Some believe separating students based on their academic skills is a good idea while other believe to mix groups, agree or disagree?
Recently, the phenomenon of separating skilled students and its corresponding impact has sparked a heated debate. Although contested by many that the matter of talented students is highly beneficial, such issue is regarded thoroughly constructive and positive by a substantial number of individuals. I am inclined to believe that academic qualification can be a plus, and I will analyze that throughout this essay.
From a social standpoint, dividing students in groups can provide the society with some noticeable effects which are rooted in the fact that merits of high academic performances as well as university curriculum are inextricably bound up. According to my own experience, when I was a university student, I performed an academic experiment which discovered mix student groups. Thus, beneficial ramifications of academic groups and learning strategies apparently can be seen.
Within the realm of science, separating academic students might increase the consequences of brilliant students. Moreover, fundamental impacts of dividing classrooms could relate to the reality that the demerits of high quality students pertain to undergraduates. As a tangible example, some scientific research undertaken by a prestigious university has asserted that the downside of distinct student groups is correlated negatively with academic issues.
To conclude, although there are several compelling arguments on both sides, I profoundly believe that the impacts of students with academic skills far outweigh its drawbacks. Not only do the advantages of university solution methods prove the significance of student separation, but also pinpoint significant improvement implications.
- How learning more than one language affect the working conditions? 85
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- compare of handwriting and typing in students 90
Transition Words or Phrases used:
also, apparently, but, if, moreover, so, thus, well, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.5418719212 85% => OK
Auxiliary verbs: 6.0 6.10837438424 98% => OK
Conjunction : 5.0 8.36945812808 60% => More conjunction wanted.
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 16.0 20.9802955665 76% => OK
Preposition: 31.0 31.9359605911 97% => OK
Nominalization: 8.0 5.75862068966 139% => OK
Performance on vocabulary words:
No of characters: 1449.0 1207.87684729 120% => OK
No of words: 244.0 242.827586207 100% => OK
Chars per words: 5.93852459016 5.00649968141 119% => OK
Fourth root words length: 3.95227774224 3.92707691288 101% => OK
Word Length SD: 3.29029451986 2.71678728327 121% => OK
Unique words: 156.0 139.433497537 112% => OK
Unique words percentage: 0.639344262295 0.580463131201 110% => OK
syllable_count: 456.3 379.143842365 120% => OK
avg_syllables_per_word: 1.9 1.57093596059 121% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 4.6157635468 65% => OK
Article: 1.0 1.56157635468 64% => OK
Subordination: 4.0 1.71428571429 233% => 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: 22.0 20.5024630542 107% => OK
Sentence length SD: 40.6945891585 50.4703680194 81% => OK
Chars per sentence: 131.727272727 104.977214359 125% => OK
Words per sentence: 22.1818181818 20.9669160288 106% => OK
Discourse Markers: 5.72727272727 7.25397266985 79% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 5.0 6.9802955665 72% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 4.0 2.91625615764 137% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.236273625522 0.242375264174 97% => OK
Sentence topic coherence: 0.0861623993169 0.0925447433944 93% => OK
Sentence topic coherence SD: 0.0475877371748 0.071462118173 67% => OK
Paragraph topic coherence: 0.136900439254 0.151781067708 90% => OK
Paragraph topic coherence SD: 0.00611689250037 0.0609392437508 10% => 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: 17.6 12.6369458128 139% => OK
flesch_reading_ease: 23.77 53.1260098522 45% => Flesch_reading_ease is low.
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 15.4 10.9458128079 141% => OK
coleman_liau_index: 17.17 11.5310837438 149% => OK
dale_chall_readability_score: 10.94 8.32886699507 131% => OK
difficult_words: 96.0 55.0591133005 174% => OK
linsear_write_formula: 16.0 9.94827586207 161% => OK
gunning_fog: 10.8 10.3980295567 104% => OK
text_standard: 11.0 10.5123152709 105% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 72.0 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.