It is beyond a shadow of doubt that education is a crucial juncture in the life of human being. In this realm, teachers are of great importance, since their methods of training and decisions have profound impacts on the future of the students. When it comes to this point, it is the question of many individuals that students should be assigned personal or group projects to learn more effectively. Personally speaking, I am of the conviction that group projects bring more benefits to the students; in what follows, I provide two conspicuous reasons to shed light on my response.
The first noteworthy reason which comes to my mind is that schools are multifaceted places, which grant students a great opportunity to improve their social activities and learn how to communicate appropriately with others. Entering the school is just the beginning of a life-long journey of getting educated in the first place, and socializing. During a group project, group members can learn how to tolerate personal differences since each person has his or her perspective to deal with a project. Inasmuch as the group success depends on teamwork, the students find out that they must think as a unit. As a result, when they grow up and enter the workplace, they become successful adults who know how to deal with their colleagues. Take five elementary students, whom are assigned with a biology presentation, as an example. If they spend their time arguing over the topic of the presentation, they cannot be adequately prepared for the assignment. After one or two days disputing, they finally realize that they should think as a person, pick up a topic, and start to prepare for the presentation. Regarding this lesson, these students are likely to become prosperous in future teamwork.
Another reason which deserves some words here is that by sharing different tasks in group projects, the student will be more specialized in the topic. Each student accepts a part of the job and spends his or her entire time on being a professional in the task. During group meetings, the students gather in a place, share their gained knowledge, explain the details to their co-workers, and address each other problems. Consequently, they can boost their learning more than the case of personal projects. To put it into a more vivid picture, when I was in high school, my classmate and I were supposed to build a simple mechanical device as an assignment. I decided to search for designs, and my classmates took the responsibility of choosing the materials. After one week, since our teacher was intrigued by our deep understanding of the topic, not only could we accomplish the assignment, but also we could start the second phase of adding more features to our device.
To recapitulate, one can conclude that group works can be more beneficial for the student since they increase social skills and boost the knowledge of the students.
- TPO 31 less life satisfaction than the past 90
- TPO-27 - Independent Writing Task Do you agree or disagree with the following statement?If people have the opportunity to get a secure job, they should take it right away rather than wait for a job that would be more satisfying.Use specific reasons and ex 73
- Integrated Writing Task: Chaco Canyon: How the buildings were used? Summarize the points made in the lecture, being sure to explain how they cast doubt on the specific theories discussed on the reading passage. 90
- TPO 6 Task 2: Do you agree or disagree with the following statement. Life is easier and more comfortable today than it was when your grandparents were children. 90
- TPO 17 Integrated Writing Task 89
Transition Words or Phrases used:
also, but, consequently, finally, first, if, regarding, second, so, as a result, in the first place
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 : 15.0 13.8261648746 108% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 50.0 43.0788530466 116% => OK
Preposition: 69.0 52.1666666667 132% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2439.0 1977.66487455 123% => OK
No of words: 488.0 407.700716846 120% => OK
Chars per words: 4.99795081967 4.8611393121 103% => OK
Fourth root words length: 4.70007681154 4.48103885553 105% => OK
Word Length SD: 2.83503413325 2.67179642975 106% => OK
Unique words: 259.0 212.727598566 122% => OK
Unique words percentage: 0.530737704918 0.524837075471 101% => OK
syllable_count: 736.2 618.680645161 119% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 11.0 3.51792114695 313% => Less adverbial clause wanted.
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 37.6925141584 48.9658058833 77% => OK
Chars per sentence: 116.142857143 100.406767564 116% => OK
Words per sentence: 23.2380952381 20.6045352989 113% => OK
Discourse Markers: 4.71428571429 5.45110844103 86% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => 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: 0.231344891885 0.236089414692 98% => OK
Sentence topic coherence: 0.0670621013497 0.076458572812 88% => OK
Sentence topic coherence SD: 0.0508790159181 0.0737576698707 69% => OK
Paragraph topic coherence: 0.141014430539 0.150856017488 93% => OK
Paragraph topic coherence SD: 0.0202966945833 0.0645574589148 31% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 13.7 11.7677419355 116% => 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: 12.02 10.9000537634 110% => OK
dale_chall_readability_score: 8.72 8.01818996416 109% => OK
difficult_words: 122.0 86.8835125448 140% => OK
linsear_write_formula: 14.0 10.002688172 140% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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.