Recently, there is a wide-spread idea that for a high school teacher, it is important to have the ability to identify students who need help and encourage students to learn by themselves. However, from my perspective, the ability to help students planning for their future is more critical.
To begin with, students are more likely to select an appropriate major with teachers’ advice. Some students in high school rarely have an opportunity to deeply learn in different areas. They can hardly understand what they really want to do in the future. So a teacher who is familiar with students’ personalities and also has some knowledge about different areas can give some professional suggestions comprehensively. It reminds me of Linda, an impressive teacher in my high school. She was always happy to provide us one-on-one conversations about both class content and plans in the future. I thought I was interested in architecture, but hardly knew what do architects really do. Once, I talked to Linda, she told me that I was pretty suitable to study computer science, because I was good in math and usually had a clear logic. From her point of view, as computer science is really popular now, there are countless opportunities with a high salary provided in technology companies, while architecture now is a relatively mature industry. Though the architect is also a respectable profession, it is not as profitable as those in the technology industry. Following her advice, I chose a computer science program for my undergraduate study. And now, I earn a hundred dollars each day even as an intern. I am really satisfied with my major and genuinely appreciate Linda’s advice. Therefore, students are able to choose a proper major under teachers’ guidance.
Furthermore, students can set up future goals with teachers’ advice. To be more specific, most high school students will go to universities. How to choose universities suitable for them is not easy. Different universities have various requirements for prospective students. Some universities may require candidates to have GPA higher than 3.3, while others may require a TOEFL iBT score over 100. Moreover, universities have their strengths and disadvantage. Some colleges may be strong in art, and some may have a large computer science department. An experienced teacher is able to provide their advice on universities, which helps students to find universities suitable for them and improves their probability of accepted by universities. For instance, my friend Tim had no idea about which universities to apply to when he was in high school. As the application period approached, he became quite worry about it. Thus, he asked his teacher for help. With years of experience, his teacher soon provided a list of programs based on his interest and academic performance and explained every program to him in detail. With these dream schools, Tim was encouraged and work even harder. Finally, he was really happy to be accepted by University of California, Berkeley. Hence, teachers’ suggestions help students to set up their goals.
In conclusion, I think the ability to provide suggestions to students about planning for their future is important for a teacher of high school students, because it can help students choose majors and set goals better.
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- The following is taken from a memo from the advertising director of the Super Screen Movie Production Company According to a recent report from our marketing department during the past year fewer people attended Super Screen produced movies than in any ot 52
- Some believe that local communities should rely on citizen volunteers for projects benefiting those communities e g organizing youth sports leagues and collecting donations for charity Others believe that local communities are better served when professio 50
Transition Words or Phrases used:
also, but, finally, furthermore, hence, however, if, may, moreover, really, so, therefore, thus, while, for instance, i think, in conclusion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 49.0 33.0505617978 148% => Less pronouns wanted
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2796.0 2235.4752809 125% => OK
No of words: 536.0 442.535393258 121% => OK
Chars per words: 5.21641791045 5.05705443957 103% => OK
Fourth root words length: 4.81161862636 4.55969084622 106% => OK
Word Length SD: 3.06759084805 2.79657885939 110% => OK
Unique words: 265.0 215.323595506 123% => OK
Unique words percentage: 0.494402985075 0.4932671777 100% => OK
syllable_count: 882.9 704.065955056 125% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 6.24550561798 272% => Less pronouns wanted as sentence beginning.
Article: 3.0 4.99550561798 60% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 47.2162577933 60.3974514979 78% => OK
Chars per sentence: 87.375 118.986275619 73% => OK
Words per sentence: 16.75 23.4991977007 71% => OK
Discourse Markers: 4.84375 5.21951772744 93% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 19.0 10.2758426966 185% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.267620588 0.243740707755 110% => OK
Sentence topic coherence: 0.0714967030655 0.0831039109588 86% => OK
Sentence topic coherence SD: 0.0624195224053 0.0758088955206 82% => OK
Paragraph topic coherence: 0.196308231963 0.150359130593 131% => OK
Paragraph topic coherence SD: 0.0396091869314 0.0667264976115 59% => OK
Essay readability:
automated_readability_index: 11.5 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 55.24 48.8420337079 113% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 12.7 12.1639044944 104% => OK
dale_chall_readability_score: 7.94 8.38706741573 95% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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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.