Which of the following do you think would be the most effective way that a teacher can use to make students more interested in classes?
• Using more technological ways
• Asking students to work in groups or teams
• Explaining how the lessons have a connection to real-world
Since the dawn of humanity, teachers have searched for beneficial avenues to encourage students in classes. In this connection, while some people believe that exploiting high-tech devices in the classrooms increase the students' interests, many people hold the view that teamwork has a significant impact on students' tendency during classes. There is still the third group who concur with the notion that describing the relation between the assignments and real experience in the world increases students' motivation in classes. I am inclined to believe that the second group opinion can be a plus, and I will analyze my reasons in the following essay.
First of all, working as a team boosts students' interests in a class, because they enjoy communicating with their friends, so this method makes students productive. To be more specific, children always have an enjoyable time with their peers, so if teachers ask them to be in a group, they will feel happy. Therefore, the energetic feeling increases their brain efficiency. According to my own experience, when I used to be an elementary student, my math teacher divided the class into six groups. Accordingly, each group had three members, and members should do specific tasks with collaboration, so I made a strong relationship with my group members. Hence, students enjoy the math class because they could perform their assignments with their friends. Because the enjoyable feelings enhanced the students' ability in this course, their grades in mathematics became high. However, because we did not participate in our other lessons as a team, we did not enjoy those classes.
Secondly, working as a group elevated students' inclination in a class because they have an ideal opportunity to gain a tremendous amount of information from other classmates. To elucidate, students will discourage engaging in classrooms if they do not have sufficient knowledge, so it reduces students' confidence. As a result, they cannot act as an incentive person to take part in such an environment. As a tangible example, two years ago, my son was not interested in going to school. Considering this, after I had decided to talk about an adviser at his school, she told me that my son felt uncomfortable during classes because he did not understand lessens. Consequently, I debated with his teacher, and we agreed on the idea that dividing the classrooms into several groups may help students to learn from their classmates. Because they should complete their assignments with each other, they had a great chance to discuss topics and deal with the complicated problems on the subjects. Hence, the group thinking method was useful for all students, as they gain information with the aid of each other, and they became familiar with other students' solutions. Therefore, my son became interested in going to class.
To conclude, while there are several compelling arguments on each side, I profoundly believe that being in a team during classes is an efficient way to increase the students' interests. Because not only they enjoy cooperating with their friends but also they can learn valuable subjects from the other members of the group.
Grammar and spelling errors:
Line 1, column 308, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...at teamwork has a significant impact on students tendency during classes. There is still...
^^^^^^^^
Line 3, column 800, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...use the enjoyable feelings enhanced the students ability in this course, their grades in...
^^^^^^^^
Line 5, column 39, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
... Secondly, working as a group elevated students inclination in a class because they hav...
^^^^^^^^
Line 7, column 324, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ts from the other members of the group.
^^^^^
Transition Words or Phrases used:
accordingly, also, but, consequently, first, hence, however, if, may, second, secondly, so, still, therefore, third, while, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 7.0 13.8261648746 51% => More conjunction wanted.
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 68.0 52.1666666667 130% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2668.0 1977.66487455 135% => OK
No of words: 514.0 407.700716846 126% => OK
Chars per words: 5.1906614786 4.8611393121 107% => OK
Fourth root words length: 4.76146701107 4.48103885553 106% => OK
Word Length SD: 2.84018974182 2.67179642975 106% => OK
Unique words: 265.0 212.727598566 125% => OK
Unique words percentage: 0.515564202335 0.524837075471 98% => OK
syllable_count: 799.2 618.680645161 129% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 13.0 3.51792114695 370% => Less adverbial clause wanted.
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 42.3271085828 48.9658058833 86% => OK
Chars per sentence: 116.0 100.406767564 116% => OK
Words per sentence: 22.347826087 20.6045352989 108% => OK
Discourse Markers: 6.47826086957 5.45110844103 119% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 18.0 11.8709677419 152% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.23962726668 0.236089414692 101% => OK
Sentence topic coherence: 0.0744751533103 0.076458572812 97% => OK
Sentence topic coherence SD: 0.0516982676244 0.0737576698707 70% => OK
Paragraph topic coherence: 0.152489976776 0.150856017488 101% => OK
Paragraph topic coherence SD: 0.0287355046759 0.0645574589148 45% => 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: 14.2 11.7677419355 121% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 13.12 10.9000537634 120% => OK
dale_chall_readability_score: 8.32 8.01818996416 104% => OK
difficult_words: 117.0 86.8835125448 135% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 14.0 10.247311828 137% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.