Do you agree or disagree with the following statement:
professor should prohibit the use of devices that can connect to internet in class
class="MsoNormal" style="text-align:justify">Imagine class="that">that you are in a classroom or a meeting. The class="teacher">teacher or the class="leader">leader say something incorrect, In your class="opinion">opinion, class="which">which of the following class="is">is the class="best">best thing to class="do">do? 1. class="interrupt">interrupt and class="correct">correct the mistake class="right">right away; 2. class="wait">wait class="until">until the class or meeting class="is">is over and people are gone, and then talk the class="teacher">teacher or meeting class="leader">leader; 3. say nothing.
class="MsoNormal" style="text-align:justify">By and large, teachers pass series of laws in the first day of their work and expect their students to consider them. Some of them ask their students not to speak class="until">until the end of the lecture. others, however, encourage students to participate in discussion parallel to them. I personally, concur with the latter. In the following paragraphs, I will delve in to the most important reasons.
class="MsoNormal" style="text-align:justify">To begin with, when people express their idea in a gathering, it makes better atmosphere class="that">that help everyone to feel comfort and express their thought. In other words, if a meeting class="is">is managed only by one person and he/she class="is">is a sole speaker, audience become bored and distracted after a few minutes. As opposed to a situation, class="which">which all member of the companion participate in debate and discuss their class="opinion">opinion about the authenticity of a subject. asking question or correcting the mistake of class="leader">leader or class="teacher">teacher give rise to convenient atmosphere where all member of group are active and have class="right">right to convey their knowledge. For example, I can recall my mathematics class in high school. our class="teacher">teacher asked us to disagree where we thought she mistook. when we corrected her mistake, we were confident about understanding the concept deeply. In addition, she got pleasure from our attention. it class="is">is crystal clear class="that">that saying nothing or delay correcting one's idea class="is">is not the class="best">best solution. At the end of the meeting, the attention on subject class="is">is lost and not only cannot class="teacher">teacher concentrate on matter, but other members are not able to get the class="correct">correct information as well, so it takes much more time to obtain consensus rather than when individuals class="interrupt">interrupt class="leader">leader's speak during lecture. In addition, waiting class="until">until the end of the class to convince class="leader">leader may cause wasting rest of the class time class="which">which class="is">is spent on continuing class="leader">leader's mistake. Therefore, the member have to attend in an extra session to understand the class="correct">correct answer.
class="MsoNormal" style="text-align:justify">Last but not least, by correcting class="teacher">teacher’s statement, self-confident class="is">is instilled in students class="which">which class="is">is a key factor in student’s success. when students express their ideas without any fear in class, regardless it class="is">is true or not, they learn how convey their knowledge in an appropriate fashion. if they can convince their teachers class="that">that they are class="right">right, their self-assured increases dramatically class="which">which class="is">is one the purposes of the education. this clearly demonstrates class="that">that class="do">do the talking parallel to class="teacher">teacher class="is">is helpful.
class="MsoNormal" style="text-align:justify">All in all, I really believe class="that">that leaders and teachers should allow attendant to convey their viewpoint parallel to their teaching. this class="is">is because it can improve atmosphere by prevent meeting from being tedious and save member's time. Hence, should class="teacher">teacher let their student to transfer their thought immediately after their statement, the productivity and efficiency of the class rise dramatically.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-04-10 | kamyar.sa | 70 | view |
| 2019-09-26 | ghazalsaed1995 | 70 | view |
| 2019-07-24 | Chuppy | 80 | view |
| 2019-02-26 | luckyydog | 76 | view |
| 2019-02-26 | Wang Xinyue | 73 | view |
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- Critical judgment of work in any given field has little value unless it comes from someone who is an expert in that field. 16
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Grammar and spelling errors:
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class='MsoNormal' style='text-...
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Message: A determiner is probably missing here: '> the best'.
Suggestion: > the best
...s;is'>is the class='best'>best thing to class='do'>do? 1. cl...
^^^^^
Line 1, column 424, Rule ID: UPPERCASE_SENTENCE_START
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Suggestion: Class
...st thing to class='do'>do? 1. class='interrupt'>interrupt and cla...
^^^^^
Line 1, column 551, Rule ID: UPPERCASE_SENTENCE_START
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Suggestion: Class
... class='right'>right away; 2. class='wait'>wait class='until...
^^^^^
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Suggestion: Say
...ing class='leader'>leader; 3. say nothing. class='MsoNormal&apo...
^^^
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Suggestion: Class
...ader'>leader; 3. say nothing. class='MsoNormal' style='text-...
^^^^^
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Suggestion: Others
...til'>until the end of the lecture. others, however, encourage students to partici...
^^^^^^
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... in to the most important reasons. class='MsoNormal' style='text-...
^^^^^
Line 9, column 625, Rule ID: UPPERCASE_SENTENCE_START
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Suggestion: Asking
...on about the authenticity of a subject. asking question or correcting the mistake of c...
^^^^^^
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...ll my mathematics class in high school. our class='teacher'>teacher asked...
^^^
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Suggestion: When
... disagree where we thought she mistook. when we corrected her mistake, we were confi...
^^^^
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Suggestion: It
...n, she got pleasure from our attention. it class='is'>is crystal clear c...
^^
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Message: Did you mean 'classes'?
Suggestion: classes
...she got pleasure from our attention. it class='is'>is crystal clear class=&...
^^^^^
Line 9, column 1272, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...that saying nothing or delay correcting ones idea class='is'>is not the cl...
^^^^
Line 9, column 1336, Rule ID: THE_SUPERLATIVE[4]
Message: A determiner is probably missing here: '> the best'.
Suggestion: > the best
...'>is not the class='best'>best solution. At the end of the meeting, th...
^^^^^
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...apos;correct'>correct answer. class='MsoNormal' style='text-...
^^^^^
Line 13, column 307, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: When
...a key factor in student's success. when students express their ideas without an...
^^^^
Line 13, column 382, Rule ID: IT_VBZ[1]
Message: Did you mean 'classes'?
Suggestion: classes
...ithout any fear in class, regardless it class='is'>is true or not, they lea...
^^^^^
Line 13, column 457, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an appropriate fashion" with adverb for "appropriate"; eg, "in a hasty manner" with "hastily".
..., they learn how convey their knowledge in an appropriate fashion. if they can convince their teachers cl...
^^^^^^^^^^^^^^^^^^^^^^^^^
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Suggestion: If
...ir knowledge in an appropriate fashion. if they can convince their teachers class=...
^^
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Suggestion: This
...;>is one the purposes of the education. this clearly demonstrates class='that&a...
^^^^
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Suggestion: Class
...r class='is'>is helpful. class='MsoNormal' style='text-...
^^^^^
Line 17, column 221, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
...r viewpoint parallel to their teaching. this class='is'>is because it can ...
^^^^
Transition Words or Phrases used:
but, first, hence, however, if, may, really, so, still, then, therefore, well, for example, in addition, by and large, in other words, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 53.0 43.0788530466 123% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 4346.0 1977.66487455 220% => Less number of characters wanted.
No of words: 535.0 407.700716846 131% => OK
Chars per words: 8.12336448598 4.8611393121 167% => OK
Fourth root words length: 4.80937282943 4.48103885553 107% => OK
Word Length SD: 8.68113249037 2.67179642975 325% => Word_Length_SD is high.
Unique words: 282.0 212.727598566 133% => OK
Unique words percentage: 0.527102803738 0.524837075471 100% => OK
syllable_count: 1215.0 618.680645161 196% => OK
avg_syllables_per_word: 2.3 1.51630824373 152% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 90.9188398189 48.9658058833 186% => OK
Chars per sentence: 155.214285714 100.406767564 155% => OK
Words per sentence: 19.1071428571 20.6045352989 93% => OK
Discourse Markers: 5.28571428571 5.45110844103 97% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 23.0 5.5376344086 415% => Less language errors wanted.
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0845767162521 0.236089414692 36% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0498395759484 0.076458572812 65% => OK
Sentence topic coherence SD: 0.0264421545998 0.0737576698707 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0719751732022 0.150856017488 48% => OK
Paragraph topic coherence SD: 0.0118626709828 0.0645574589148 18% => 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: 26.4 11.7677419355 224% => Automated_readability_index is high.
flesch_reading_ease: -7.03 58.1214874552 -12% => Flesch_reading_ease is low.
smog_index: 13.0 6.10430107527 213% => Smog_index is high.
flesch_kincaid_grade: 19.0 10.1575268817 187% => OK
coleman_liau_index: 29.82 10.9000537634 274% => Coleman_liau_index is high.
dale_chall_readability_score: 8.56 8.01818996416 107% => OK
difficult_words: 135.0 86.8835125448 155% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
---------------------
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.