TPO 33 independent writing When teachers assign projects on which students must work together the students learn much more effectively than when they are asked to work alone on projects

Essay topics:

TPO 33 independent writing-When teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects.

Teachers assign projects to make students work together is common in universities. A lot of people believe that it can lead students to get different perspectives which is inspiring. However, in my opinion, I disagree that doing assign project together is much more effectively than doing alone.

First of all, students can’t learn the subject thoroughly if multiple students sharing one assignment. Normally, it’s difficult for students to spend so much time to work together, so students would divide the assignment into segments to save time which is not helpful to study. Taking myself as an example, when my classmates and I are doing a group project, we would divide it into several parts because we are living at different places and don’t have so many time discussing with everyone. Each member pick one part he or she is interested, and one member unifying the information and responsible of the presentation. That is to say, students only know their own parts of the projects instead of studying with different angles, and student doing presentation is even not involving in the study part but only read out the script each members prepared in front of the classes.

Secondly, group assignments can easily cause giving scores unfairly from teachers. Students who contribute the most or least in a group are difficult to find out. As the result, lots of students would not be full-hearted on the assignment. To speak from my personal experience, there is always at least one person in the group taking no responsibility to one's part in every group assignments during the four years of my university life. However, those students would get the same scores with people who pay lots of efforts. Sometimes, teachers would think of different ways to give points. For example, they would ask students to evaluate and make comments to their team members, then they can give them different scores. Yet, it could sometimes bury the introverts’ efforts because introverts are mostly supports members silently.

Admittedly, it is undeniable that group projects can help students to learn how to cooperate with people which is an important ability after they graduate. Nevertheless, students can learn to cooperate with people in extracurricular, but theoretically, they can only learn academic field knowledge from classes and assignments.

In conclusion, I disagree that doing academic projects alone is less affective than doing in groups. If teachers are planning to teach by assigning group projects, they should make sure that every student can really discuss and finish the work together, and also have to think of ways to reward to students fairly.

Average: 7.6 (1 vote)
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2021-07-24 suyun 76 Read full essay


Grammar and spelling errors:
Line 3, column 459, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun time seems to be countable; consider using: 'many times'.
Suggestion: many times
...g at different places and don’t have so many time discussing with everyone. Each member p...
Line 3, column 507, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'picks'.
Suggestion: picks
...e discussing with everyone. Each member pick one part he or she is interested, and o...
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...bers prepared in front of the classes. Secondly, group assignments can easily c...
Line 5, column 356, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...n the group taking no responsibility to ones part in every group assignments during ...

Transition Words or Phrases used:
also, but, first, however, if, nevertheless, really, second, secondly, so, then, at least, for example, in conclusion, first of all, in my opinion, that is to say

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 32.0 43.0788530466 74% => OK
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 7.0 8.0752688172 87% => OK

Performance on vocabulary words:
No of characters: 2245.0 1977.66487455 114% => OK
No of words: 432.0 407.700716846 106% => OK
Chars per words: 5.19675925926 4.8611393121 107% => OK
Fourth root words length: 4.55901411391 4.48103885553 102% => OK
Word Length SD: 2.8210176235 2.67179642975 106% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.513888888889 0.524837075471 98% => OK
syllable_count: 670.5 618.680645161 108% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.94265232975 61% => OK

Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 54.0730062046 48.9658058833 110% => OK
Chars per sentence: 112.25 100.406767564 112% => OK
Words per sentence: 21.6 20.6045352989 105% => OK
Discourse Markers: 8.1 5.45110844103 149% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => 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: 0.327955803443 0.236089414692 139% => OK
Sentence topic coherence: 0.1033721368 0.076458572812 135% => OK
Sentence topic coherence SD: 0.085306060694 0.0737576698707 116% => OK
Paragraph topic coherence: 0.210507159707 0.150856017488 140% => OK
Paragraph topic coherence SD: 0.0886724272357 0.0645574589148 137% => OK

Essay readability:
automated_readability_index: 13.9 11.7677419355 118% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.88 10.9000537634 118% => OK
dale_chall_readability_score: 7.97 8.01818996416 99% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?


Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.