No one can deny the indispensable effect of teachers on students’ success. Some are of the opinion that teachers can have more impact on students by explaining the lessons by their features in the outside world. I subscribe to the former notion regarding this controversial issue, believing that it would be thoroughly beneficial for students. I feel this way for a couple of reasons, which I will develop in the subsequent paragraphs.
First of all, it would be more enjoyable if students learned the functions of the lessons. It is worth mentioning that when people do not have significant knowledge about the purposes of a topic, they get bored of reading or studying that matter because it establishes a sense of mystery in people’s minds. As a result, they do not pay a lot of attention to learn more details about the subject they are studying. On the other hand, if they know that the lessons are feasible in real life, they will be thankful for studying the course. I have to admit that my personal experience has profoundly influenced my idea on this matter. Once I took a class about electronics in the university, but I was not obsessed with that field of science. Once my laptop crashed. When I opened it, I surprisingly could fix it. After that, I appreciated participating in electronics class because I understood its fundamental value.
Secondly, learning more about practical uses of topics paves the way for students to achieve a successful life. Since we should eventually use our knowledge in real life, Knowing the functions of our expertise in real life would help us outshine other students and individuals who have no idea about the content they are studying. Drawing from my personal experience, I had a physics teacher in high school who was describing the effects of physics in real life. He helped me see the world from a broader perspective, and I tried to explore the scientific descriptions of all the incidents. Accordingly, this skill helped me design my first technological object in my eighteenth when most of my peers had no idea about mechanical tools. Had my teacher not mentioned the actual use of physics, I would not have drafted my first gadget.
Consequently, in light of the reasons described, discussing the features of different branches of science while teaching them would excellently affect students’ prosperity in acquiring more knowledge. That is because not only is this method more enjoyable, but also helpful for getting successful.
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Grammar and spelling errors:
Line 3, column 205, Rule ID: BORED_OF[1]
Message: Did you mean 'bored with'?
Suggestion: bored with
...about the purposes of a topic, they get bored of reading or studying that matter because...
^^^^^^^^
Line 3, column 739, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Once” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...ot obsessed with that field of science. Once my laptop crashed. When I opened it, I ...
^^^^
Transition Words or Phrases used:
accordingly, also, but, consequently, first, if, regarding, second, secondly, so, while, i feel, as a result, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 5.0 13.8261648746 36% => More conjunction wanted.
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 56.0 52.1666666667 107% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2083.0 1977.66487455 105% => OK
No of words: 417.0 407.700716846 102% => OK
Chars per words: 4.99520383693 4.8611393121 103% => OK
Fourth root words length: 4.5189133491 4.48103885553 101% => OK
Word Length SD: 2.94703634258 2.67179642975 110% => OK
Unique words: 226.0 212.727598566 106% => OK
Unique words percentage: 0.541966426859 0.524837075471 103% => OK
syllable_count: 636.3 618.680645161 103% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 47.7529070953 48.9658058833 98% => OK
Chars per sentence: 99.1904761905 100.406767564 99% => OK
Words per sentence: 19.8571428571 20.6045352989 96% => OK
Discourse Markers: 6.71428571429 5.45110844103 123% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.21540742309 0.236089414692 91% => OK
Sentence topic coherence: 0.0627610710693 0.076458572812 82% => OK
Sentence topic coherence SD: 0.0529833878284 0.0737576698707 72% => OK
Paragraph topic coherence: 0.141785761752 0.150856017488 94% => OK
Paragraph topic coherence SD: 0.0522393530722 0.0645574589148 81% => OK
Essay readability:
automated_readability_index: 12.1 11.7677419355 103% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.72 10.9000537634 108% => OK
dale_chall_readability_score: 8.82 8.01818996416 110% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.