With motivation and patience, learning a new skill can be done without the experts of classroom teaching. Do you agree or disagree?
Although such topics, in all likelihood, will never yield a consensual agreement, a constructive dialogue on learning a new skill without the experts of classroom teaching can lead to thought-provoking discussions. Irrespective of the numerous arguments that exit on either side, my opinion is that the motivation and patience can have a significant push to learn, but we cannot deny the importance of the class room teaching.
There are a number of reasons in favor of my stance. To begin with, some people do not want to commit with a classroom teaching for acquiring any new skills, and they try to find another source which is more suitable for them. It is also important to note that there are plenty of websites motivate people for any skill, and they put a strict schedule for people who are motivated by others who achieved same goal. Therefore, the aforementioned discussion shows that with some patience, people can achieve their prospective aims.
Another pivotal aspect of the argument is that there are some special skills need a private coaching, and they are very difficult to be absorbed individually. First and foremost, some skills have its rules and conditions, yet they need to be learnt by their experts to ensure that all its aspects. This exemplifies that the classroom teaching is essential to some extent.
To sum up, I see that there is equally evidence to support the arguments I have provided, and hence, my opinion is that people cannot acquire some skills with motivation and patience only, and the trainers and coaches are important to know some secrets about it. Class room teaching plays a pivotal role in people skills.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-04-21 | mohab.elhaddad | 77 | view |
| 2018-03-01 | Tamanna_87 | 77 | view |
| 2018-03-01 | Tamanna_87 | 77 | view |
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Transition Words or Phrases used:
also, but, first, hence, if, so, therefore, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 10.5418719212 142% => OK
Auxiliary verbs: 8.0 6.10837438424 131% => OK
Conjunction : 12.0 8.36945812808 143% => OK
Relative clauses : 12.0 5.94088669951 202% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 27.0 20.9802955665 129% => Less pronouns wanted
Preposition: 34.0 31.9359605911 106% => OK
Nominalization: 9.0 5.75862068966 156% => OK
Performance on vocabulary words:
No of characters: 1386.0 1207.87684729 115% => OK
No of words: 277.0 242.827586207 114% => OK
Chars per words: 5.0036101083 5.00649968141 100% => OK
Fourth root words length: 4.07962216107 3.92707691288 104% => OK
Word Length SD: 2.78635352774 2.71678728327 103% => OK
Unique words: 155.0 139.433497537 111% => OK
Unique words percentage: 0.559566787004 0.580463131201 96% => OK
syllable_count: 430.2 379.143842365 113% => OK
avg_syllables_per_word: 1.6 1.57093596059 102% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 4.6157635468 108% => OK
Article: 2.0 1.56157635468 128% => OK
Subordination: 1.0 1.71428571429 58% => OK
Conjunction: 7.0 0.931034482759 752% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 3.65517241379 82% => OK
Performance on sentences:
How many sentences: 11.0 12.6551724138 87% => OK
Sentence length: 25.0 20.5024630542 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 65.8862029224 50.4703680194 131% => OK
Chars per sentence: 126.0 104.977214359 120% => OK
Words per sentence: 25.1818181818 20.9669160288 120% => OK
Discourse Markers: 6.18181818182 7.25397266985 85% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 6.0 6.9802955665 86% => OK
Sentences with negative sentiment : 3.0 2.75862068966 109% => 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: 0.248775123625 0.242375264174 103% => OK
Sentence topic coherence: 0.0832196326873 0.0925447433944 90% => OK
Sentence topic coherence SD: 0.0576261330262 0.071462118173 81% => OK
Paragraph topic coherence: 0.141231560451 0.151781067708 93% => OK
Paragraph topic coherence SD: 0.0663827503523 0.0609392437508 109% => OK
Essay readability:
automated_readability_index: 14.7 12.6369458128 116% => OK
flesch_reading_ease: 46.1 53.1260098522 87% => OK
smog_index: 3.1 6.54236453202 47% => Smog_index is low.
flesch_kincaid_grade: 13.0 10.9458128079 119% => OK
coleman_liau_index: 12.02 11.5310837438 104% => OK
dale_chall_readability_score: 8.64 8.32886699507 104% => OK
difficult_words: 66.0 55.0591133005 120% => OK
linsear_write_formula: 14.0 9.94827586207 141% => OK
gunning_fog: 12.0 10.3980295567 115% => OK
text_standard: 13.0 10.5123152709 124% => 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.