For the students (ages 5-10), it is better to take a break for every one hour of instruction or let them focus on lessons for a longer period of time.
In today's modern and sophisticated world, the amount of time allocating to teach students plays a vital role in their learnings. In this connection, there is a debate on how many hours, learners can gain information continually. Although contested by many that the matter of having a break after one hour is beneficial, some an issue is regarded as both constructive and positive by a substantial number of individuals. I concur with the notion that pupils should take a break after one hour, and I will analyze my reasons throughout this essay.
Firstly, taking a break after one hour improves students' concentration during the class period. To be more specific, learners can gain a limited level of knowledge in a restricted time, so their brains became exhausted without resting time; thus, their attention to lessons decreases. According to my own experience, when I help my little sister to complete her assignments, I realize that she focuses on homework just for one hour significantly. After sixty minutes, even a small noise can disturb her attention. However, in the first minutes of starting her homework, nothing can distract her. Therefore, spending more than one hour on assignments does not provide benefits for her, and it wastes her time because her accuracy becomes low.
Secondly, having a break time every one hour provides an ideal opportunity for a schoolchild to eat a snack, which increases their energy, and helps them to learn effectively. To elucidate, students are more energetic, which leads them to learn fast and deeply by consuming enough nutrition, enhancing their brain performance. For example, when I was a primary student, I had a bad-temper teacher who did not allow us to eat during a class until our break time when was every two hours. Every morning, I felt sharply during a class, and comprehend my courses wonderfully since I ate breakfast at home, but by time went on, my energy diminished gradually. Hence, I could not grasp what my teacher taught, so I had a low efficiency after one hour. This teaching method hurt my health as well as learning skills.
To conclude, while there are several arguments on both sides, I profoundly believe that take a break every hour is essential. Not only does a break decrease students' disturbance, but it also improves their brain efficiency.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2022-05-09 | neriman | 76 | view |
| 2020-11-19 | Maziyeh Khavari1390 | 80 | view |
| 2020-11-19 | Maziyeh Khavari1390 | 76 | view |
| 2020-08-18 | zg1122 | 76 | view |
- Whether hydrogen fuel cell engines are better substitute for internal combustion engines or not 80
- Nowadays people are busy with many things If you were given a short period of time what would you choose Learn to play a new sport you never played Learn to cook food in a different way Learn to do some hand made work like clothes 80
- It is important to read or watch the news presented by people whose views are different from your own or presented by people whose views are similar to your own Which one do you agree 90
- Do you agree or disagree with the following statement Universities should require every graduation students to take public speaking courses 78
- Do you agree that it is better to work for business owned by someone else than to work for the business of one s own family 83
Grammar and spelling errors:
Line 5, column 246, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to fast'
Suggestion: to fast
...re energetic, which leads them to learn fast and deeply by consuming enough nutritio...
^^^^
Transition Words or Phrases used:
also, but, first, firstly, hence, however, if, second, secondly, so, therefore, thus, well, while, for example, as well as
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: 7.0 9.8082437276 71% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 44.0 52.1666666667 84% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1947.0 1977.66487455 98% => OK
No of words: 387.0 407.700716846 95% => More content wanted.
Chars per words: 5.03100775194 4.8611393121 103% => OK
Fourth root words length: 4.43534841618 4.48103885553 99% => OK
Word Length SD: 2.86383490928 2.67179642975 107% => OK
Unique words: 231.0 212.727598566 109% => OK
Unique words percentage: 0.596899224806 0.524837075471 114% => OK
syllable_count: 606.6 618.680645161 98% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 39.8803766838 48.9658058833 81% => OK
Chars per sentence: 108.166666667 100.406767564 108% => OK
Words per sentence: 21.5 20.6045352989 104% => OK
Discourse Markers: 6.77777777778 5.45110844103 124% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.294665436173 0.236089414692 125% => OK
Sentence topic coherence: 0.0844275062205 0.076458572812 110% => OK
Sentence topic coherence SD: 0.0697951303868 0.0737576698707 95% => OK
Paragraph topic coherence: 0.16712774903 0.150856017488 111% => OK
Paragraph topic coherence SD: 0.0428183912391 0.0645574589148 66% => OK
Essay readability:
automated_readability_index: 13.0 11.7677419355 110% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.89 10.9000537634 109% => OK
dale_chall_readability_score: 8.92 8.01818996416 111% => OK
difficult_words: 104.0 86.8835125448 120% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.4 10.0537634409 103% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
---------------------
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.