In academic studies, grouping students according to academic abilities is good or not good? Give your opinion.
Recently, the phenomenon of forming a group of students with similar academic abilities and its corresponding impact has sparked a heated debate. Although contested by many that grouping learners according to their performance might be highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that grouping students based on their capabilities can be a plus, and I will analyze that throughout this essay.
From a social standpoint, dividing younger pupils by ability can provide the society with some noticeable effects which are rooted in the fact that providing more academic performance, as well as higher levels of achievement, are inextricably bound up. According to my own experience, when I was a university student, I performed an academic experiment which discovered the importance of grouping students based on achieved scores. Thus, beneficial ramifications of both equity and high quality in learning process apparently can be seen.
Within the realm of science, separating students into ability groups might increase the consequences of discouraging pupils. Moreover, fundamental aspects of reducing the gap between pupils relate to this reality that the demerits of losing their self-confidence pertain to a myriad of concerns. As a tangible example, a scientific research undertaken by a prestigious university has asserted that the downside of having both bright and incompetent students in the same group is correlated negatively with distracting the students from their own abilities. Hence, it is correct to presume the preconceived notion of reinforcing groups of competent students.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of grouping students by capability far outweigh its drawbacks. Not only do the advantages of such concept prove the significance of improving academic performance, but also pinpoint practical implications.
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Transition Words or Phrases used:
also, apparently, but, hence, if, moreover, so, thus, well, while, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.5418719212 95% => OK
Auxiliary verbs: 6.0 6.10837438424 98% => OK
Conjunction : 6.0 8.36945812808 72% => OK
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 22.0 20.9802955665 105% => OK
Preposition: 45.0 31.9359605911 141% => OK
Nominalization: 10.0 5.75862068966 174% => OK
Performance on vocabulary words:
No of characters: 1724.0 1207.87684729 143% => OK
No of words: 301.0 242.827586207 124% => OK
Chars per words: 5.72757475083 5.00649968141 114% => OK
Fourth root words length: 4.16525528304 3.92707691288 106% => OK
Word Length SD: 3.23531413247 2.71678728327 119% => OK
Unique words: 187.0 139.433497537 134% => OK
Unique words percentage: 0.621262458472 0.580463131201 107% => OK
syllable_count: 542.7 379.143842365 143% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 2.0 1.56157635468 128% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 25.0 20.5024630542 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 50.196488921 50.4703680194 99% => OK
Chars per sentence: 143.666666667 104.977214359 137% => OK
Words per sentence: 25.0833333333 20.9669160288 120% => OK
Discourse Markers: 6.41666666667 7.25397266985 88% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 9.0 6.9802955665 129% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 1.0 2.91625615764 34% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.229878580301 0.242375264174 95% => OK
Sentence topic coherence: 0.0814846685276 0.0925447433944 88% => OK
Sentence topic coherence SD: 0.0609309348256 0.071462118173 85% => OK
Paragraph topic coherence: 0.137618597064 0.151781067708 91% => OK
Paragraph topic coherence SD: 0.0306911757693 0.0609392437508 50% => OK
Essay readability:
automated_readability_index: 18.1 12.6369458128 143% => OK
flesch_reading_ease: 29.18 53.1260098522 55% => Flesch_reading_ease is low.
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 15.4 10.9458128079 141% => OK
coleman_liau_index: 16.25 11.5310837438 141% => OK
dale_chall_readability_score: 11.12 8.32886699507 134% => OK
difficult_words: 119.0 55.0591133005 216% => Less difficult words wanted.
linsear_write_formula: 15.0 9.94827586207 151% => OK
gunning_fog: 12.0 10.3980295567 115% => OK
text_standard: 15.0 10.5123152709 143% => OK
What are above readability scores?
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Rates: 88.8888888889 out of 100
Scores by essay e-grader: 80.0 Out of 90
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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.