In todays world, working as groups counts as a mean to achieve desired goals more effectively. Although most of people believe that the teachers could enhance learning of the students by assigning group work projects, but some people think that these assignment might not be effective as they seem. I personally concur with the latter, and through what follows, I elaborate on my most outstanding reasons for holding such opinion.
The most important reason is that in assignment that students have to work together, some of the students might not work as much of other members of group. In another words, by making students to work together on projects, teachers engender opportunity for some of the students to put over their duties to other participants of the group, who are concerned about outcome of the project. This condition is also referred as free riding. Free riding happens when some members of the group refuse to do their assignments, but they enjoy the achievement of the group as other member ,who fulfill their tasks. For example, I remember there was a project, which our class in the university had to do it as groups. However most of groups members were chosen by the professor, but there were exceptions in some cases, students who wanted to be in their friends groups. One of these exceptions occurred in my group, and this student who joined our group because of his friend, roughly had done nothing about the project, and his friend undertook his duties. This free rider did not even try proceed his part nor did not he learn how we fulfill the project.
Furthermore, working as a group on projects might create a situation in which the students projects would not be prepared on-time. Students have tendency to do their homework as well as assignments as late as possible. Also, students who obliged to work together might escalate this tendency in each other. However some of the members of groups could be concerned about their tasks, but students with this tendency slow down the group process by putting over their tasks to the last minutes. These situation can not provides a better learning for students, nor do it help students in preparing good results for their assignment.
In summary, with all these taken into account, do not necessarily learn effectively by working together on their projects, due to free riding condition and tendency to putting over duties in students. It is suggests that teachers could divide tasks between members of groups or set more than one due time in projects to address aforementioned problems.
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Grammar and spelling errors:
Line 1, column 105, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'most of', you should use 'the' ('most of the people') or simply say ''most people''.
Suggestion: most of the people; most people
...esired goals more effectively. Although most of people believe that the teachers could enhance...
^^^^^^^^^^^^^^
Line 1, column 246, Rule ID: THIS_NNS[2]
Message: Did you mean 'this assignment' or 'these assignments'?
Suggestion: this assignment; these assignments
...rk projects, but some people think that these assignment might not be effective as they seem. I ...
^^^^^^^^^^^^^^^^
Line 2, column 86, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...nt that students have to work together, some of the students might not work as much of othe...
^^^^^^^^^^^
Line 2, column 257, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...ects, teachers engender opportunity for some of the students to put over their duties to ot...
^^^^^^^^^^^
Line 2, column 577, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...achievement of the group as other member ,who fulfill their tasks. For example, I ...
^^
Line 2, column 707, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
... the university had to do it as groups. However most of groups members were chosen by t...
^^^^^^^
Line 2, column 1113, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'he' must be used with a third-person verb: 'learns'.
Suggestion: learns
...ven try proceed his part nor did not he learn how we fulfill the project. Furthermo...
^^^^^
Line 3, column 308, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...t escalate this tendency in each other. However some of the members of groups could be ...
^^^^^^^
Line 3, column 316, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...te this tendency in each other. However some of the members of groups could be concerned ab...
^^^^^^^^^^^
Line 3, column 493, Rule ID: THIS_NNS[2]
Message: Did you mean 'this situation' or 'These situations'?
Suggestion: This situation; These situations
...g over their tasks to the last minutes. These situation can not provides a better learning for ...
^^^^^^^^^^^^^^^
Line 3, column 517, Rule ID: DID_BASEFORM[1]
Message: The verb 'can' requires the base form of the verb: 'provide'
Suggestion: provide
...e last minutes. These situation can not provides a better learning for students, nor do ...
^^^^^^^^
Line 3, column 568, Rule ID: IT_VBZ[1]
Message: Did you mean 'helps'?
Suggestion: helps
...better learning for students, nor do it help students in preparing good results for ...
^^^^
Line 4, column 47, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...mary, with all these taken into account, do not necessarily learn effectively by ...
^^
Transition Words or Phrases used:
also, but, furthermore, however, so, well, for example, in summary, as well as, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 70.0 52.1666666667 134% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2134.0 1977.66487455 108% => OK
No of words: 432.0 407.700716846 106% => OK
Chars per words: 4.93981481481 4.8611393121 102% => OK
Fourth root words length: 4.55901411391 4.48103885553 102% => OK
Word Length SD: 2.5719415627 2.67179642975 96% => OK
Unique words: 204.0 212.727598566 96% => OK
Unique words percentage: 0.472222222222 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 630.0 618.680645161 102% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 8.0 1.86738351254 428% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 47.7072153354 48.9658058833 97% => OK
Chars per sentence: 118.555555556 100.406767564 118% => OK
Words per sentence: 24.0 20.6045352989 116% => OK
Discourse Markers: 5.16666666667 5.45110844103 95% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 13.0 5.5376344086 235% => Less language errors wanted.
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.260274562737 0.236089414692 110% => OK
Sentence topic coherence: 0.0951424999562 0.076458572812 124% => OK
Sentence topic coherence SD: 0.0634342878404 0.0737576698707 86% => OK
Paragraph topic coherence: 0.178809247962 0.150856017488 119% => OK
Paragraph topic coherence SD: 0.00659708460285 0.0645574589148 10% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 13.8 11.7677419355 117% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.67 10.9000537634 107% => OK
dale_chall_readability_score: 7.86 8.01818996416 98% => OK
difficult_words: 83.0 86.8835125448 96% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => 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.