A high school that normally gives students about two months of time off from school during the summer is introducing a new educational requirement for students in eleventh grade (ages 16-17) over the summer, students have the following two options to fulfill the new requirement.
– They can attend classes each day for several weeks to complete a university-level course on a subject that they are considering selecting as their major field of study at university.
– They can spend several weeks traveling to museums and historic places in their area with a group of students guided by a teacher and then write a paper of their experience.
Which one of these options do you think would be most beneficial for students and why?
By and large, schools have perennially been trying to apply the best methods to pave the way to the prosperity of their students. In this regard, certain schools consider some programs for their students to do in summer. These programs have a prominent role in students' success, especially for students who want to prepare for attending university. There has been no shortage of debates among scholars on whether it is more beneficial for these students to attend university-level classes on a subject that they want to select as their major field at university or travel to historical places with other students guided by a teacher and write a paper of their experience. From my vantage point, it is vital for students to attend classes that have a level as same as a university course. In what follows, two elaborate reasons will vindicate my standpoint.
The first compelling reason corroborating my idea is that this way helps students to gain experience and prepare for attending university. By doing so, students will become familiar with the difficulty of a university course, and they will find out how it differs from a high school course. It is crystal clear that, when they attend university, they will know how much effort is needed to pass a university course. Therefore, they won't be shocked. By way of illustration, seven years ago, when I attended university, I didn't think that university courses differ from courses that I passed in high school. I taught like high school I would read for my exams and will pass them readily. Unfortunately, no one corrected that misunderstanding. Consequently, I couldn't pass the three courses that I took. I had never experienced such sophisticated courses before I attended university. Not only did I become disappointed and motive less, but also I should have taken those courses again. If my high school had provided a program for us to attend university-level classes, I might have passed those university courses.
Furthermore, students who attend classes on a subject that they are considering selecting as their major at university will found out are they really interested in that major or not. It is axiomatic that they have an opportunity to change their minds and choose another major if they don't really interested in that major. Moreover, regardless of their interests, they might find out that they don't have adequate perseverance to tolerate the difficulties of some majors. As a case in point, my brother's school required senior students to attend classes in which they should have completed a university-level course on a subject that they would choose as their university's majors. My brother was interested in electrical engineering and attended an electronics class. After three months, he found out that his imaginations about that major were not true. Thus, he explored on the internet with more seriousness and found out that his real interest is mechanical engineering. As a result, he chose mechanical engineering as his major field of study at university. He would not have known his real interest if his school had not required them to attend those classes.
By perusing the above paragraphs, one can infer that in summer, it is more beneficial for senior students to attend classes to complete a university-level course rather than traveling with a group of students to visit historical places. For the sake of brevity, a couple of points are worth reiterating: First, students gain experience before attending university by doing this way; second, they have an opportunity to be sure about their interests.
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Transition Words or Phrases used:
also, but, consequently, first, furthermore, if, moreover, really, second, so, therefore, thus, as a result, by and large
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 23.0 11.0286738351 209% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 86.0 43.0788530466 200% => Less pronouns wanted
Preposition: 77.0 52.1666666667 148% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 3046.0 1977.66487455 154% => OK
No of words: 601.0 407.700716846 147% => Less content wanted.
Chars per words: 5.06821963394 4.8611393121 104% => OK
Fourth root words length: 4.95129289623 4.48103885553 110% => OK
Word Length SD: 2.85296559418 2.67179642975 107% => OK
Unique words: 263.0 212.727598566 124% => OK
Unique words percentage: 0.437603993344 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 960.3 618.680645161 155% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 20.0 9.59856630824 208% => Less pronouns wanted as sentence beginning.
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 61.1167647096 48.9658058833 125% => OK
Chars per sentence: 108.785714286 100.406767564 108% => OK
Words per sentence: 21.4642857143 20.6045352989 104% => OK
Discourse Markers: 4.32142857143 5.45110844103 79% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 18.0 11.8709677419 152% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.195157506096 0.236089414692 83% => OK
Sentence topic coherence: 0.0624341683681 0.076458572812 82% => OK
Sentence topic coherence SD: 0.0590011622988 0.0737576698707 80% => OK
Paragraph topic coherence: 0.149830363954 0.150856017488 99% => OK
Paragraph topic coherence SD: 0.0624554923677 0.0645574589148 97% => OK
Essay readability:
automated_readability_index: 13.2 11.7677419355 112% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.13 10.9000537634 111% => OK
dale_chall_readability_score: 7.65 8.01818996416 95% => OK
difficult_words: 113.0 86.8835125448 130% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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.