teachers can assist pupils in achieving these goals as efficaciously as possible. From my point of view, forcing trainees to deliver a group presentation can offer a variety of benefits that cannot be easily overlooked. Two convincing reasons are discovered below.
First of all, by accomplishing a group presentation, students would gain success through teamwork. As a matter of fact, each pupil should learn collaboration with their classmates and be trained to adapt to new ideas in a team. In other words, a group presentation is a great chance for learners to develop their brains with the help of working with others. Consistent with this, I remember when I was a high school girl, my teacher divided students into many three-member-groups to deliver an oral group presentation for the philosophy class. As I was an introverted person and had no inclination to talk to others, it was somewhat difficult for me to match with my group members to accomplish the presentation. After two meetings, however, I could adjust myself to prepare the presentation and learn how to talk to my group mates about my points of view readily. In fact, that oral group presentation led me to try to work with other people who had the same duties as me. Had it not been for our tutor's request to deliver a group presentation, I could not have learned to work with a team and comfort about making team decisions.
Secondly, another remarkable fact is that a group presentation pursues students to look at different topics from other students' perspectives. In this line of thought, pupils can reach a deeper understanding of how things work since others in a group might have various ideas about different subjects. Trainees, therefore, can broaden their horizons. For instance, let's back to my experience as a high school girl. Starting to work on the presentation, I tried to pay attention to others' opinions and compare their ideas with mine. As a result, in the due date of the presentation, I understood that although I was not totally an expert in philosophy subjects, I had broad knowledge and invaluable information about the topic, and I could efficiently deliver a perfect presentation. Contemplating my personal experience, I can conclude that merely that group presentation helped me become familiar with various opinions and ideas, which were extremely advantageous for me to improve my academic performance.
As outlined above, in order to learn how teamwork works and consider other students' precious opinions, instructors must encourage students to deliver a group presentation to have an effective teaching style.
Transition Words or Phrases used:
first, however, if, look, second, secondly, so, therefore, for instance, in fact, as a matter of fact, as a result, first of all, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 71.0 52.1666666667 136% => OK
Nominalization: 23.0 8.0752688172 285% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2425.0 1977.66487455 123% => OK
No of words: 475.0 407.700716846 117% => OK
Chars per words: 5.10526315789 4.8611393121 105% => OK
Fourth root words length: 4.66845742379 4.48103885553 104% => OK
Word Length SD: 3.10965541286 2.67179642975 116% => OK
Unique words: 247.0 212.727598566 116% => OK
Unique words percentage: 0.52 0.524837075471 99% => OK
syllable_count: 734.4 618.680645161 119% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 54.3263057827 48.9658058833 111% => OK
Chars per sentence: 121.25 100.406767564 121% => OK
Words per sentence: 23.75 20.6045352989 115% => OK
Discourse Markers: 7.2 5.45110844103 132% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.167929635752 0.236089414692 71% => OK
Sentence topic coherence: 0.0558404425118 0.076458572812 73% => OK
Sentence topic coherence SD: 0.0349842064837 0.0737576698707 47% => Sentences are similar to each other.
Paragraph topic coherence: 0.121434977105 0.150856017488 80% => OK
Paragraph topic coherence SD: 0.0130515463444 0.0645574589148 20% => 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: 14.5 11.7677419355 123% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.65 10.9000537634 116% => OK
dale_chall_readability_score: 8.7 8.01818996416 109% => OK
difficult_words: 118.0 86.8835125448 136% => OK
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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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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.