Although cooperation is currently the most popular paradigm in classrooms, competition has a number of advantages. Research on classrooms in which competition is encouraged has demonstrated that competition can increase motivation and productivity while students are having fun.
Competition has long been used in classrooms to motivate students, encouraging them to do their best work. Like athletes who improve when they train with others who are equal or superior performers, students tend to improve in a competitive learning setting. Considerable evidence suggests that motivation is especially enhanced among high achieving students in a competitive classroom.
One of the main advantages of competition is that it creates an environment in which students push each other to excel and thereby increase productivity. For example, in classrooms where students compete to read the most books, the total number of books that each student reads increases as compared with classrooms without similar competitive goals.
Perhaps because competition has long been associated with sports and games, it is fun for students. Teachers often use team-based competitions to make academic material more interesting and entertaining. Some common examples are spelling bees, science project competitions, and group quizzes in which teams answer questions and receive points for correct answers. Competition is useful when an otherwise uninteresting lesson is presented as a game. Most would agree that playing is more enjoyable than memorizing by rote for the big test. In fact, students who participate in the Science Olympiad, a national competitive event, report that the main reason for joining the team is to have fun.
The reading passage discusses three theories about how the moon was formed. However, the speaker in the lecture casts doubt on those proposals made in the article. He believes that all these hypotheses are not convincing.
To begin with, The author asserts that the moon could have been formed when a piece of earth broke off from the Pacific Ocean basin due to high speed of earth's spinning. On the other hand, the lecturer refutes this claim. He indicates that this idea is faced with two problems. First, Findings show that the moon was hotter than the earth. Second, Rock samples from the moon reveal a different chemical composition than that of the earth.
Moreover, the lecturer challenges the idea that the moon was born at the same time with the earth from the same nebula by aggregation of small particles to form a much larger body. Nevertheless, the professor in the lecture points out flaws in this argument. He states that the iron core in the moon is much smaller than the earth and accounts for only 25%. In contrast, the iron core of the earth constitutes 50% of the total mass.
Finally, the excerpt posits that the collision theory could be true. It postulates that the moon was formed when a giant body, about the size of Mars, collided with the earth generating massive amount of debris, which finally coalesced to make the moon. This does not ring plausible for the lecturer. He poses the question why only one moon was formed, and not a group of moons. In addition, another question is why there is no chemical evidence for extreme evaporation due to this gigantic impact.
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Grammar and spelling errors:
Line 11, column 500, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...vaporation due to this gigantic impact.
^^^^
Transition Words or Phrases used:
finally, first, however, if, moreover, nevertheless, second, so, as for, in addition, in contrast, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.4613686534 115% => OK
Auxiliary verbs: 2.0 5.04856512141 40% => OK
Conjunction : 2.0 7.30242825607 27% => More conjunction wanted.
Relative clauses : 12.0 12.0772626932 99% => OK
Pronoun: 21.0 22.412803532 94% => OK
Preposition: 36.0 30.3222958057 119% => OK
Nominalization: 8.0 5.01324503311 160% => OK
Performance on vocabulary words:
No of characters: 1332.0 1373.03311258 97% => OK
No of words: 279.0 270.72406181 103% => OK
Chars per words: 4.77419354839 5.08290768461 94% => OK
Fourth root words length: 4.08696624509 4.04702891845 101% => OK
Word Length SD: 2.33830796204 2.5805825403 91% => OK
Unique words: 160.0 145.348785872 110% => OK
Unique words percentage: 0.573476702509 0.540411800872 106% => OK
syllable_count: 394.2 419.366225166 94% => OK
avg_syllables_per_word: 1.4 1.55342163355 90% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 3.25607064018 184% => OK
Article: 8.0 8.23620309051 97% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 5.0 2.5761589404 194% => OK
Performance on sentences:
How many sentences: 17.0 13.0662251656 130% => OK
Sentence length: 16.0 21.2450331126 75% => The Avg. Sentence Length is relatively short.
Sentence length SD: 43.3491498063 49.2860985944 88% => OK
Chars per sentence: 78.3529411765 110.228320801 71% => OK
Words per sentence: 16.4117647059 21.698381199 76% => OK
Discourse Markers: 7.70588235294 7.06452816374 109% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 1.0 4.19205298013 24% => OK
Sentences with positive sentiment : 3.0 4.33554083885 69% => OK
Sentences with negative sentiment : 6.0 4.45695364238 135% => OK
Sentences with neutral sentiment: 8.0 4.27373068433 187% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.00453765977122 0.272083759551 2% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.00117112614594 0.0996497079465 1% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.00468450458376 0.0662205650399 7% => Sentences are similar to each other.
Paragraph topic coherence: 0.00275889890058 0.162205337803 2% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.00477855306875 0.0443174109184 11% => 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: 9.2 13.3589403974 69% => Automated_readability_index is low.
flesch_reading_ease: 72.16 53.8541721854 134% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 7.2 11.0289183223 65% => OK
coleman_liau_index: 10.09 12.2367328918 82% => OK
dale_chall_readability_score: 8.22 8.42419426049 98% => OK
difficult_words: 67.0 63.6247240618 105% => OK
linsear_write_formula: 6.5 10.7273730684 61% => OK
gunning_fog: 8.4 10.498013245 80% => OK
text_standard: 7.0 11.2008830022 62% => The average readability is low. Need to imporve the language.
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.