With enough amount of motivation and practice, people can learn anything that the experts teach in the classroom. Do you agree or not?
Recently, the phenomenon of being motivated in the classroom and its corresponding impact has sparked a heated debate. Although challenged by many that the matter of well-motivated students is highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that well-oriented practices can be a plus, and I will analyze that throughout this essay.
From a social point of view, motivational aspirations can provide the society some noticeable effects which are rooted in the fact that the merits of aiming high marks, as well as fast-learning classmates, are inevitably bound up. According to my own experience, when I was a university student, I performed an academic experiment which discovered the relationship between switched-on classrooms and skilled teachers. Thus, beneficial ramifications of both motivational speech and learning abilities apparently can be seen.
Within the realm of science, the teaching expertise might increase the consequences of well-educated students. Moreover, fundamental aspects of teaching strategies could relate to this reality that the demerits of demotivated students pertain to not being focused in classes. As a tangible example, some scientific research undertaken by a prestigious university has asserted that the downside of a distracted classroom is correlated negatively with lousy teachers. Hence, it is correct to presume the preconceived notion of students' eagerness.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of well-encouraged learners far outweigh its drawbacks. Not only do the advantages of skillful teachers prove the significance of having motivational goals, but also pinpoint educational implications.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-02-06 | daniel.bakhsheshi@gmail.com | 94 | view |
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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 : 12.0 10.5418719212 114% => 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: 18.0 20.9802955665 86% => OK
Preposition: 35.0 31.9359605911 110% => OK
Nominalization: 4.0 5.75862068966 69% => OK
Performance on vocabulary words:
No of characters: 1562.0 1207.87684729 129% => OK
No of words: 265.0 242.827586207 109% => OK
Chars per words: 5.89433962264 5.00649968141 118% => OK
Fourth root words length: 4.03470204552 3.92707691288 103% => OK
Word Length SD: 3.42464005223 2.71678728327 126% => OK
Unique words: 178.0 139.433497537 128% => OK
Unique words percentage: 0.671698113208 0.580463131201 116% => OK
syllable_count: 485.1 379.143842365 128% => 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: 22.0 20.5024630542 107% => OK
Sentence length SD: 43.7837964701 50.4703680194 87% => OK
Chars per sentence: 130.166666667 104.977214359 124% => OK
Words per sentence: 22.0833333333 20.9669160288 105% => 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 : 8.0 6.9802955665 115% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 2.0 2.91625615764 69% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.155945651035 0.242375264174 64% => OK
Sentence topic coherence: 0.0508960988587 0.0925447433944 55% => OK
Sentence topic coherence SD: 0.0360338899965 0.071462118173 50% => OK
Paragraph topic coherence: 0.0833075465626 0.151781067708 55% => OK
Paragraph topic coherence SD: 0.0280015801563 0.0609392437508 46% => 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: 17.4 12.6369458128 138% => OK
flesch_reading_ease: 32.22 53.1260098522 61% => OK
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 14.2 10.9458128079 130% => OK
coleman_liau_index: 16.88 11.5310837438 146% => OK
dale_chall_readability_score: 11.16 8.32886699507 134% => OK
difficult_words: 108.0 55.0591133005 196% => OK
linsear_write_formula: 15.5 9.94827586207 156% => OK
gunning_fog: 10.8 10.3980295567 104% => OK
text_standard: 17.0 10.5123152709 162% => 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.