Recently, the phenomenon of music in learning and its corresponding impact has sparked a heated debate. Although contested by many that the matter of learning through certain kinds of music is highly beneficial for students, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that the effectiveness of music can be a plus, and I will analyze that throughout this essay.
From a social standpoint, acquiring education by indulging in particular kind of music can provide the students with some noticeable effects which are rooted in the fact that merits of developing key skills like creativity, imagination and personality of the student, are inextricably bound up. According to my own experience when I was a university student, I performed an academic experiment on music which discovered the influence of music in social and professional life. Thus, beneficial ramifications of both enhancing their knowledge about different culture and improving a sense of teamwork apparently can be seen.
From a realm of educational science, education with rhymes and songs might increase the consequences of giving a sense of motivation. Moreover, fundamental aspects of music could relate to this reality that the demerits of music pertain to less concentration in other academic syllabus. As a tangible example, some academic research undertaken by a prestigious university has asserted that the downside of the musically learning is correlated negatively with not achieving education milestone directly. Hence, it is correct to presume the preconceived notion of this remarkable phenomenon.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of promoting learning by music far outweigh its drawback.
Grammar and spelling errors:
Line 1, column 261, Rule ID: ALLOW_TO[1]
Message: Did you mean 'learning'? Or maybe you should add a pronoun? In active voice, 'encourage' + 'to' takes an object, usually a pronoun.
Suggestion: learning
...ieve that school students can encourage to learn their courses more efficiently through ...
^^^^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... box more than their counterparts. On the other hands, some opponents regar...
^^^
Transition Words or Phrases used:
also, furthermore, if, look, moreover, so, while, for instance, kind of, such as, in many cases, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.5418719212 85% => OK
Auxiliary verbs: 9.0 6.10837438424 147% => OK
Conjunction : 5.0 8.36945812808 60% => More conjunction wanted.
Relative clauses : 12.0 5.94088669951 202% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 26.0 20.9802955665 124% => Less pronouns wanted
Preposition: 40.0 31.9359605911 125% => OK
Nominalization: 5.0 5.75862068966 87% => OK
Performance on vocabulary words:
No of characters: 1503.0 1207.87684729 124% => OK
No of words: 294.0 242.827586207 121% => OK
Chars per words: 5.11224489796 5.00649968141 102% => OK
Fourth root words length: 4.14082457966 3.92707691288 105% => OK
Word Length SD: 2.76519734371 2.71678728327 102% => OK
Unique words: 161.0 139.433497537 115% => OK
Unique words percentage: 0.547619047619 0.580463131201 94% => More unique words wanted or less content wanted.
syllable_count: 464.4 379.143842365 122% => OK
avg_syllables_per_word: 1.6 1.57093596059 102% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 4.6157635468 173% => OK
Article: 1.0 1.56157635468 64% => OK
Subordination: 2.0 1.71428571429 117% => OK
Conjunction: 0.0 0.931034482759 0% => OK
Preposition: 5.0 3.65517241379 137% => OK
Performance on sentences:
How many sentences: 13.0 12.6551724138 103% => OK
Sentence length: 22.0 20.5024630542 107% => OK
Sentence length SD: 48.8781845313 50.4703680194 97% => OK
Chars per sentence: 115.615384615 104.977214359 110% => OK
Words per sentence: 22.6153846154 20.9669160288 108% => OK
Discourse Markers: 8.76923076923 7.25397266985 121% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 2.0 5.33497536946 37% => OK
Sentences with positive sentiment : 9.0 6.9802955665 129% => 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: 0.209427855154 0.242375264174 86% => OK
Sentence topic coherence: 0.0836981899132 0.0925447433944 90% => OK
Sentence topic coherence SD: 0.0573371001054 0.071462118173 80% => OK
Paragraph topic coherence: 0.139017553823 0.151781067708 92% => OK
Paragraph topic coherence SD: 0.0393893776115 0.0609392437508 65% => OK
Essay readability:
automated_readability_index: 13.9 12.6369458128 110% => OK
flesch_reading_ease: 49.15 53.1260098522 93% => OK
smog_index: 8.8 6.54236453202 135% => OK
flesch_kincaid_grade: 11.9 10.9458128079 109% => OK
coleman_liau_index: 12.65 11.5310837438 110% => OK
dale_chall_readability_score: 8.86 8.32886699507 106% => OK
difficult_words: 77.0 55.0591133005 140% => OK
linsear_write_formula: 14.0 9.94827586207 141% => OK
gunning_fog: 10.8 10.3980295567 104% => OK
text_standard: 14.0 10.5123152709 133% => OK
What are above readability scores?
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Rates: 80.5555555556 out of 100
Scores by essay e-grader: 72.5 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.