Education, the foundation of one’s personal development, has been valued and even triggers a heated discussion over whether students should have small classes or large ones. Learning in large classes, in some people’s views, places students as beneficiaries. Contrary to these people’s opinion is my perspective that students, by having small classes, will reap more benefits, due to the contributions to their academic learning and personal development.
What must be prioritized is that having small classes, instead of the large ones, is conductive to students’ academic performances, by consolidating their knowledge and inspiring them to learn more. To begin with, it is having small classes that promote adolescences to absorb knowledge. Specifically, students taking classes in small classrooms are inclined to focus on their professor and can even ask for explanations regarding the knotty or abstract parts; however, in a large classroom, it is likely that students get distracted and miss critical parts in the lecture. Moreover, never can we ignore the significance of having small classes to cultivating students’ enthusiasm in learning. To explain it further, students learning in small classrooms can receive more attention from the professor and teaching assistants, thus being motivated to do more researches on certain topics; on the contrary, it is common for students having big classes to give up because they feel like being neglected.
What should be equally worth discussing is that small classrooms, rather than the big ones, facilitate adolescences personal development, by honing their interpersonal skills and helping them make more friends. Initially, it is small classrooms that serve as platforms for students to hone their social skills. In detail, when studying in a small class, students can contact more with their professor and therefore practice to express their questions concisely with decent words; in contrast, communication with professors is less likely to take place in big classrooms, not to mention practicing skills. Furthermore, learning in small classrooms provides teenagers with access to more friends. To be
specific, in small classes, there are always discussion sessions, where students can communicate deeply with each other and become friends with the ones who share common interests or perspectives; on the other hand, hardly can students have opportunities to communicate or make friends with each other in big classrooms.
Learning, indispensable for students, will be better when students study in small classes. Personal development, the foundation of children’s growth, will be boosted if they learn in small classes. To conclude, only by learning in small classes can students maximize their benefits.
- Some people prefer to attend that the fairly small class sizes while others prefer to attend large institutions that have more lecture style classes with a hundred of students 85
- Robert E Peary was a well known adventurer and arctic explorer who in 1909 set out to reach the North Pole When he returned from the expedition he claimed to have reached the pole on April 7 1909 This report made him into an international celebrity Though 81
- TOEFL T P O 40 Integrated Writing Task 3
- Many people want to protect and improve the natural environment Which ONE of the following three actions is MOST useful for individuals to do in their daily lives if they want to help the environment Why Walking or bicycling instead of driving a car to wo 90
- Are governments doing well in educating people to pay attention to the importance of food nutrition and healthy eating 71
Transition Words or Phrases used:
but, furthermore, however, if, moreover, regarding, so, therefore, thus, in contrast, on the contrary, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 26.0 43.0788530466 60% => OK
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2369.0 1977.66487455 120% => OK
No of words: 418.0 407.700716846 103% => OK
Chars per words: 5.66746411483 4.8611393121 117% => OK
Fourth root words length: 4.52162009685 4.48103885553 101% => OK
Word Length SD: 3.05335238449 2.67179642975 114% => OK
Unique words: 212.0 212.727598566 100% => OK
Unique words percentage: 0.507177033493 0.524837075471 97% => OK
syllable_count: 684.9 618.680645161 111% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 15.0 4.94265232975 303% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 16.0 20.6003584229 78% => 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: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 86.6334772187 48.9658058833 177% => OK
Chars per sentence: 148.0625 100.406767564 147% => OK
Words per sentence: 26.125 20.6045352989 127% => OK
Discourse Markers: 8.4375 5.45110844103 155% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.264316544709 0.236089414692 112% => OK
Sentence topic coherence: 0.112483624645 0.076458572812 147% => OK
Sentence topic coherence SD: 0.0445170892597 0.0737576698707 60% => OK
Paragraph topic coherence: 0.1656262414 0.150856017488 110% => OK
Paragraph topic coherence SD: 0.0457378171475 0.0645574589148 71% => OK
Essay readability:
automated_readability_index: 18.3 11.7677419355 156% => OK
flesch_reading_ease: 45.09 58.1214874552 78% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.4 10.1575268817 132% => OK
coleman_liau_index: 15.9 10.9000537634 146% => OK
dale_chall_readability_score: 9.23 8.01818996416 115% => OK
difficult_words: 114.0 86.8835125448 131% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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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.