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.
In today’s progressive world where we live, the education system and learning process of students have been revolutionized. In this regard, there has always been a controversial debate among teachers and practitioners over the issue that whether students learn more effectively when they engage in group work or while they are asked to do the assignment by themselves. Personally speaking, I hold the view that doing assignments and projects in a teamwork setting will increase the learnability of students. My viewpoint is based on a few reasons, two of which are elaborated upon hereunder.
The first vital point to bear in mind is that in a group setting, group members can have a supportive and incentive impact on the learning of each other. It is no secret to anyone that when students know they are not alone in facing the difficulties and the problems of projects, they are motivated and encouraged to implement their all endeavour so that their group will become successful. In this vein, positive motivation can reinforce students’ learning productivity since they feel comfortable asking unfamiliar concepts of the course material from each other rather than their teacher. Under this circumstance, not only can teamwork help students improve their learning efficiency, but it also can strengthen their relationship. However, by working alone on projects, students might be despondent in encountering the first failure or the strain of tasks. Instead of doing all the work by ourselves, others can support us and take one part of the project if teamwork is provided.
Furthermore, one other considerable advantage of working together on a school project is opinion- and ideas-sharing with one another. Indeed, when a project is allocated to a group, each one of its member might have its own way or idea in solving and reaching the desirable result, whether the ideas and opinions are wrong or correct. In this way, by sharing ideas and opinions, a group can achieve a single perfect outcome and prevent falling in a false direction, which can lead to time-wasting and irrecoverable/uncompensated costs. To put it in other words, by engaging on a group basis, students are provided with the opportunities to complement each other and cover one another’s weaknesses and mistakes. Thus, this way can equip students with various creative ideas to deal with the problems which give them a hand to be aware of exquisite ways and solutions to cope with the project. As a result of sharing the opinions, students in a group can extend their mind and improve their learning by exchanging ideas and opinion which come to minds.
To put it in a nutshell, having considered all the aforementioned reasons, I do believe that it is a more beneficial learning method for students to do their assignments or projects in a group setting instead of doing it alone. Not only bring about this approach motivate and encourage students to accomplish their task and assignment better, but it also can result in sharing ideas and thoughts which is effective in extending minds and learning better.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-21 | Zmx_109 | 88 | view |
| 2023-05-05 | Umme Abiha | 70 | view |
| 2023-01-20 | nikki07hung | 70 | view |
| 2022-12-24 | nikki07hung | 70 | view |
| 2022-12-24 | nikki07hung | 66 | view |
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Grammar and spelling errors:
Line 5, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Furthermore,
... the project if teamwork is provided Furthermore one other considerable advantage of wor...
^^^^^^^^^^^
Line 7, column 444, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...fective in extending minds and learning better
^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, so, then, thus, while, as to, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 29.0 13.8261648746 210% => Less conjunction wanted
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 43.0 43.0788530466 100% => OK
Preposition: 71.0 52.1666666667 136% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2539.0 1977.66487455 128% => OK
No of words: 507.0 407.700716846 124% => OK
Chars per words: 5.00788954635 4.8611393121 103% => OK
Fourth root words length: 4.74517233601 4.48103885553 106% => OK
Word Length SD: 2.93244206964 2.67179642975 110% => OK
Unique words: 237.0 212.727598566 111% => OK
Unique words percentage: 0.467455621302 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 789.3 618.680645161 128% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 9.59856630824 0% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 1.0 20.6003584229 5% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 507.0 20.1344086022 2518% => The Avg. Sentence Length is relatively long.
Sentence length SD: 0.0 48.9658058833 0% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 2539.0 100.406767564 2529% => Less chars_per_sentence wanted.
Words per sentence: 507.0 20.6045352989 2461% => Less words per sentence wanted.
Discourse Markers: 101.0 5.45110844103 1853% => Less transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 1.0 11.8709677419 8% => More positive sentences wanted.
Sentences with negative sentiment : 0.0 3.85842293907 0% => More negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.88709677419 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.355625353373 0.236089414692 151% => OK
Sentence topic coherence: 0.355625353373 0.076458572812 465% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.0 0.0737576698707 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.242348819392 0.150856017488 161% => OK
Paragraph topic coherence SD: 0.0739298039052 0.0645574589148 115% => OK
Essay readability:
automated_readability_index: 255.7 11.7677419355 2173% => Automated_readability_index is high.
flesch_reading_ease: -443.13 58.1214874552 -762% => Flesch_reading_ease is low.
smog_index: 0.0 6.10430107527 0% => Smog_index is low.
flesch_kincaid_grade: 201.0 10.1575268817 1979% => Flesch kincaid grade is high.
coleman_liau_index: 13.26 10.9000537634 122% => OK
dale_chall_readability_score: 32.33 8.01818996416 403% => Dale chall readability score is high.
difficult_words: 114.0 86.8835125448 131% => OK
linsear_write_formula: 59.0 10.002688172 590% => Linsear_write_formula is high.
gunning_fog: 204.8 10.0537634409 2037% => Gunning_fog is high.
text_standard: 59.0 10.247311828 576% => The average readability is very high. Good job!
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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.