Do you agree or disagree with the following statement? It is difficult for a teacher to be both popular (well-liked) and effective in helping students in learning.
Whether a popular teacher cannot be effective in assisting students in learning, and vice versa, arouses a heated debate. As for me, I fully agree that it is extremely challenging for educators to strike a balance between effectiveness and popularity. My reasons are as follows.
Students, in general, prefer energetic teachers as opposed to strict teachers. In other words, if a teacher wants to become popular and being liked by pupils, they need to sacrifice being strict to students. As a result, students' learning efficiency will undoubtedly deteriorate significantly. Take my middle school music teacher as an example. My music teacher wanted to be friendly toward her students. She frequently spotted her students spacing out and gossiping during the class, but owing to the fact that my music teacher wanted to maintain her popularity, she chose to tolerate her students' misbehaviors. Unfortunately, since most students were unattentive throughout the entire lecture, nobody had gotten a score higher than B-minus on their final exams. Contrarily, my high school math teacher, Mr. Lieu, was exceptionally strict; he required his students to do ten diabolical math problems every week. Thus, even though most of his pupils performed well on their midterm math exams, every student, including me, portrayed him as an unforgettable evil villain. Evidently, it is a dilemma for an educator to find a balance between popularity and learning productivity.
Conspicuously, the quality of teaching materials is highly related to students' studying efficiency, but once a lecturer becomes popular, he/she might incorporate amusing yet unrelated contents into the material. As a result, the decrease of the course quality will undoubtedly result in students' worsening effectiveness. As an example, my father is a high school history teacher. One day, my father bumped into a research paper stating that the degree of fun facts in an educator's teaching materials is significantly proportionate to an educator's popularity, so he decided to include intriguing historical facts in his history notes. Nevertheless, students were too obsessed with these funny historical stories that they tend to forget the important historical facts that they should have learned. Eventually, even though my father become popular in his school, most of his students perform incredibly terribly.
In conclusion, I completely agree that being poplar and helping students become effective is contradictory due to the aforementioned reasons.
- Which of the following classes should all high school students take 1 Cooking classes 2 Financial management classes 3 Classes that teach students how to fix a car 60
- Do you agree or disagree Having a job in which you work with other people is better than having a job in which you work alone 76
- Some high school teachers teachers of students ages 14 18 spend most of class time lecturing speaking while the students listen and take notes Other high school teachers spend most of class time on discussion and projects that students are highly involved 73
- At some colleges and universities during the first few days or weeks of school events are planned so that new students will get to know other students Which ONE of the following events do you think would best help new students get to know other students W 73
- Do you agree or disagree with the following statement The rules that societies today expect young people to follow and obey are too strict Use specific reasons and examples to support your answer 90
Grammar and spelling errors:
Line 5, column 538, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'educators'' or 'educator's'?
Suggestion: educators'; educator's
...ls is significantly proportionate to an educators popularity, so he decided to include in...
^^^^^^^^^
Transition Words or Phrases used:
but, if, nevertheless, so, thus, well, as for, in conclusion, in general, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 43.0 52.1666666667 82% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2138.0 1977.66487455 108% => OK
No of words: 385.0 407.700716846 94% => More content wanted.
Chars per words: 5.55324675325 4.8611393121 114% => OK
Fourth root words length: 4.4296068528 4.48103885553 99% => OK
Word Length SD: 3.09253913147 2.67179642975 116% => OK
Unique words: 226.0 212.727598566 106% => OK
Unique words percentage: 0.587012987013 0.524837075471 112% => OK
syllable_count: 672.3 618.680645161 109% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 56.2551997597 48.9658058833 115% => OK
Chars per sentence: 106.9 100.406767564 106% => OK
Words per sentence: 19.25 20.6045352989 93% => OK
Discourse Markers: 5.05 5.45110844103 93% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.245162142683 0.236089414692 104% => OK
Sentence topic coherence: 0.0757816771971 0.076458572812 99% => OK
Sentence topic coherence SD: 0.0549677285355 0.0737576698707 75% => OK
Paragraph topic coherence: 0.170520477865 0.150856017488 113% => OK
Paragraph topic coherence SD: 0.056081394344 0.0645574589148 87% => OK
Essay readability:
automated_readability_index: 14.3 11.7677419355 122% => OK
flesch_reading_ease: 43.73 58.1214874552 75% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 14.91 10.9000537634 137% => OK
dale_chall_readability_score: 9.54 8.01818996416 119% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 7.5 10.002688172 75% => 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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.