Ideas transferring methods has attracted a lot of social concerns. Many educators state that it is more important for students to understand ideas and concepts than it is for them to learn facts. Personally, I strongly disagree with this statement.
First and foremost, what has been put under consideration is teaching efficiency. It cannot be denied that not posing the straight concepts to the students, teachers are likely to create chances for them to thoroughly contemplate about the subjects. Accordingly, the ways they define things have a large probability to reflect their own perspectives. As a result, professors are able to suitably regulate the teaching methods for each of their learners. Thanks to this, each individual seize the capacity to study in their best effective ways. Therefore, their academic results tend to be substantially enhanced. More interestingly, perceiving different insights about the issues illustrated by different students, professors are urged to reconsider the aspects which are being disputed upon these potential stances. Hence, a better concept possesses a considerable expectation to come to the surface, leading to an innovative educating system. Indeed, allowing students to induce their own definitions from instances contributes to the promotion of the educating outcome.
On the other hand, some people might say that almost students are not able to smoothly instill the pure concepts of what they are learning about. Therefore, these facts are completely useless in their lives. However, it is only applicable to minority. In fact, professors are mindful enough to suitably adjust the curriculums. Thus, the lectures tend to be arranged in order to let students understand the content of the lecture in the easiest ways. Furthermore, one-self viewing the real examples should be considered to be the best strategy to perceiving certain situations. Accordingly, students are prone to imitate the thing they learn and apply to the similar cases where they potentially encounter in the future. Beyond any doubt, the idea that hiding the available concepts harms entirely students' thinking system is often possible to end in collapse.
In conclusion, learning facts brings students enormous advantages such as effective methods, better perceptions, realistic application... It is highly recommended that educators should carefully consider my paper to make a thorough decision on choosing ways to transferring knowledge.
Transition Words or Phrases used:
accordingly, but, first, furthermore, hence, however, if, so, still, therefore, thus, in conclusion, in fact, such as, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 3.0 13.8261648746 22% => More conjunction wanted.
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2100.0 1977.66487455 106% => OK
No of words: 375.0 407.700716846 92% => More content wanted.
Chars per words: 5.6 4.8611393121 115% => OK
Fourth root words length: 4.40055868397 4.48103885553 98% => OK
Word Length SD: 3.02497573911 2.67179642975 113% => OK
Unique words: 224.0 212.727598566 105% => OK
Unique words percentage: 0.597333333333 0.524837075471 114% => OK
syllable_count: 648.0 618.680645161 105% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.8762807769 48.9658058833 81% => OK
Chars per sentence: 95.4545454545 100.406767564 95% => OK
Words per sentence: 17.0454545455 20.6045352989 83% => OK
Discourse Markers: 6.77272727273 5.45110844103 124% => 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: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0 0.236089414692 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.076458572812 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.0737576698707 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.150856017488 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0645574589148 0% => 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: 13.5 11.7677419355 115% => OK
flesch_reading_ease: 45.76 58.1214874552 79% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 14.9 10.9000537634 137% => OK
dale_chall_readability_score: 9.79 8.01818996416 122% => OK
difficult_words: 126.0 86.8835125448 145% => OK
linsear_write_formula: 7.0 10.002688172 70% => OK
gunning_fog: 8.8 10.0537634409 88% => 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.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.