Is studying films as important as studying literature?
Since the invention of the movie, watching films have become a virtually inevitable part of modern life. Some people argue films should be embedded in the curriculum as they are as vital as studying literature; opponents claim films are just wastage of time when pupils watch them at school. Despite literature being key to improving reading comprehension, I am profoundly inclined to believe that studying drama at school is as prominent as literature; thus, it can be utilized as a powerful education tool. The importance of film-based instructions for students will be further elaborated on.
First of all, films provide not only children but also adults with a myriad of benefits, and the most conspicuous one stems from the fact that people can build stronger emotional connections with what they watch. As a result, they can relate to themselves better which stimulates student learning without boredom. However, this may not always the case with literature because some students actually hate studying literature. For instance, the data yielded by a reputable high school in the UK in 2017 proves that students obtained higher exam grades when they learned literature syllabus through dramas than when they learned through conventional means.
Second of all, another key value of film in education is that it is a leveller and it has a universal language. For example, students can discuss their opinions about a drama even if they have learning disabilities, which will ultimately promote the development of their social skills. Furthermore, reading literature can be challenging which might hinder the learning process.
In conclusion, the foregoing discussion propounds the view that films are as much prominent as literature in a school curriculum. It is expected that executive head teachers will take cognizance of this fact and include studying films at school as an option for pupils.
Transition Words or Phrases used:
actually, also, but, first, furthermore, however, if, may, second, so, thus, for example, for instance, in conclusion, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.5418719212 114% => OK
Auxiliary verbs: 11.0 6.10837438424 180% => OK
Conjunction : 4.0 8.36945812808 48% => More conjunction wanted.
Relative clauses : 12.0 5.94088669951 202% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 23.0 20.9802955665 110% => OK
Preposition: 34.0 31.9359605911 106% => OK
Nominalization: 7.0 5.75862068966 122% => OK
Performance on vocabulary words:
No of characters: 1607.0 1207.87684729 133% => OK
No of words: 302.0 242.827586207 124% => OK
Chars per words: 5.32119205298 5.00649968141 106% => OK
Fourth root words length: 4.1687104957 3.92707691288 106% => OK
Word Length SD: 2.84539604835 2.71678728327 105% => OK
Unique words: 181.0 139.433497537 130% => OK
Unique words percentage: 0.599337748344 0.580463131201 103% => OK
syllable_count: 495.0 379.143842365 131% => OK
avg_syllables_per_word: 1.6 1.57093596059 102% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 4.6157635468 108% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 2.0 1.71428571429 117% => OK
Conjunction: 1.0 0.931034482759 107% => OK
Preposition: 3.0 3.65517241379 82% => OK
Performance on sentences:
How many sentences: 13.0 12.6551724138 103% => OK
Sentence length: 23.0 20.5024630542 112% => OK
Sentence length SD: 49.4422141937 50.4703680194 98% => OK
Chars per sentence: 123.615384615 104.977214359 118% => OK
Words per sentence: 23.2307692308 20.9669160288 111% => OK
Discourse Markers: 11.0769230769 7.25397266985 153% => 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: 3.0 2.91625615764 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.270420231388 0.242375264174 112% => OK
Sentence topic coherence: 0.0942036227428 0.0925447433944 102% => OK
Sentence topic coherence SD: 0.0681159505095 0.071462118173 95% => OK
Paragraph topic coherence: 0.17046323425 0.151781067708 112% => OK
Paragraph topic coherence SD: 0.0871674229239 0.0609392437508 143% => OK
Essay readability:
automated_readability_index: 15.2 12.6369458128 120% => OK
flesch_reading_ease: 48.13 53.1260098522 91% => OK
smog_index: 8.8 6.54236453202 135% => OK
flesch_kincaid_grade: 12.3 10.9458128079 112% => OK
coleman_liau_index: 13.87 11.5310837438 120% => OK
dale_chall_readability_score: 9.27 8.32886699507 111% => OK
difficult_words: 86.0 55.0591133005 156% => OK
linsear_write_formula: 12.0 9.94827586207 121% => OK
gunning_fog: 11.2 10.3980295567 108% => OK
text_standard: 12.0 10.5123152709 114% => 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.