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.
student projects can help students to gain broad knowledge about a specific topic and it is one of the most imperative assignments for them. when it comes to working in a group or alone on a project some controversy arises. some people believe that by working on a group, students learn better but I disagree with them. In the ensuing lines, I will explain two reasons to substantiate my viewpoint.
First, when students have to do a project alone because of the competition they work as hard as they can to get the best score. when teachers assign individual projects, the students know if they do not try for it, they will get a low grade and other students will think poorly of them. so important is competition with others for them that they prefer to stay awake to complete a task thoroughly. Rarely students share their knowledge and information in such projects; therefore, they have no choice but to study and work hard to achieve their desired results. For instance, my mother is a physics teacher in high school. Once, she asked students to prove formula and she considered two scores for students who find the answer. she told me most of the students had found the answer and they asked many complicated questions about the topic which was representative of their effort.
Second, most of the time the industrious person in a group takes the whole responsibility of a project. As all students do not have same knowledge and perseverance, a member of groups who is more familiar with the subject and is more interested in it has to do the most part of the project and others try to evade. As they know the industrious one will do her best, they not only help her but also pretend they have no talent and skill. take me as an example, I was very good at handicrafts when II was in elementary school. when I was in third grade my teacher asked me and some of my friends to make a wall newspaper. All of my friends knew I was perfect in it and I had made some before so they did not even help me. Hence, I did 90 percent of the project by myself while they gave the same score as me which really made me upset.
In conclusion, according to the aforementioned explanations and examples, I believe working on a project individually is more effective because competition among students forces them to work hard to gain best results; in addition, in group projects most of the time only one student take the whole responsibility.
Grammar and spelling errors:
Line 1, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Student
student projects can help students to gain broa...
^^^^^^^
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Suggestion: When
...e most imperative assignments for them. when it comes to working in a group or alone...
^^^^
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Suggestion: Some
...e on a project some controversy arises. some people believe that by working on a gro...
^^^^
Line 1, column 288, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...t by working on a group, students learn better but I disagree with them. In the ensuin...
^^^^^^
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Suggestion: When
...hard as they can to get the best score. when teachers assign individual projects, th...
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Suggestion: So
...her students will think poorly of them. so important is competition with others fo...
^^
Line 3, column 399, Rule ID: ADVERB_WORD_ORDER[1]
Message: The adverb 'Rarely' is usually not used at the beginning of a sentence.
...ay awake to complete a task thoroughly. Rarely students share their knowledge and info...
^^^^^^
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Suggestion: She
...cores for students who find the answer. she told me most of the students had found ...
^^^
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Suggestion: Take
... pretend they have no talent and skill. take me as an example, I was very good at ha...
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Suggestion: When
...rafts when II was in elementary school. when I was in third grade my teacher asked m...
^^^^
Transition Words or Phrases used:
also, but, first, hence, if, really, second, so, therefore, third, while, as to, for instance, in addition, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 54.0 52.1666666667 104% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2004.0 1977.66487455 101% => OK
No of words: 438.0 407.700716846 107% => OK
Chars per words: 4.57534246575 4.8611393121 94% => OK
Fourth root words length: 4.57476223824 4.48103885553 102% => OK
Word Length SD: 2.69215550392 2.67179642975 101% => OK
Unique words: 202.0 212.727598566 95% => More unique words wanted.
Unique words percentage: 0.461187214612 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 626.4 618.680645161 101% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 55.9980213343 48.9658058833 114% => OK
Chars per sentence: 105.473684211 100.406767564 105% => OK
Words per sentence: 23.0526315789 20.6045352989 112% => OK
Discourse Markers: 6.36842105263 5.45110844103 117% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 10.0 5.5376344086 181% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => 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: 0.368573327977 0.236089414692 156% => OK
Sentence topic coherence: 0.117120407962 0.076458572812 153% => OK
Sentence topic coherence SD: 0.0863177868484 0.0737576698707 117% => OK
Paragraph topic coherence: 0.240922459649 0.150856017488 160% => OK
Paragraph topic coherence SD: 0.0818879207054 0.0645574589148 127% => OK
Essay readability:
automated_readability_index: 11.7 11.7677419355 99% => OK
flesch_reading_ease: 65.05 58.1214874552 112% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 9.58 10.9000537634 88% => OK
dale_chall_readability_score: 7.48 8.01818996416 93% => OK
difficult_words: 75.0 86.8835125448 86% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 10.0 10.247311828 98% => 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: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 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.