Problems and benefits for high school students study plays and works of theatres written centuries ago. Discuss and use your own experience.
Recently, studying plays and works of theatres written centuries ago has sparked an ongoing controversy, which inevitably leads to a moot question “would it be beneficial for high school students?”. Whereas it is a widely held view that it may be constructive, I will discuss controversial aspects of that throughout this essay.
From the artistic and cultural standpoint, the theatrical arts are bound up inextricably with the ancient culture, which indicates they lead to both modernism and traditionalism. As a well-known example, a longitudinal study conducted by eminent scientists in 2014 demonstrates the relationship between environmental factors and traditional lifestyle as well as an exponential increase in educational values. Their academic criticism was impressive. Consequently, my empirical evidence presented thus far supports the contention that the likelihood of changing attitude is correlated positively with not only cultural differences but also educational policy reform.
Within the realm of education, without the slightest doubt, oral communication skills attribute to drama training, in that it would come down to dramatic presentations, extracurricular programs, and self-confidence. A salient example of such attribution is a national agenda, which is a cause for concern since it was mistaken to take ideal solutions for granted. Had there been a paradigm shift earlier, scholars might have had the opportunity to pinpoint current system problems. Besides, this criterion is an indispensable part of modern lifestyle. Hence, it is reasonable to infer the pivotal role of negative consequences of acting classes.
To conclude, as for myself, as the saying goes “all’s well that ends well,” after analyzing what elaborated above, I firmly believe that there are some positive and negative dimensions of studying old theatre play for students However, with the benefit of hindsight, we conceive the more we research, the further we discover.
Transition Words or Phrases used:
also, besides, but, consequently, hence, however, if, may, so, thus, well, whereas, as for, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 10.5418719212 123% => OK
Auxiliary verbs: 5.0 6.10837438424 82% => OK
Conjunction : 7.0 8.36945812808 84% => OK
Relative clauses : 9.0 5.94088669951 151% => OK
Pronoun: 23.0 20.9802955665 110% => OK
Preposition: 35.0 31.9359605911 110% => OK
Nominalization: 7.0 5.75862068966 122% => OK
Performance on vocabulary words:
No of characters: 1697.0 1207.87684729 140% => OK
No of words: 294.0 242.827586207 121% => OK
Chars per words: 5.77210884354 5.00649968141 115% => OK
Fourth root words length: 4.14082457966 3.92707691288 105% => OK
Word Length SD: 3.3302793868 2.71678728327 123% => OK
Unique words: 208.0 139.433497537 149% => OK
Unique words percentage: 0.707482993197 0.580463131201 122% => OK
syllable_count: 521.1 379.143842365 137% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 4.6157635468 152% => OK
Article: 4.0 1.56157635468 256% => Less articles wanted as sentence beginning.
Subordination: 3.0 1.71428571429 175% => OK
Conjunction: 1.0 0.931034482759 107% => OK
Preposition: 6.0 3.65517241379 164% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 24.0 20.5024630542 117% => OK
Sentence length SD: 77.5243241398 50.4703680194 154% => OK
Chars per sentence: 141.416666667 104.977214359 135% => OK
Words per sentence: 24.5 20.9669160288 117% => OK
Discourse Markers: 8.5 7.25397266985 117% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 8.0 6.9802955665 115% => 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: 0.195813183302 0.242375264174 81% => OK
Sentence topic coherence: 0.0514882750874 0.0925447433944 56% => OK
Sentence topic coherence SD: 0.102138867513 0.071462118173 143% => OK
Paragraph topic coherence: 0.120001536547 0.151781067708 79% => OK
Paragraph topic coherence SD: 0.114291716788 0.0609392437508 188% => OK
Essay readability:
automated_readability_index: 18.0 12.6369458128 142% => OK
flesch_reading_ease: 30.2 53.1260098522 57% => Flesch_reading_ease is low.
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 15.0 10.9458128079 137% => OK
coleman_liau_index: 16.48 11.5310837438 143% => OK
dale_chall_readability_score: 11.22 8.32886699507 135% => OK
difficult_words: 119.0 55.0591133005 216% => Less difficult words wanted.
linsear_write_formula: 16.0 9.94827586207 161% => OK
gunning_fog: 11.6 10.3980295567 112% => OK
text_standard: 12.0 10.5123152709 114% => 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.