While the Department of Education in the state of Attra suggests that high school students be assigned homework every day, the data from a recent statewide survey of high school math and science teachers give us reason to question the usefulness of daily homework. In the district of Sanlee, 86 percent of the teachers reported assigning homework three to five times a week, whereas in the district of Marlee, less than 25 percent of the teachers reported assigning homework three to five times a week. Yet the students in Marlee earn better grades overall and are less likely to be required to repeat a year of school than are the students in Sanlee. Therefore, we recommend that all teachers in our high schools should assign homework no more than twice a week.
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
In this passage, the author recommends that all of high schools should adapt to less assignment because of the seemingly superior result of Marlee district. To support his/her claim, the author cites the assignment frequency of both Snalee and Marlee and the reported learning performance. Quite convincinng though such recommendation appears at first glance, there exists several questions regarding his/her lines of reasoning that requires further analysis. Thus, the author's conclusion could end up being pretty convincing or invalid in the end, depending on the answers to the questions.
To start off, the author's reasoning heavily relies on the real assignment payload of two district, a question that is not yet answered. It is likely that Marlee's assignment payload is actually more taxing than that of Sanlee because several factors, besides assignment frequency, could heavily impact the real assignment burden of students. Without additional information for difficulty level of assignment, it is possible that Marlee's homeworks' difficulty level surpass those of Sanlee in spite of much less frequency . Such scenario could seriously challenge the estimate of assignment payload situation and render the author's reasoning much less compelling. On the another hand, any valid proof that both of their assignments have been kept at the same difficult level could strengthen his/her viewpoint.
Granted that Marlee's less homework payload and given the fact that sterling performance on the face, whether Marlee has better student performance and teaching result needs a second look. Behind the author's reasoning lie two critical implications. The first one is that the gauge for student learning performance in those two districts actually stays at the equivalent level. The probability that two districts actually own quite different measurement standard for student performance must be considered and addressed. Yet, if the author could sufficiently demonstrate that no conspicuous distinction exists for evaluation standard for students' learning performance, his/her conclusion will gain more weights.
Furthermore, the second implication is that Marlee's school have degraded their graduation restriction for better school's outgrowth. While we somehow trust school's integrity in Marlee, the probability that the blemished or degraded graduation discipline of Marlee exists could not be excluded in advance. For example, schools in Marlee actually changed the standards of graduation score requirement for the sake of letting more student successfully graduate. If no, it is unlikely to believe that Marlee's teaching quality could guarantee students' better performance and lead to less left-overs number. Otherwise, we are inclined to question whether Marlee's teaching quality is really as described by the better figure of graduation.
Last but not least, while we can acknowledge for a moment that both superior graduation rate and less homework payload reflect the truth between Marlee and Sarlee, it remains to be seen whether such deduction of homework approach could be applied for all of schools in their districts. Other factors, such as students' learning capacity, teaching resource, could potentially affect the final result. If students in other schools have worse learning capacities or other schools are limited for teaching resources, it is doubtful that such application for all of schools could be efficient as expected.
In summary, while less homework assignment seems lead to the better teaching result, this is a conclusion that we can not derive from the information available in the passage. Furthermore, even if such deduction could be helpful based on its result in Marlee, the wide application for all of schools is still built upon implications, which are open to different probabilities. Only after these aforementioned questions are adequately addressed can we efficiently evaluate the author's recommendation and reach a logically sound conclusion.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-03 | stevewang1007 | 69 | view |
| 2019-12-06 | harshit kukreja | 53 | view |
| 2019-11-25 | Yann | 63 | view |
| 2019-11-18 | ifxcuo | 43 | view |
| 2019-10-30 | orlando23 | 82 | view |
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Comments
Essay evaluation report
Attribute Value Ideal
Final score: 4.5 out of 6
Category: Good Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 25 15
No. of Words: 601 350
No. of Characters: 3337 1500
No. of Different Words: 277 200
Fourth Root of Number of Words: 4.951 4.7
Average Word Length: 5.552 4.6
Word Length SD: 2.871 2.4
No. of Words greater than 5 chars: 275 100
No. of Words greater than 6 chars: 227 80
No. of Words greater than 7 chars: 172 40
No. of Words greater than 8 chars: 106 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 24.04 21.0
Sentence Length SD: 7.203 7.5
Use of Discourse Markers (%): 0.72 0.12
Sentence-Text Coherence: 0.31 0.35
Sentence-Para Coherence: 0.552 0.50
Sentence-Sentence Coherence: 0.173 0.07
Number of Paragraphs: 6 5
Grammar and spelling errors:
Line 1, column 471, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'authors'' or 'author's'?
Suggestion: authors'; author's
...at requires further analysis. Thus, the authors conclusion could end up being pretty co...
^^^^^^^
Line 5, column 408, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...tion for difficulty level of assignment, it is possible that Marlees homeworks di...
^^
Line 5, column 520, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...f Sanlee in spite of much less frequency . Such scenario could seriously challenge...
^^
Line 5, column 646, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun compelling is countable.
Suggestion: fewer
...n and render the authors reasoning much less compelling. On the another hand, any va...
^^^^
Line 13, column 465, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...re student successfully graduate. If no, it is unlikely to believe that Marlees t...
^^
Line 13, column 613, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ad to less left-overs number. Otherwise, we are inclined to question whether Marl...
^^
Line 13, column 705, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ng quality is really as described by the better figure of graduation. Last ...
^^
Line 21, column 477, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'authors'' or 'author's'?
Suggestion: authors'; author's
...dressed can we efficiently evaluate the authors recommendation and reach a logically so...
^^^^^^^
Transition Words or Phrases used:
actually, besides, but, first, furthermore, if, look, really, regarding, second, so, still, then, thus, while, for example, in summary, such as, in spite of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.6327345309 117% => OK
Auxiliary verbs: 17.0 12.9520958084 131% => OK
Conjunction : 15.0 11.1786427146 134% => OK
Relative clauses : 19.0 13.6137724551 140% => OK
Pronoun: 45.0 28.8173652695 156% => Less pronouns wanted
Preposition: 61.0 55.5748502994 110% => OK
Nominalization: 39.0 16.3942115768 238% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3413.0 2260.96107784 151% => OK
No of words: 597.0 441.139720559 135% => OK
Chars per words: 5.71691792295 5.12650576532 112% => OK
Fourth root words length: 4.94303383012 4.56307096286 108% => OK
Word Length SD: 2.93084281378 2.78398813304 105% => OK
Unique words: 284.0 204.123752495 139% => OK
Unique words percentage: 0.475711892797 0.468620217663 102% => OK
syllable_count: 1002.6 705.55239521 142% => OK
avg_syllables_per_word: 1.7 1.59920159681 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 4.96107784431 161% => OK
Article: 10.0 8.76447105788 114% => OK
Subordination: 7.0 2.70958083832 258% => Less adverbial clause wanted.
Conjunction: 0.0 1.67365269461 0% => OK
Preposition: 8.0 4.22255489022 189% => OK
Performance on sentences:
How many sentences: 25.0 19.7664670659 126% => OK
Sentence length: 23.0 22.8473053892 101% => OK
Sentence length SD: 40.9575389886 57.8364921388 71% => OK
Chars per sentence: 136.52 119.503703932 114% => OK
Words per sentence: 23.88 23.324526521 102% => OK
Discourse Markers: 6.24 5.70786347227 109% => OK
Paragraphs: 6.0 5.15768463074 116% => OK
Language errors: 8.0 5.25449101796 152% => OK
Sentences with positive sentiment : 15.0 8.20758483034 183% => OK
Sentences with negative sentiment : 5.0 6.88822355289 73% => OK
Sentences with neutral sentiment: 5.0 4.67664670659 107% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.161660616674 0.218282227539 74% => OK
Sentence topic coherence: 0.0522067243458 0.0743258471296 70% => OK
Sentence topic coherence SD: 0.0345383046363 0.0701772020484 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.0949200066263 0.128457276422 74% => OK
Paragraph topic coherence SD: 0.0255095845797 0.0628817314937 41% => 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: 17.5 14.3799401198 122% => OK
flesch_reading_ease: 39.67 48.3550499002 82% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 13.4 12.197005988 110% => OK
coleman_liau_index: 16.19 12.5979740519 129% => OK
dale_chall_readability_score: 8.82 8.32208582834 106% => OK
difficult_words: 153.0 98.500998004 155% => OK
linsear_write_formula: 10.5 12.3882235529 85% => OK
gunning_fog: 11.2 11.1389221557 101% => OK
text_standard: 9.0 11.9071856287 76% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
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.