A high school plans to ask their students(aged 16~17) to choose an activity to do during the summer vacation between the 11th grade and 12th grade. Which activity do you think is more beneficial?
1. Attend weeks of university-level courses (for example, a course related to the major field they are interested in); or
2. Visit museums and historic places with teachers and other students and then write a paper on it. Use specific reasons and examples to support your answer. Be sure to use your own words. Do NOT use memorized examples.
The summer vacation between the 11th grade and 12th grade is fundamentally different from the previous summer breaks. Frankly, it is like the intersection of students' life. In this period of time, students must think thoroughly about what to do after graduating from the high school. Some may have already developed their interests, while others remain confused when it comes to this tough alteration. As a result, I believe that if students attend weeks of university-level courses during the summer vacation, they can benefit from them.
First, these unique courses are instrumental to students' future life by helping them explore or ensure their interests. For example, many Asian students pour most of their time into study so that they don't even know what to do in the future. To deal with this issue, various fields of university-level courses will definitely inspire them and therefore cultivate their interests. As for those who have known their own interests, they still need to ensure their interests by taking these university-level courses because they will not want to take risks in expending four years into fields that are actually monotonous to them when they surprisingly realize it in the universities. As a result, university-level courses in the summer vacation are significantly helpful for high school students to explore or ensure their interests.
Second, high school students can be more prepared to university life by taking these courses. University life is in fact blurry to high school students. They can solely picture it from others’ description. Yet, university-level courses are the solution. For instance, high school students will be more familiar with different teaching styles of professors. Some professors would like to explain every single detail of the topic but speak in a fast pace which students can hardly follow. Others invariably love to make students to think by giving a list of questions before class. Moreover, high school students can learn from how to manage their time wisely and efficiently to submit assignments in time in the summer vacation. In conclusion, through enrolling in university-level courses, high school students are able to know the exact life of university and therefore prepare for it.
Irrefutably, some may argue that visiting museums and historic places is also meaningful. True, students would probably learn the culture, history and critical thinking by writing a paper. However, what is the most urgent and vital is that these high school students have to be determined to their future purposes. That is, it is attending weeks of university-level courses that is conducive to high school students’ prosperous future.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-11-27 | TerenceLee | 76 | view |
- What is the most important ability for high school students who teach young students (ages 15~18)?(1)The ability to give advice to students about future planning;(2)The ability to recognize students who need the most help and provide that help;(3)The abil 73
- A high school plans to ask their students(aged 16~17) to choose an activity to do during the summer vacation between the 11th grade and 12th grade. Which activity do you think is more beneficial?1. Attend weeks of university-level courses (for example, a 76
Grammar and spelling errors:
Line 1, column 182, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
... intersection of students life. In this period of time, students must think thoroughly about w...
^^^^^^^^^^^^^^
Line 1, column 294, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'has'.
Suggestion: has
...aduating from the high school. Some may have already developed their interests, whil...
^^^^
Line 5, column 202, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...t of their time into study so that they dont even know what to do in the future. To ...
^^^^
Transition Words or Phrases used:
actually, also, but, first, frankly, however, if, may, moreover, second, so, still, therefore, while, as for, for example, for instance, in conclusion, in fact, as a result
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 : 10.0 13.8261648746 72% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2297.0 1977.66487455 116% => OK
No of words: 427.0 407.700716846 105% => OK
Chars per words: 5.3793911007 4.8611393121 111% => OK
Fourth root words length: 4.54576487731 4.48103885553 101% => OK
Word Length SD: 2.97233153543 2.67179642975 111% => OK
Unique words: 215.0 212.727598566 101% => OK
Unique words percentage: 0.503512880562 0.524837075471 96% => OK
syllable_count: 706.5 618.680645161 114% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 49.6560951775 48.9658058833 101% => OK
Chars per sentence: 99.8695652174 100.406767564 99% => OK
Words per sentence: 18.5652173913 20.6045352989 90% => OK
Discourse Markers: 7.47826086957 5.45110844103 137% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.335201997089 0.236089414692 142% => OK
Sentence topic coherence: 0.105058340595 0.076458572812 137% => OK
Sentence topic coherence SD: 0.0710319903069 0.0737576698707 96% => OK
Paragraph topic coherence: 0.216419262949 0.150856017488 143% => OK
Paragraph topic coherence SD: 0.0465729661733 0.0645574589148 72% => OK
Essay readability:
automated_readability_index: 13.2 11.7677419355 112% => OK
flesch_reading_ease: 44.75 58.1214874552 77% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 13.92 10.9000537634 128% => OK
dale_chall_readability_score: 8.08 8.01818996416 101% => OK
difficult_words: 96.0 86.8835125448 110% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 9.2 10.0537634409 92% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.