Poetry has a lot to teach us. Through an analysis of a poem, we can become familiar with its forms, content and history.
Both the passage and the professor concur that learning poetry is of significant value to students, but they differ in opinion when it comes to how to teach poetry. Disputing the arguments that poetry analysis can benefit students, the professor cites several reasons why the analysis of poetry may have the opposite effect on them.
First, the professor says that instead of making students understand the essential concept of the poem, tedious analysis may leave students feel tired and stay away from poetry. Moreover, since poetry is the most subject kind of literature, and its meaning differ from person to person, the teachers should not impose their interpretations on the students. Instead, teachers should let students form their own opinions, for otherwise they may not be moved by the poetry in a meaningful way.
Second, he maintains that teachers should not focus too much attention on the rules of different poems since these may deprive students of their pleasure of reading a poem. Like listening to a song, students should relish in the pure joy of the sound and language of a poem. If teachers pay to much attention on the forms of a poem, the emotional impact of the poem will be less profound.
Third, dismissing the passage’s arguments that poetry analysis can help students develop the skills of critical thinking, the professor believes that the way teachers teach poems may have the opposite effect. While he believes that students can develop good skills through poetry analysis, it is unlikely that students have the ability to develop critical thinking if teachers use analysis from scholarship’s several years of hard works to teach students.
Grammar and spelling errors:
Line 3, column 471, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a meaningful way" with adverb for "meaningful"; eg, "in a hasty manner" with "hastily".
...ise they may not be moved by the poetry in a meaningful way. Second, he maintains that teachers ...
^^^^^^^^^^^^^^^^^^^
Line 5, column 292, Rule ID: TO_TOO[2]
Message: Did you mean 'too'?
Suggestion: too
...and language of a poem. If teachers pay to much attention on the forms of a poem, ...
^^
Transition Words or Phrases used:
but, first, if, may, moreover, second, so, third, while, kind of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 5.0 10.4613686534 48% => More to be verbs wanted.
Auxiliary verbs: 13.0 5.04856512141 257% => Less auxiliary verb wanted.
Conjunction : 5.0 7.30242825607 68% => OK
Relative clauses : 9.0 12.0772626932 75% => More relative clauses wanted.
Pronoun: 20.0 22.412803532 89% => OK
Preposition: 39.0 30.3222958057 129% => OK
Nominalization: 2.0 5.01324503311 40% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1413.0 1373.03311258 103% => OK
No of words: 274.0 270.72406181 101% => OK
Chars per words: 5.15693430657 5.08290768461 101% => OK
Fourth root words length: 4.0685311056 4.04702891845 101% => OK
Word Length SD: 2.59978287761 2.5805825403 101% => OK
Unique words: 142.0 145.348785872 98% => OK
Unique words percentage: 0.518248175182 0.540411800872 96% => OK
syllable_count: 414.9 419.366225166 99% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 3.25607064018 61% => OK
Article: 5.0 8.23620309051 61% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 2.0 2.5761589404 78% => OK
Performance on sentences:
How many sentences: 10.0 13.0662251656 77% => 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: 27.0 21.2450331126 127% => The Avg. Sentence Length is relatively long.
Sentence length SD: 41.3377551398 49.2860985944 84% => OK
Chars per sentence: 141.3 110.228320801 128% => OK
Words per sentence: 27.4 21.698381199 126% => OK
Discourse Markers: 6.4 7.06452816374 91% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 2.0 4.19205298013 48% => OK
Sentences with positive sentiment : 7.0 4.33554083885 161% => OK
Sentences with negative sentiment : 3.0 4.45695364238 67% => OK
Sentences with neutral sentiment: 0.0 4.27373068433 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.192778081721 0.272083759551 71% => OK
Sentence topic coherence: 0.0850952279094 0.0996497079465 85% => OK
Sentence topic coherence SD: 0.0394332044148 0.0662205650399 60% => OK
Paragraph topic coherence: 0.122290115041 0.162205337803 75% => OK
Paragraph topic coherence SD: 0.0289783039751 0.0443174109184 65% => OK
Essay readability:
automated_readability_index: 16.6 13.3589403974 124% => OK
flesch_reading_ease: 52.53 53.8541721854 98% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 12.6 11.0289183223 114% => OK
coleman_liau_index: 12.94 12.2367328918 106% => OK
dale_chall_readability_score: 8.32 8.42419426049 99% => OK
difficult_words: 58.0 63.6247240618 91% => OK
linsear_write_formula: 14.0 10.7273730684 131% => OK
gunning_fog: 12.8 10.498013245 122% => OK
text_standard: 13.0 11.2008830022 116% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 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.