It goes without saying that in this complicated and progressive era in which we live in, all human beings are always striving to take part in group projects in order to enhance their general knowledge through listening to all constructive comments and instructive suggestions. Whereas some individuals debate that working alone on a project has a conspicuous effect on students' learning achievement, on the other side of the continuum, stand others, believing that if teachers assign group projects to students, they will learn more about different topics. As far as I am concerned, I categorically concur with the second mental attitude. In the ensuing essay, my perspective will be substantiated by underlying reasons.
To begin with, it is crystal clear that working in a group and doing projects leads to gaining much more experience and information. Due to the fact that in group projects, all students or members are involved in sharing their ideas, consequently, each person is able to dramatically increase his knowledge about in different topics in which he is not well-informed. An example can shed some light on the subject. I am a mechanical engineer and do not have any operational and efficacious information in electrical engineering. Several years ago, I joined a scientific group as a mechanical engineer suggested by a lecturer in my university to perform some industrial projects. We got a considerable project from the Tesla Company which was about the design of an electric car. Under such a circumstance, I could get some general information about electrical engineering through our discussion in the group meetings. As a result, if I participated in that project solely, that functional and impressive information would not have been obtained.
Moreover, one of the most paramount points that teachers really care about it in assigning group projects to students is that a positive sense of competition is created between students. This issue manifestly motivates students or members of the group to stand in the first rank of the group through studying more and more about whatever they do not have any opinion about that. An example can drive this notion home. In the aforementioned example, I always attempted to be the first person of that group, a person who is well-educated and well-informed and moreover, everybody is willing to contact him. As a result, this actually created a positive competitive sense in my mind and stimulated me to investigate more about other irrelevant concepts to my field of study. Under such a situation, I became the manager of that group owing to having a wide range of information about various concepts in engineering. Being the first person with much experience and knowledge about engineering topics in that scientific group helped me connect to well-known persons in industry.
To wrap it up, taking into account the aforementioned reasons and examples, I am of opinion that teachers must assign group projects to students rather than doing the project alone. This is because students can gain experience and knowledge by sharing their ideas in a group project and also they are more motivated to increase their unknown information and be well-informed.
- TPO 35 Integrated Writing Task 43
- do you agree or disagree?people should take time to relax with hobbies or physical activities that are very different from what they do at work. 83
- Imagine that you are planning to take a vacation, trying to decide between two places to visit. Which of these two options do you believe would give you better information about making your choice? Why?-- Reading about the places online--Discussing the pl 73
- Some people think the media including newspapers, televisions, radio and internet sources are less concerned about the accuracy of news. They think the information from the media is becoming incorrect. Do you agree with this opinion or not and explain why 85
- when there is a new technological device available, some people will buy it immediately, while others will wait until many others have adopted it. Which view do you agree more. 73
Transition Words or Phrases used:
actually, also, consequently, first, if, moreover, really, second, so, well, whereas, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 84.0 52.1666666667 161% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2711.0 1977.66487455 137% => OK
No of words: 520.0 407.700716846 128% => OK
Chars per words: 5.21346153846 4.8611393121 107% => OK
Fourth root words length: 4.77530192783 4.48103885553 107% => OK
Word Length SD: 3.07436853092 2.67179642975 115% => OK
Unique words: 252.0 212.727598566 118% => OK
Unique words percentage: 0.484615384615 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 847.8 618.680645161 137% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 63.4992456255 48.9658058833 130% => OK
Chars per sentence: 129.095238095 100.406767564 129% => OK
Words per sentence: 24.7619047619 20.6045352989 120% => OK
Discourse Markers: 5.33333333333 5.45110844103 98% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 13.0 4.88709677419 266% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.19740108726 0.236089414692 84% => OK
Sentence topic coherence: 0.0613557249122 0.076458572812 80% => OK
Sentence topic coherence SD: 0.0693908016765 0.0737576698707 94% => OK
Paragraph topic coherence: 0.144000745435 0.150856017488 95% => OK
Paragraph topic coherence SD: 0.0425408380631 0.0645574589148 66% => OK
Essay readability:
automated_readability_index: 15.5 11.7677419355 132% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.23 10.9000537634 121% => OK
dale_chall_readability_score: 8.65 8.01818996416 108% => OK
difficult_words: 126.0 86.8835125448 145% => OK
linsear_write_formula: 18.0 10.002688172 180% => OK
gunning_fog: 11.6 10.0537634409 115% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.