Do you agree or disagree with the following statement?
It is difficult for teachers to be both popular ( well-liked ) and effective to help students learning.
In an ideal scenario, a consummate teacher is thought to be well-received amongst students as well as adept at imparting knowledge effectively. In reality, however, teaching efficiency should be achieved through intensive training of students, which in itself is time-consuming and exhausting, and consequently, the time that should be spent to establish interpersonal relationship with their students is used up. Thus, in my opinion, it is really arduous for teachers to gain popularity within their students and meanwhile to be an efficacious assistant in their learning.
First off, effective learning process often involves strict rules and ample practices. Despite the fact that ‘practice makes perfect’ is regarded as a cliché, it is undoubtedly one of the most effective approaches to guarantee fruitful learning outcomes. In other words, a scrupulous teacher will exert his or her every effort to institute rigid regulations, and students are exposed under stressful environment, as a result of which teachers obviate the possibility to be welcomed by their students. At the end of each school semester, nearly all schools, high schools and universities alike, will include teacher assessments in which students are required to score their teachers so as to evaluate faculties comprehensively. A survey of forty high schools has revealed that there is a correlation between a teacher’s popularity and his or her strictness. Among all teachers marked by students, 23 percent gain scores under 70, which was eight marks lower than the average score 78. When asked of what their first consideration were in judging teachers’ performance, more than 80 percent participants responded that the easiness of passing the final exam was their first option, and they tended to give higher scores to teachers who assigned less tasks. Regardless of lower scores they gave, students admitted that they did have a greater sense of accomplishment in demanding courses, but they could not forget tiresome drudgery they experience. Teaching effects are contingent on the amount of assignment and the sternness of teachers; therefore, it seems contradictory for students to admire teachers with such features.
On top of that, students have a disposition to feel at ease in a relaxing atmosphere, which, in turn, is a nurturing ground for their likeness of their teachers. Mutual fondness is more likely to germinate in a light-hearted circumstance. Productive learning, nevertheless, is to force students to enter a tense and concentrated stage where students are captivated in fulfilling their tasks, namely acquiring and mesmerizing new concepts, so there is no room for extra energy to focus on their teachers’ personal charisma. Take math class in primary school period as an example. If teachers’ goal is to effectively teach multiplication table, which is regarded as a nightmare for a majority of American students, they need to press students into focusing on the class content, admonishing them to learn by heart, and inviting students to answer questions randomly. With hypertension, students will not spare any attention to notice whether their teacher is charming or not and will not agree with what the teacher does in class; instead, they will certainly grumble the uncomfortable atmosphere the teacher creates. Apart from the on-spot experience, the unpleasing impression is in all probability to remain and results in dislike of the teacher during their stay in school. Not only can a stressful environment decrease the possibility of students’ likeness of their teachers, but also it can lead to a lasting undesirable impression of them. Hence, it is not easy for teachers to be both good at efficient teaching and easy environment forming.
In a nutshell, that education practitioners play significant roles in both friendship developing and knowledge imparting in their students is a desirable condition, but it is of great difficulties for teachers to achieve this goal for learning is not all fun and relaxing in nature.
- Which kind of professors will you choose when selecting the courses?1. Some professors who are voted to be the most popular one.2. Some professors who are rewarded of outstanding research. 73
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- Technology desighed to make people's lives simpler actually makes people's livies more complicated 90
- If the school asks you to do a task that requires creativity, do you prefer working alone or working a group? 73
- People should be open to new ideas and change his or her own mind to be successful. 73
Grammar and spelling errors:
Line 1, column 23, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
In an ideal scenario, a consummate teacher is thought to be well-received ...
^^^^^^^^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...cacious assistant in their learning. First off, effective learning process of...
^^^^^
Line 5, column 693, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...ts are required to score their teachers so as to evaluate faculties comprehensively. A s...
^^^^^^^^
Line 5, column 1264, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun tasks is countable.
Suggestion: fewer
... higher scores to teachers who assigned less tasks. Regardless of lower scores they ...
^^^^
Line 7, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... admire teachers with such features. On top of that, students have a disposit...
^^^^^
Line 11, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...aching and easy environment forming. In a nutshell, that education practition...
^^^^^
Transition Words or Phrases used:
also, but, consequently, first, hence, however, if, nevertheless, really, so, therefore, thus, well, while, apart from, as to, as a result, as well as, in my opinion, in other words, on top of that
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 32.0 15.1003584229 212% => Less to be verbs wanted.
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 94.0 52.1666666667 180% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 3457.0 1977.66487455 175% => OK
No of words: 632.0 407.700716846 155% => Less content wanted.
Chars per words: 5.46993670886 4.8611393121 113% => OK
Fourth root words length: 5.01394158123 4.48103885553 112% => OK
Word Length SD: 3.21858585168 2.67179642975 120% => OK
Unique words: 342.0 212.727598566 161% => OK
Unique words percentage: 0.541139240506 0.524837075471 103% => OK
syllable_count: 1039.5 618.680645161 168% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 12.0 4.94265232975 243% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.0780184779 48.9658058833 145% => OK
Chars per sentence: 157.136363636 100.406767564 156% => OK
Words per sentence: 28.7272727273 20.6045352989 139% => OK
Discourse Markers: 8.95454545455 5.45110844103 164% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => 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: 0.263271661888 0.236089414692 112% => OK
Sentence topic coherence: 0.0814185346342 0.076458572812 106% => OK
Sentence topic coherence SD: 0.0512768943104 0.0737576698707 70% => OK
Paragraph topic coherence: 0.174082989796 0.150856017488 115% => OK
Paragraph topic coherence SD: 0.0449963754283 0.0645574589148 70% => OK
Essay readability:
automated_readability_index: 18.7 11.7677419355 159% => OK
flesch_reading_ease: 43.06 58.1214874552 74% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.2 10.1575268817 140% => OK
coleman_liau_index: 15.04 10.9000537634 138% => OK
dale_chall_readability_score: 9.75 8.01818996416 122% => OK
difficult_words: 189.0 86.8835125448 218% => Less difficult words wanted.
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.