Although cooperation is currently the most popular paradigm in classrooms, competition has a number of advantages. Research on classrooms in which competition is encouraged has demonstrated that competition can increase motivation and productivity while students are having fun.
Competition has long been used in classrooms to motivate students, encouraging them to do their best work. Like athletes who improve when they train with others who are equal or superior performers, students tend to improve in a competitive learning setting. Considerable evidence suggests that motivation is especially enhanced among high achieving students in a competitive classroom.
One of the main advantages of competition is that it creates an environment in which students push each other to excel and thereby increase productivity. For example, in classrooms where students compete to read the most books, the total number of books that each student reads increases as compared with classrooms without similar competitive goals.
Perhaps because competition has long been associated with sports and games, it is fun for students. Teachers often use team-based competitions to make academic material more interesting and entertaining. Some common examples are spelling bees, science project competitions, and group quizzes in which teams answer questions and receive points for correct answers. Competition is useful when an otherwise uninteresting lesson is presented as a game. Most would agree that playing is more enjoyable than memorizing by rote for the big test. In fact, students who participate in the Science Olympiad, a national competitive event, report that the main reason for joining the team is to have fun
<span style="font-size: 19.36px;">The reading passage lists many advantages for competition in the classroom. However, the speaker in the lecture casts doubt on those claims made in the article.
First of all, the author argues that competitive environment in school motivate students to do their best and to improve. On the other hand, the lecturer opposes this idea. he states that competition could lead to higher degrees of anxiety among students, which, in turn, impedes the goal of motivation. In addition, The speaker asserts that many negative consequences could happen due to rivalry, such as increased cheating, fear of failure and antagonism between students. Moreover, students could feel low self-esteem in such a hostile place.
Secondly, the article contends that competition would boost productivity among learners as they would push each other to excel. On the contrary, the lecturer holds that studies showed that productivity would only enhanced by cooperation rather than contesting. He refers to the fact that higher productivity was achieved in collaborative teams than competitive groups in half of a total 122 studies, while twenty five percent did not discriminate between cooperation and competition. Furthermore, the lecturer adds that the benefits of cooperative learning, or the structuring of groups to work together in the classroom, has confirmed the increase in productivity that accompanies a focus on group goals.
Lastly, the article assumes that teachers could use competition to make uninteresting subjects interesting and fun as playing is more enjoyable than memorizing. Nevertheless, the professor in the lecture posits that this was true only in the past where the focus was on the process of playing. Instead, students today care more about winning, which sometimes make them forget to enjoy the game, and this applies to sports today as well. The speaker suggests that students should concentrate more on competing with themselves, which means comparing their performance at the moment to their performance in the past. As a result, they could notice the improvement and have the feeling of winning over one's limits. </span>
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Grammar and spelling errors:
Line 7, column 174, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: He
...r hand, the lecturer opposes this idea. he states that competition could lead to h...
^^
Line 19, column 416, Rule ID: TO_NON_BASE[1]
Message: The verb after "to" should be in the base form: 'sport'.
Suggestion: sport
... to enjoy the game, and this applies to sports today as well. The speaker suggests tha...
^^^^^^
Line 19, column 712, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...he feeling of winning over ones limits.
^^^^
Transition Words or Phrases used:
first, furthermore, however, lastly, moreover, nevertheless, second, secondly, so, well, while, in addition, such as, as a result, first of all, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 4.0 10.4613686534 38% => More to be verbs wanted.
Auxiliary verbs: 9.0 5.04856512141 178% => OK
Conjunction : 7.0 7.30242825607 96% => OK
Relative clauses : 15.0 12.0772626932 124% => OK
Pronoun: 25.0 22.412803532 112% => OK
Preposition: 52.0 30.3222958057 171% => OK
Nominalization: 13.0 5.01324503311 259% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1871.0 1373.03311258 136% => OK
No of words: 335.0 270.72406181 124% => OK
Chars per words: 5.58507462687 5.08290768461 110% => OK
Fourth root words length: 4.27820116611 4.04702891845 106% => OK
Word Length SD: 3.11747280139 2.5805825403 121% => OK
Unique words: 199.0 145.348785872 137% => OK
Unique words percentage: 0.594029850746 0.540411800872 110% => OK
syllable_count: 550.8 419.366225166 131% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Article: 10.0 8.23620309051 121% => OK
Subordination: 2.0 1.25165562914 160% => OK
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 4.0 2.5761589404 155% => OK
Performance on sentences:
How many sentences: 16.0 13.0662251656 122% => OK
Sentence length: 20.0 21.2450331126 94% => OK
Sentence length SD: 46.5510472492 49.2860985944 94% => OK
Chars per sentence: 116.9375 110.228320801 106% => OK
Words per sentence: 20.9375 21.698381199 96% => OK
Discourse Markers: 11.1875 7.06452816374 158% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 11.0 4.33554083885 254% => Less positive sentences wanted.
Sentences with negative sentiment : 3.0 4.45695364238 67% => OK
Sentences with neutral sentiment: 2.0 4.27373068433 47% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.192563287162 0.272083759551 71% => OK
Sentence topic coherence: 0.0542559460393 0.0996497079465 54% => OK
Sentence topic coherence SD: 0.0495801529645 0.0662205650399 75% => OK
Paragraph topic coherence: 0.108074810833 0.162205337803 67% => OK
Paragraph topic coherence SD: 0.0494978663406 0.0443174109184 112% => OK
Essay readability:
automated_readability_index: 15.4 13.3589403974 115% => OK
flesch_reading_ease: 51.18 53.8541721854 95% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 11.1 11.0289183223 101% => OK
coleman_liau_index: 15.14 12.2367328918 124% => OK
dale_chall_readability_score: 9.06 8.42419426049 108% => OK
difficult_words: 94.0 63.6247240618 148% => OK
linsear_write_formula: 9.0 10.7273730684 84% => OK
gunning_fog: 10.0 10.498013245 95% => OK
text_standard: 9.0 11.2008830022 80% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 81.6666666667 out of 100
Scores by essay e-grader: 24.5 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.