Do you agree or disagree with the following statement? When teachers assign projects on which students must work together, the students work much more effectively than when they are asked to work alone on projects. Use specific reasons and examples to support your answer.
Teachers usually assign some projects to their pupils to evaluate their learning quality. Assignments often are paper written or computer assignments; for example, students have to simulate some computer projects. Depend on the degree of complexity and difficulty of the task, teachers prefer to be group assignments or not. But a question arises whether students work much more efficient in a group assignment or alone on a project? However, I suppose students work much more active on projects individually, and I feel this way for a couple of reasons. First, in a group assignment, students are not responsible for an individual appointment. Moreover, other members of a group might be lost their efficiency that I’m going to explain below how it is possible.
First of all, as I have mentioned before in a group assignment because students are not responsible for their individual tasks, their efficiency might drop significantly. Indeed, in a group assignment, all members of a group would be in charge of blaming if they could not complete assignment and not a specific member of a group. Take my students For instance. I’m a computer programing in, particularly hardware programming teacher. I teach a course every year in the fall semester and it has some computer assignments. I have seen more than a hundred items during my more than ten years of teaching because a member evades doing his task his group could not complete an assignment. Nevertheless, I have to punish all members of a group and his group missed a large portion of the grade.
Second, the first problem leads to another bad aftermath; indeed it has an adverse influence on other members of a group. In this way that not only an individual member of a group is guilty about do nothing for assignment, but also other members also have to do his duty to complete the assignment. Hence they could be overwhelmed and get severely or intensively tired. As a result, their efficacy will be reduced, and they could not complete the next assignments. To be specific, take John, my ingenious student, for example. After some consequent appointment, I had seen he had sent me some assignments without documents, or he had catastrophic coding problems. As I asked for a possible problem with the assignment, he mentioned he had to do some other members' tasks to complete the assignment, but he could not. So he had to send assignments with some defects. He had never revealed blame or faulty members' name.
In a nutshell, I have discussed the subject of whether if students work together, they could accomplish much more effectively than when they are asked to work alone on projects or not. As I mentioned, I firmly disagree with the statement, and I have given some reasons to support my opinion.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-10-26 | FarhadEbrahimi | 70 | view |
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- Do you agree or disagree with the following statement? When teachers assign projects on which students must work together, the students work much more effectively than when they are asked to work alone on projects. Use specific reasons and examples to sup 70
Grammar and spelling errors:
Line 1, column 103, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'often' is usually put after the verb 'are'.
Suggestion: are often
...ate their learning quality. Assignments often are paper written or computer assignments; ...
^^^^^^^^^
Line 9, column 300, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...do his duty to complete the assignment. Hence they could be overwhelmed and get sever...
^^^^^
Transition Words or Phrases used:
also, but, first, hence, however, if, moreover, nevertheless, second, so, for example, for instance, i feel, i suppose, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 3.0 11.0286738351 27% => More relative clauses wanted.
Pronoun: 47.0 43.0788530466 109% => OK
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 17.0 8.0752688172 211% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2328.0 1977.66487455 118% => OK
No of words: 468.0 407.700716846 115% => OK
Chars per words: 4.97435897436 4.8611393121 102% => OK
Fourth root words length: 4.65116196802 4.48103885553 104% => OK
Word Length SD: 2.92835780284 2.67179642975 110% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.450854700855 0.524837075471 86% => More unique words wanted or less content wanted.
syllable_count: 718.2 618.680645161 116% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 40.9939702883 48.9658058833 84% => OK
Chars per sentence: 93.12 100.406767564 93% => OK
Words per sentence: 18.72 20.6045352989 91% => OK
Discourse Markers: 5.8 5.45110844103 106% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.229794624612 0.236089414692 97% => OK
Sentence topic coherence: 0.0729148686186 0.076458572812 95% => OK
Sentence topic coherence SD: 0.0992326229015 0.0737576698707 135% => OK
Paragraph topic coherence: 0.198247746595 0.150856017488 131% => OK
Paragraph topic coherence SD: 0.144941646105 0.0645574589148 225% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 11.3 11.7677419355 96% => OK
flesch_reading_ease: 61.67 58.1214874552 106% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 11.55 10.9000537634 106% => OK
dale_chall_readability_score: 7.9 8.01818996416 99% => OK
difficult_words: 100.0 86.8835125448 115% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 8.0 10.247311828 78% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.