The benefits and drawbacks of learning old theater literacy has always been a groundswell debate for high school education. Some people believe that these art forms are beneficial for preserving their traditional culture. Others doubt that learning these plays from long time ago would be inconsistent with modern narratives of arts, thus, being time-wasting for the students. The following essay would further elaborate both sides in detail with examples.
To begin with, the prime benefit of studying old narratives of art forms such as dramas and novels help the students be aware of unique traditions, customs, rituals, and lifestyle of people of bygone centuries. For example, there are tragedy from the great playwright Shakespeare, propelling the students back to the 16th century, to learn the contradiction of psychology and actions between people from different level of the society. This is not only helpful for the students to build a habit of critical thinking, but also prevent the past mistakes from reappearing by the students. Thus, the valuable, precious human heritage could be preserved while those outdated beliefs, customs or rituals which do more harm than good would be avoided.
On the flip side, the old narratives of art forms such as dramas and plays of the theater is contrast with the requirements of modern society. Students in high schools who are confronted with the future competition in either academic study or professional fields. For example, the modern job market requires a lot in operating modern technologies, teamwork and leadership. Youngsters paying too much attention towards those romantic or tragic forms of literature will be considered as detachment of the modern society, and thus, impede them from integrating into the work force.
To conclude, it is drawn that studying literature in school and college days is beneficial for personal growth, simultaneously, the bad impact of these literary pieces cannot be ignored. A balanced pedagogical approach is needed to adapt to take the benefits of classical writings.
Grammar and spelling errors:
Line 3, column 573, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...sons to avoid those in the present era. Thus literature teaches youngsters to tread ...
^^^^
Line 7, column 233, Rule ID: ADOPT_TO[1]
Message: Did you mean 'adapt to'?
Suggestion: adapt to
...anced pedagogical approach is needed to adopt to take the benefits of classical writings...
^^^^^^^^
Transition Words or Phrases used:
also, besides, but, furthermore, if, so, thus, for instance, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.5418719212 85% => OK
Auxiliary verbs: 2.0 6.10837438424 33% => OK
Conjunction : 12.0 8.36945812808 143% => OK
Relative clauses : 2.0 5.94088669951 34% => More relative clauses wanted.
Pronoun: 19.0 20.9802955665 91% => OK
Preposition: 43.0 31.9359605911 135% => OK
Nominalization: 5.0 5.75862068966 87% => OK
Performance on vocabulary words:
No of characters: 1556.0 1207.87684729 129% => OK
No of words: 285.0 242.827586207 117% => OK
Chars per words: 5.45964912281 5.00649968141 109% => OK
Fourth root words length: 4.10876417139 3.92707691288 105% => OK
Word Length SD: 2.86109316677 2.71678728327 105% => OK
Unique words: 184.0 139.433497537 132% => OK
Unique words percentage: 0.645614035088 0.580463131201 111% => OK
syllable_count: 477.9 379.143842365 126% => OK
avg_syllables_per_word: 1.7 1.57093596059 108% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 4.6157635468 152% => OK
Article: 5.0 1.56157635468 320% => Less articles wanted as sentence beginning.
Subordination: 0.0 1.71428571429 0% => More adverbial clause wanted.
Conjunction: 1.0 0.931034482759 107% => OK
Preposition: 5.0 3.65517241379 137% => OK
Performance on sentences:
How many sentences: 16.0 12.6551724138 126% => OK
Sentence length: 17.0 20.5024630542 83% => The Avg. Sentence Length is relatively short.
Sentence length SD: 51.6984949007 50.4703680194 102% => OK
Chars per sentence: 97.25 104.977214359 93% => OK
Words per sentence: 17.8125 20.9669160288 85% => OK
Discourse Markers: 4.625 7.25397266985 64% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 2.0 5.33497536946 37% => OK
Sentences with positive sentiment : 7.0 6.9802955665 100% => OK
Sentences with negative sentiment : 3.0 2.75862068966 109% => OK
Sentences with neutral sentiment: 6.0 2.91625615764 206% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.119337352252 0.242375264174 49% => OK
Sentence topic coherence: 0.0307742577132 0.0925447433944 33% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0379186555203 0.071462118173 53% => OK
Paragraph topic coherence: 0.0676110949549 0.151781067708 45% => OK
Paragraph topic coherence SD: 0.00766517434263 0.0609392437508 13% => 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: 13.2 12.6369458128 104% => OK
flesch_reading_ease: 45.76 53.1260098522 86% => OK
smog_index: 8.8 6.54236453202 135% => OK
flesch_kincaid_grade: 11.1 10.9458128079 101% => OK
coleman_liau_index: 14.09 11.5310837438 122% => OK
dale_chall_readability_score: 9.85 8.32886699507 118% => OK
difficult_words: 97.0 55.0591133005 176% => OK
linsear_write_formula: 7.5 9.94827586207 75% => OK
gunning_fog: 8.8 10.3980295567 85% => OK
text_standard: 9.0 10.5123152709 86% => OK
What are above readability scores?
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Rates: 77.7777777778 out of 100
Scores by essay e-grader: 70.0 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.