In the modern era, education is regarded as a crucial factor contributing to the thriving of people in social and individual facets of their lives. One of the heated debates in this realm is associated with the effects of technology on kids’ learning behaviors. Many people adhere to the view that technology has simplified the illiteracy process, while others believe it ruined teens’ academic lives. I firmly believe that technology has had destructive effects on schools. In what follows, I will cogently pinpoint my most conspicuous reasons to justify my point of view.
The first exquisite point to be mentioned is that the technology is attractive for teenagers which can distract them from their other duties. The proliferation of online and offline games has increased the tendency of using electronic devices for an excessive amount of time of the day. As a result, there is no energy left on young people to devote to their academic studies. My personal experience is a compelling example of this. About four years ago, when I was studying for the university entrance exam, I boycott anything that was distracting for me by not having any smartphones, high tech laptops, or game stations. When I got home from school, I started studying immediately after a short break without being worried about games or social media. I believe this was the main reason that I got a good grade, and I have been accepted to a good university.
Another equally significant point to be mentioned is that the Internet and online sources provide an illusion of knowledge for people. This illusion makes them suppose that they do not need any teachers, and they can provide all their required information from the Internet. Although technology gives us what we need, it can not teach us the way our teachers do. Some subjects should be learned in a supervised way with the presence of somebody to observe the process of learning. For instance, when I went to college, I did not go to school for a week because of my sickness, and I decided to google the subjects that were discussed in the class to make up the missed sessions. After going back to school, I found out that I did not learn the concepts of the formulas that I found online. Consequently, I found out that I could not solve any problems just by knowing the formulas without understanding them conceptually.
In brief, contemplating all the aforementioned reasons, one soon realizes that the technology makes the illiteracy process harder than in the past. Because, It distracts teenagers from doing their homework, besides it let them vaguely believe that they do not need teachers to understand the subjects.
- Do you agree or disagree with the following statement? Teachers should not make their social or political views known to students in the classroom.Use specific reasons and examples to support your answer. 80
- TPO18(independent)Do you agree or disagree with the following statement?Students are more influenced by their teachers than by their friends. 73
- Some people say that the Internet provides people with a lot of valuable information. Others think access to much information creates problems. Which view do you agree with? Use specific reasons and examples to support your answer. 90
- Do you agree or disagree with the following statements? For the successful development of a country, it is more important for a government to spend money on the education of very young children (five to ten years old) than to spend money on universities. 76
- Do you agree or disagree with the following statement? It is better to have broad knowledge of many academic subjects than to specialize in one specific subject.Use specific reasons and examples to support your answer. 73
Transition Words or Phrases used:
besides, but, consequently, first, if, so, while, for instance, in brief, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 59.0 43.0788530466 137% => Less pronouns wanted
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2234.0 1977.66487455 113% => OK
No of words: 450.0 407.700716846 110% => OK
Chars per words: 4.96444444444 4.8611393121 102% => OK
Fourth root words length: 4.6057793516 4.48103885553 103% => OK
Word Length SD: 2.82764134139 2.67179642975 106% => OK
Unique words: 244.0 212.727598566 115% => OK
Unique words percentage: 0.542222222222 0.524837075471 103% => OK
syllable_count: 695.7 618.680645161 112% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 34.0353957413 48.9658058833 70% => OK
Chars per sentence: 106.380952381 100.406767564 106% => OK
Words per sentence: 21.4285714286 20.6045352989 104% => OK
Discourse Markers: 4.04761904762 5.45110844103 74% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0859424008251 0.236089414692 36% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0232214768575 0.076458572812 30% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0224059280119 0.0737576698707 30% => Sentences are similar to each other.
Paragraph topic coherence: 0.0546021755887 0.150856017488 36% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0194460356073 0.0645574589148 30% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 12.6 11.7677419355 107% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.49 10.9000537634 105% => OK
dale_chall_readability_score: 9.17 8.01818996416 114% => OK
difficult_words: 128.0 86.8835125448 147% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 9.0 10.247311828 88% => 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: 80.0 out of 100
Scores by essay e-grader: 24.0 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.