The lecture and reading are both about the impact of standardized test in schools to measure their efficiency. The author of the passage believes that this sort of test enables student to become more efficient and help them to provide promotion without any discrimination. However, the lecturer casts doubt on the claims by in the article by stating that standardized test is a good source of progress and will not help them to provide the best education possible.
Firstly, the author points out that a standard test will provide a set of strong standards for the all school to follow. She also states that this will enable to state a minimum score to pass. This is challenged by the lecturer where she claims that teachers are not given the freedom to choose how to teach students. She also argues that this method does not take into account the difference in tn-he learning pattern of different students which will soon disrupt the learning style.
Secondly, the author contends that schools be more emphasized rather than the students in the success. Likewise, the author asserts that the quality of the schools can be compared and this funding can be allocated to the needy. This is contradicted by the lecturer. He contends that the under performed ones would be punished and funding thus will not be given the poor performers instead the good ones attain it.
Thirdly the author suggests that students who pass the test is given promotion and those who fails are not promoted. Furthermore, assistance is provided to those who perform poorly and thus offer help in their studies. This statement is rebutted by the lecturer. She elaborates this by explaining even the best performers will fall during their pressure period . In addition to that she states that standardized test cannot be an efficient tool to determine this factor.
Grammar and spelling errors:
Line 3, column 412, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to pattern'
Suggestion: to pattern
...ccount the difference in tn-he learning pattern of different students which will soon d...
^^^^^^^
Line 7, column 361, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...s will fall during their pressure period . In addition to that she states that sta...
^^
Transition Words or Phrases used:
also, but, first, firstly, furthermore, however, if, likewise, second, secondly, so, third, thirdly, thus, in addition, sort of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 10.4613686534 143% => OK
Auxiliary verbs: 10.0 5.04856512141 198% => OK
Conjunction : 7.0 7.30242825607 96% => OK
Relative clauses : 17.0 12.0772626932 141% => OK
Pronoun: 36.0 22.412803532 161% => Less pronouns wanted
Preposition: 38.0 30.3222958057 125% => OK
Nominalization: 8.0 5.01324503311 160% => OK
Performance on vocabulary words:
No of characters: 1537.0 1373.03311258 112% => OK
No of words: 309.0 270.72406181 114% => OK
Chars per words: 4.97411003236 5.08290768461 98% => OK
Fourth root words length: 4.1926597562 4.04702891845 104% => OK
Word Length SD: 2.56212101586 2.5805825403 99% => OK
Unique words: 157.0 145.348785872 108% => OK
Unique words percentage: 0.508090614887 0.540411800872 94% => More unique words wanted or less content wanted.
syllable_count: 457.2 419.366225166 109% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 3.25607064018 215% => Less pronouns wanted as sentence beginning.
Article: 6.0 8.23620309051 73% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 1.0 2.5761589404 39% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 16.0 13.0662251656 122% => OK
Sentence length: 19.0 21.2450331126 89% => OK
Sentence length SD: 39.9933099874 49.2860985944 81% => OK
Chars per sentence: 96.0625 110.228320801 87% => OK
Words per sentence: 19.3125 21.698381199 89% => OK
Discourse Markers: 7.9375 7.06452816374 112% => 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 : 7.0 4.45695364238 157% => OK
Sentences with neutral sentiment: 2.0 4.27373068433 47% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.168795620954 0.272083759551 62% => OK
Sentence topic coherence: 0.0609121327473 0.0996497079465 61% => OK
Sentence topic coherence SD: 0.0601289239045 0.0662205650399 91% => OK
Paragraph topic coherence: 0.111747047811 0.162205337803 69% => OK
Paragraph topic coherence SD: 0.0415246175198 0.0443174109184 94% => OK
Essay readability:
automated_readability_index: 11.6 13.3589403974 87% => Automated_readability_index is low.
flesch_reading_ease: 60.65 53.8541721854 113% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 9.5 11.0289183223 86% => OK
coleman_liau_index: 11.55 12.2367328918 94% => OK
dale_chall_readability_score: 8.26 8.42419426049 98% => OK
difficult_words: 72.0 63.6247240618 113% => OK
linsear_write_formula: 14.0 10.7273730684 131% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 12.0 11.2008830022 107% => 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.