The data from a survey of high school math and science teachers show that in the district of Sanlee many of these teachers reported assigning daily homework, whereas in the district of Marlee, most science and math teachers reported assigning homework no more than two or three days per week. Despite receiving less frequent homework assignments, Marlee students earn better grades overall and are less likely to be required to repeat a year of school than are students in Sanlee. These results call into question the usefulness of frequent homework assignments. Most likely the Marlee students have more time to concentrate on individual assignments than do the Sanlee students who have homework every day. Therefore teachers in our high schools should assign homework no more than twice a week.
Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.
The argument show comparison between two different schools (district of Sanlee and district of Marlee), in terms of math and science grade and determines that giving an assignment twice a week is better than daily homework because of grade result in district of Sanlee that is required daily homework. The argument seems cohesive at first glance, but there is deficit of evidence that affect argument negatively.
To begin with, district of Sanlee assigning homework daily and district of Marlee assigning homework no more than two or three days per week have no evidence how to deal with homework after giving homework. Probably, district of Sanlee teacher have not checked the homework that students did. There were students who didn’t do homework at all because of the amount of homework. On the other hand, district of Marlee teacher maybe review the homework after giving a term of solving homework. If there are no specific evidences that how teacher deals with homework after giving them, then it impairs the argument.
Furthermore, there is no evidence that how students deal with homework. These two districts showed the specific data for the frequency of giving homework, but if students unlikely solve the homework, then it is by no means influential to students. For example, if students who live in Sanlee district do not interested in homework, and don’t do homework, then it would be same to not having a homework. On the other hand, if Marlee district students are interested in homework more and solve the homework even though homework frequency is low, it will be more beneficial than Sanlee district students.
Additionally, there are no specific evidence that student’s interest. Maybe Marlee district students are interested in math and science, but Sanlee district students are not interested, then the efficiency is totally different from each other. Eventually, conclusion showed that students who are required to repeat a year of school will increase. There should be specific evidence that what interests are in each student have.
Conclusively, when all of the evidence from the above support the argument, this argument will logically sound.
Grammar and spelling errors:
Line 9, column 20, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...ch student have. Conclusively, when all of the evidence from the above support the arg...
^^^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, if, may, so, then, for example, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.6327345309 92% => OK
Auxiliary verbs: 5.0 12.9520958084 39% => OK
Conjunction : 11.0 11.1786427146 98% => OK
Relative clauses : 13.0 13.6137724551 95% => OK
Pronoun: 16.0 28.8173652695 56% => OK
Preposition: 44.0 55.5748502994 79% => OK
Nominalization: 15.0 16.3942115768 91% => OK
Performance on vocabulary words:
No of characters: 1848.0 2260.96107784 82% => OK
No of words: 349.0 441.139720559 79% => More content wanted.
Chars per words: 5.29512893983 5.12650576532 103% => OK
Fourth root words length: 4.32221490584 4.56307096286 95% => OK
Word Length SD: 2.69898526738 2.78398813304 97% => OK
Unique words: 147.0 204.123752495 72% => More unique words wanted.
Unique words percentage: 0.421203438395 0.468620217663 90% => More unique words wanted or less content wanted.
syllable_count: 572.4 705.55239521 81% => OK
avg_syllables_per_word: 1.6 1.59920159681 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 4.96107784431 60% => OK
Interrogative: 1.0 0.471057884232 212% => OK
Article: 2.0 8.76447105788 23% => OK
Subordination: 4.0 2.70958083832 148% => OK
Conjunction: 4.0 1.67365269461 239% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.22255489022 95% => OK
Performance on sentences:
How many sentences: 16.0 19.7664670659 81% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 21.0 22.8473053892 92% => OK
Sentence length SD: 60.2797838728 57.8364921388 104% => OK
Chars per sentence: 115.5 119.503703932 97% => OK
Words per sentence: 21.8125 23.324526521 94% => OK
Discourse Markers: 5.5625 5.70786347227 97% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 1.0 5.25449101796 19% => OK
Sentences with positive sentiment : 8.0 8.20758483034 97% => OK
Sentences with negative sentiment : 6.0 6.88822355289 87% => OK
Sentences with neutral sentiment: 2.0 4.67664670659 43% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.356174708469 0.218282227539 163% => OK
Sentence topic coherence: 0.133283872608 0.0743258471296 179% => OK
Sentence topic coherence SD: 0.0995866409236 0.0701772020484 142% => OK
Paragraph topic coherence: 0.189578547293 0.128457276422 148% => OK
Paragraph topic coherence SD: 0.112774572345 0.0628817314937 179% => OK
Essay readability:
automated_readability_index: 14.4 14.3799401198 100% => OK
flesch_reading_ease: 50.16 48.3550499002 104% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 11.5 12.197005988 94% => OK
coleman_liau_index: 13.46 12.5979740519 107% => OK
dale_chall_readability_score: 7.03 8.32208582834 84% => OK
difficult_words: 52.0 98.500998004 53% => More difficult words wanted.
linsear_write_formula: 18.0 12.3882235529 145% => OK
gunning_fog: 10.4 11.1389221557 93% => OK
text_standard: 18.0 11.9071856287 151% => OK
What are above readability scores?
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Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6 -- The score is based on the average performance of 20,000 argument essays. This e-grader is not smart enough to check on arguments.
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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.