The problem of poorly trained teachers that has plagued the state public school system is bound to become a good deal less serious in the future. The state has initiated comprehensive guidelines that oblige state teachers to complete a number of required credits in education and educational psychology at the graduate level before being certified.
Write a response in which you discuss how well reasoned you find the argument. In your response, describe specific examples or evidence needed to evaluate the argument and how those examples or evidence would weaken or strengthen the argument.
The argument that the problem of poorly trained teachers in the state public school system will be solved due to the newly initiated guidelines that mandate state teachers to complete a number of required credits at the graduate level before being certified may seem logical at first glance. However, the author relies on unsupported assumptions about the root of the problem and the implementation of the policy, and does not provide adequate evidence to support her policy proposal. Therefore, the argument is fundamentally flawed.
First and foremost, the author assumes that the root cause of the problem of poorly trained teachers is inadequate teacher training and educational credits. As such, if the state oblige state teachers to complete a number of required credits in education and educational psychology at the graduate level before being certified, the problem would be solved. The author needs to provide more evidence and data to back her statement. Was there a conclusive study done that shows teacher training and teaching performance had a positive correlation? Is the lack of teacher training the main factor in subpar performance, or was it other factors such as attitude and communication? If the study shows that a lack of teacher training is the main factor of poor teacher performance, requiring graduate level credits would certainly improve the quality of teachers in public schools. As such, more data is needed to evaluate the root of the problem so that we can adequately address the problem with effective policies.
Furthermore, the author does not provide information on how unqualified teachers will be phased out and how new teachers with the required credits would be hired into the state system. Will current public school teachers who do not meet such qualifications be let go of their jobs, or would help be given so that they can receive the training required? Additionally, since higher education is expensive and graduates generally expect better wages, will the state have the budget necessary to hire these newly qualified candidates? If the state implemented the new policy without having a plan set in place to transition personnel, the new policy would not have a significant impact on the problem of poorly trained teachers.
Last but not least, the author needs to provide more data and evidence that requiring credits in education and educational psychology at the graduate level will improve the quality of teacher performance. While teacher training and higher education is important, there are various skillsets that teachers will need to acquire outside the classroom to truly excel. For example, teachers who are better communicators or more creative might perform at a higher level. Both skills mentioned are things not taught in the classroom. On the other hand, if a survey showed that most current public school teachers already have the required credits mandated, the new policy will probably not impact teacher performance. As such, if the author could provide research studies from cities who implemented similar policies to support her assertions, as well as determine whether current public school teachers already have the required educational credits, her argument would be validated.
In conclusion, the writer is not necessarily mistaken in stating that the problem of poorly trained teachers can be solved with more teacher training and educational requirements. After all, more training and education would probably not have an adverse effect on the quality of teachers in the state public school system. However, to support her assertion, the author must first address her assumptions on the root cause of the problem and the strategy to phase in more qualified teachers, as well as provide evidence of the educational breakdown of current public school teachers and data showing positive outcomes from cities with similar policies. If the author manages to do all of the above, her argument would have more legitimacy.
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Comments
e-rater score report
Attribute Value Ideal
Final score: 4.5 out of 6
Category: Good Excellent
No. of Grammatical Errors: 13 2
No. of Spelling Errors: 3 2
No. of Sentences: 24 15
No. of Words: 635 350
No. of Characters: 3300 1500
No. of Different Words: 238 200
Fourth Root of Number of Words: 5.02 4.7
Average Word Length: 5.197 4.6
Word Length SD: 2.663 2.4
No. of Words greater than 5 chars: 276 100
No. of Words greater than 6 chars: 208 80
No. of Words greater than 7 chars: 134 40
No. of Words greater than 8 chars: 70 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 26.458 21.0
Sentence Length SD: 10.563 7.5
Use of Discourse Markers (%): 0.833 0.12
Sentence-Text Coherence: 0.344 0.35
Sentence-Para Coherence: 0.507 0.50
Sentence-Sentence Coherence: 0.127 0.07
Number of Paragraphs: 5 5
Grammar and spelling errors:
Line 3, column 702, Rule ID: A_LOT_OF_NN[1]
Message: Possible agreement error. The noun teacher seems to be countable; consider using: 'a lack of teachers'.
Suggestion: a lack of teachers
... communication? If the study shows that a lack of teacher training is the main factor of poor tea...
^^^^^^^^^^^^^^^^^
Line 9, column 681, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...r policies. If the author manages to do all of the above, her argument would have more leg...
^^^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, however, if, may, so, therefore, well, while, after all, for example, in conclusion, in fact, such as, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.6327345309 117% => OK
Auxiliary verbs: 23.0 12.9520958084 178% => OK
Conjunction : 21.0 11.1786427146 188% => OK
Relative clauses : 14.0 13.6137724551 103% => OK
Pronoun: 23.0 28.8173652695 80% => OK
Preposition: 75.0 55.5748502994 135% => OK
Nominalization: 25.0 16.3942115768 152% => OK
Performance on vocabulary words:
No of characters: 3368.0 2260.96107784 149% => OK
No of words: 635.0 441.139720559 144% => Less content wanted.
Chars per words: 5.30393700787 5.12650576532 103% => OK
Fourth root words length: 5.01988110783 4.56307096286 110% => OK
Word Length SD: 2.75499917605 2.78398813304 99% => OK
Unique words: 245.0 204.123752495 120% => OK
Unique words percentage: 0.385826771654 0.468620217663 82% => More unique words wanted or less content wanted.
syllable_count: 1054.8 705.55239521 149% => OK
avg_syllables_per_word: 1.7 1.59920159681 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 4.96107784431 40% => OK
Article: 12.0 8.76447105788 137% => OK
Subordination: 14.0 2.70958083832 517% => Less adverbial clause wanted.
Conjunction: 3.0 1.67365269461 179% => OK
Preposition: 5.0 4.22255489022 118% => OK
Performance on sentences:
How many sentences: 24.0 19.7664670659 121% => OK
Sentence length: 26.0 22.8473053892 114% => OK
Sentence length SD: 66.9491800423 57.8364921388 116% => OK
Chars per sentence: 140.333333333 119.503703932 117% => OK
Words per sentence: 26.4583333333 23.324526521 113% => OK
Discourse Markers: 6.54166666667 5.70786347227 115% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 2.0 5.25449101796 38% => OK
Sentences with positive sentiment : 14.0 8.20758483034 171% => OK
Sentences with negative sentiment : 8.0 6.88822355289 116% => OK
Sentences with neutral sentiment: 2.0 4.67664670659 43% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.338017310114 0.218282227539 155% => OK
Sentence topic coherence: 0.11560840026 0.0743258471296 156% => OK
Sentence topic coherence SD: 0.100109285014 0.0701772020484 143% => OK
Paragraph topic coherence: 0.240488996334 0.128457276422 187% => OK
Paragraph topic coherence SD: 0.0568125141666 0.0628817314937 90% => OK
Essay readability:
automated_readability_index: 16.8 14.3799401198 117% => OK
flesch_reading_ease: 36.63 48.3550499002 76% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 14.6 12.197005988 120% => OK
coleman_liau_index: 13.76 12.5979740519 109% => OK
dale_chall_readability_score: 8.26 8.32208582834 99% => OK
difficult_words: 134.0 98.500998004 136% => OK
linsear_write_formula: 14.0 12.3882235529 113% => OK
gunning_fog: 12.4 11.1389221557 111% => OK
text_standard: 14.0 11.9071856287 118% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.