All examinations in some countries take place at the end of the academic year, but others spread out throughout an academic year's. Pros & Cons
Recently, the phenomenon of taking the examinations at the end of the year and its corresponding impact has sparked a heated debate. Although contested by many that the matter of academic examination is highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined that the certain time interval for exams can be a plus, and I will analyze that throughout this essay.
From a social standpoint, spreading out the examinations during the year provide the society with some noticeable effects which are rooted in the fact that merits of beneficial performance, as well as having an appropriate timetable are inextricably bound up, according to my own experience, when I was a university student, I performed an academic experiment which discovered the influence of taking all examinations at the end of the year on students. Thus beneficial ramifications of both lack of performance and performing well in exam apparently can be seen.
Within the realm of academic science, taking the exam throughout the year might increase the consequences of educational feedback. Moreover, fundamental aspects of frequent practice could relate to this reality that the demerits of having stress pertain to performing poorly in the exam. As a tangible example, some scientific research undertaken by a prestigious university has asserted that the downside of setting up just one exam each year is correlated negatively to lack of enough practice. Hence, it is correct to presume the preconceived notion of the sound education.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of spreading out the academic examinations throughout the year far outweigh its drawbacks. Not only do the advantages of good exam result prove the significance of the adequate study, but also pinpoint practical implications.
Grammar and spelling errors:
Line 3, column 455, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...ons at the end of the year on students. Thus beneficial ramifications of both lack o...
^^^^
Transition Words or Phrases used:
also, apparently, but, hence, if, moreover, so, thus, well, while, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.5418719212 95% => OK
Auxiliary verbs: 5.0 6.10837438424 82% => OK
Conjunction : 5.0 8.36945812808 60% => More conjunction wanted.
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 18.0 20.9802955665 86% => OK
Preposition: 46.0 31.9359605911 144% => OK
Nominalization: 9.0 5.75862068966 156% => OK
Performance on vocabulary words:
No of characters: 1636.0 1207.87684729 135% => OK
No of words: 301.0 242.827586207 124% => OK
Chars per words: 5.43521594684 5.00649968141 109% => OK
Fourth root words length: 4.16525528304 3.92707691288 106% => OK
Word Length SD: 3.20688710423 2.71678728327 118% => OK
Unique words: 182.0 139.433497537 131% => OK
Unique words percentage: 0.604651162791 0.580463131201 104% => OK
syllable_count: 523.8 379.143842365 138% => OK
avg_syllables_per_word: 1.7 1.57093596059 108% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 1.0 1.56157635468 64% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 11.0 12.6551724138 87% => OK
Sentence length: 27.0 20.5024630542 132% => The Avg. Sentence Length is relatively long.
Sentence length SD: 96.4740362451 50.4703680194 191% => OK
Chars per sentence: 148.727272727 104.977214359 142% => OK
Words per sentence: 27.3636363636 20.9669160288 131% => OK
Discourse Markers: 7.0 7.25397266985 96% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 1.0 5.33497536946 19% => OK
Sentences with positive sentiment : 7.0 6.9802955665 100% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 2.0 2.91625615764 69% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.32051876871 0.242375264174 132% => OK
Sentence topic coherence: 0.101050010129 0.0925447433944 109% => OK
Sentence topic coherence SD: 0.106927120049 0.071462118173 150% => OK
Paragraph topic coherence: 0.18164594542 0.151781067708 120% => OK
Paragraph topic coherence SD: 0.0434676495942 0.0609392437508 71% => OK
Essay readability:
automated_readability_index: 17.9 12.6369458128 142% => OK
flesch_reading_ease: 35.61 53.1260098522 67% => OK
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 15.0 10.9458128079 137% => OK
coleman_liau_index: 14.57 11.5310837438 126% => OK
dale_chall_readability_score: 10.27 8.32886699507 123% => OK
difficult_words: 101.0 55.0591133005 183% => OK
linsear_write_formula: 15.0 9.94827586207 151% => OK
gunning_fog: 12.8 10.3980295567 123% => OK
text_standard: 15.0 10.5123152709 143% => OK
What are above readability scores?
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Rates: 88.8888888889 out of 100
Scores by essay e-grader: 80.0 Out of 90
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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.