A new teaching method, professor record a video in advance for students to learn, class time used to answer questions and have discussions. Is it an effective method? 

Essay topics:

A new teaching method, professor record a video in advance for students to learn, class time used to answer questions and have discussions. Is it an effective method? 

Submitted by yang123 on Wed, 01/09/2019 - 12:57

How to better educate students is always the core topic for faculties and parents around the world. Nowadays, a new teaching method appears in public that students learn course knowledge by watching a video recorded by professor and ask questions and have a discussion during the class time. In my view, I firmly believe that this is the best way to for students to learn a new class effectively.

First, with the help of this method students will be forced to think independently and learn things through understanding. In the past, students use more than 90% of the class time to learned theoretical knowledge taught by professors rather than think about the knowledge by themselves. Even though some professors will give them about ten minutes to ask their questions and doubts about the lectures, most students cannot find a valid question or even do not want to think about it. By using this method, because students have to spend 100%of the class time to discuss and ask questions about the lecture and they do not want to be speechless during a whole class, they have to learn from the professor seriously and think about the content by themselves rather than just learning things by rote. In order to ask valid questions, students may try to do more extracurricular readings. Only thinking and learning by themselves, they can truly make use of the study time and be well-acquainted with their curriculum and all of this will be really enlightening in their formative years.

Second, it will be a good way for students to appraise their teacher’s performance and encourage professors to improve their teaching skills. In the past, professors cannot know the students’ feedback of classes quickly because they left classrooms when the classes over, and students do not have enough time to think about the content. For example, my professor who teaches communication and media always talk with us too many current news rather than the important and difficult theories, whereas our classmates want to learn more about theoretical knowledge. The problem is that we do not have the opportunity to tell him about our needs. If our professor can use this method, we can not only tell him our demands directly but also let him know we do not have a good knowledge of theories by asking questions.
 
In conclusion, using a video to teach students and giving them more opportunities to think and ask questions on their own is an excellent method for both students and teachers.

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Average: 7.8 (3 votes)
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Comments

Grammar and spelling errors:
Line 1, column 171, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to course'
Suggestion: to course
...d appears in public that students learn course knowledge by watching a video recorded ...
^^^^^^
Line 5, column 434, Rule ID: MANY_NN_U[3]
Message: Possible agreement error. The noun news seems to be uncountable; consider using: 'much current news', 'a good deal of current news'.
Suggestion: much current news; a good deal of current news
...ation and media always talk with us too many current news rather than the important and difficult...
^^^^^^^^^^^^^^^^^

Transition Words or Phrases used:
also, but, first, if, may, really, second, so, well, whereas, for example, in conclusion, in my view

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 9.0 15.1003584229 60% => More to be verbs wanted.
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 3.0 8.0752688172 37% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2081.0 1977.66487455 105% => OK
No of words: 420.0 407.700716846 103% => OK
Chars per words: 4.95476190476 4.8611393121 102% => OK
Fourth root words length: 4.52701905584 4.48103885553 101% => OK
Word Length SD: 2.77605059682 2.67179642975 104% => OK
Unique words: 196.0 212.727598566 92% => More unique words wanted.
Unique words percentage: 0.466666666667 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 605.7 618.680645161 98% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 7.0 4.94265232975 142% => OK

Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 59.7650957221 48.9658058833 122% => OK
Chars per sentence: 138.733333333 100.406767564 138% => OK
Words per sentence: 28.0 20.6045352989 136% => OK
Discourse Markers: 6.66666666667 5.45110844103 122% => 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 : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.381109467996 0.236089414692 161% => OK
Sentence topic coherence: 0.145893605274 0.076458572812 191% => OK
Sentence topic coherence SD: 0.107625298538 0.0737576698707 146% => OK
Paragraph topic coherence: 0.287312853227 0.150856017488 190% => OK
Paragraph topic coherence SD: 0.0762815970764 0.0645574589148 118% => OK

Essay readability:
automated_readability_index: 15.9 11.7677419355 135% => OK
flesch_reading_ease: 59.98 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.8 10.1575268817 116% => OK
coleman_liau_index: 11.73 10.9000537634 108% => OK
dale_chall_readability_score: 8.0 8.01818996416 100% => OK
difficult_words: 79.0 86.8835125448 91% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?

---------------------
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.