Some might argue that learning from a fellow student or a co-worker, both are on the same level with the person. However, in my humble opinion, a good supervisor can teach a lot more than your own level. There are several reasons for this, which are about knowledge and guidance.
First of all, apparently, supervisors' background is much more accumulated through their life. They can lecture a topic to their students who had no prior knowledge on it. For instance, I am a master student in a bioinformatics program, which allows me to experience both biological and computational parts. In fact, I studied molecular biology and genetics in my bachelor's degree. Although I do have background knowledge in biology, I find computational analysis more interesting and fun. My master’s degree supervisor is a medicine professor, and he has a little knowledge in computational biology. However, he is very intellectual in the biological part. Even though he lacks knowledge in computers, I can fill the gap because of my motivation. On the other hand, he can teach me the details of the biological aspects of my project. Therefore, I believe this is a win-win situation. Yet, if I had a friend who has a similar level of knowledge, I wouldn’t learn anything new, because I can search and find on the internet what I need to learn. Therefore, supervisors can help their students to learn new unfamiliar concepts and details.
Knowledge is not the only thing a supervisor can teach, they can also guide their students to do their studies. A good supervisor, I believe, should allow their students to experience mistakes, but they should direct them to the correct path. Couple of weeks ago, my professor gave me an example of this situation. He mentioned barriers on the bowling site for children who cannot control their movement, which perfectly illustrates a good guidance. In addition, teaching organization is an important guidance practice. If a student has to finish up a project analysis by the deadline, the supervisor knows that they need to put some pressure on students. Whereas, a co-worker wouldn’t have the power to put pressure on the student. Therefore, supervisors can lead students, because students would listen to them as an authority figure.
Consequently, I believe that students can get more benefit from their supervisor than their co-workers in several ways. Not only the details in topics that they are not familiar with, but also guidance in establishing successful projects.
- Do you agree or disagree with the following statement? Always telling the truth is the most important consideration in any relationship between people. Use specific reasons and examples to support your answer. 60
- Some people say that the Internet provides people with a lot of valuable information. Others think access to so much information creates problems. Which do you agree with? 81
- Do you agree or disagree with the following statement? Life today is easier and more comfortable than it was when your grandparents were children. Use specific reasons and examples to support your answer. 76
- Do you agree or disagree with the following statement Our current way of life will have a negative impact on future generations 70
- The chart shows the average number of hours each day that Chinese American Turkish and Brazilian tourists spent doing leisure activities while on holiday in Greece in August 2019 73
Grammar and spelling errors:
Line 5, column 657, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Whereas” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
... need to put some pressure on students. Whereas, a co-worker wouldn’t have the power to...
^^^^^^^
Transition Words or Phrases used:
also, apparently, but, consequently, first, however, if, so, therefore, whereas, as to, for instance, in addition, in fact, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 10.0 13.8261648746 72% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 45.0 52.1666666667 86% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2102.0 1977.66487455 106% => OK
No of words: 412.0 407.700716846 101% => OK
Chars per words: 5.10194174757 4.8611393121 105% => OK
Fourth root words length: 4.50530610838 4.48103885553 101% => OK
Word Length SD: 3.01376175582 2.67179642975 113% => OK
Unique words: 212.0 212.727598566 100% => OK
Unique words percentage: 0.514563106796 0.524837075471 98% => OK
syllable_count: 648.0 618.680645161 105% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 27.2836947645 48.9658058833 56% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 84.08 100.406767564 84% => OK
Words per sentence: 16.48 20.6045352989 80% => OK
Discourse Markers: 6.2 5.45110844103 114% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.193710278093 0.236089414692 82% => OK
Sentence topic coherence: 0.0557648539089 0.076458572812 73% => OK
Sentence topic coherence SD: 0.0711222668204 0.0737576698707 96% => OK
Paragraph topic coherence: 0.155693052049 0.150856017488 103% => OK
Paragraph topic coherence SD: 0.0613170323262 0.0645574589148 95% => OK
Essay readability:
automated_readability_index: 10.8 11.7677419355 92% => Automated_readability_index is low.
flesch_reading_ease: 55.24 58.1214874552 95% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 12.0 10.9000537634 110% => OK
dale_chall_readability_score: 7.88 8.01818996416 98% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 8.4 10.0537634409 84% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.