40. Claim: When planning courses, educators should take into account the interests and suggestions of their students.
Reason: Students are more motivated to learn when they are interested in what they are studying.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
Education system in modern era usually disparaged for their obsolete contents which keep deteriorating interests for students. In this stance, it is understandable that some people argue that educators should consider what students are interested and what they expect to learn. In large, listening to students' idea and consider those ideas into educational courses can be beneficial since it can effectively contribute to trigger students of learning and adopt state-of-art contents into education. Yet we should not overlook the opposite consequences of adopting students' idea.
Admittedly, when educators try to listen to their students and what they expect to learn from them, it can result in making diverse fascinating courses that most students want to involve in. As many young students feel reluctant to make romantic relationships and get married, a course called 'Marriage and Life' is opened in many universities in Korea. Students hailed the course and whenever students try to put the course in their schedule before the first day of school, they failed to take the course due to high competitiveness. According to the lecturers who devised the courses mentioned that the course is full of passionate students and the accomplishment rate of assignments is conspicuous from many other psychology classes.
Additionally it can motivate the educators to attract students since many of courses are archaic to contemporary students and give little meaning to them. Carefully listening to what students want to learn and achieve, an educator can find an alternative approach to plan courses which would gather students passionate for the course. For instance, a computer lecturer in a college has taught a course involving statistical programs such as SAS or SPSS. However those programs are rarely used and considered obsolete in modern labs so students were dull at the class. Therefore it can be helpful for some forthcoming students to advise the teacher to develop a course learning R or Python, which are actively adopted in recent studies and entrepreneurs as well.
Nevertheless, educators need to aware not to plan the courses entirely dependent on student’s interest. Since some student can demand various courses which would intended to satiate their personal entertainment. It is possible that many students feel annoyed to advanced academic courses, so they can suggest some entertaining courses such as singing or dancing only to spend enjoyable time at school. Although adopting entertainment courses can liberate some burdened students or talented students, making reckless and shallow courses only harm meaningful learning overall.
In conclusion, educators can encourage students to involve in learning more actively and expect effective learning when they consider what students want to learn. At the same time, educators should be vigilant to some negative results such as reckless courses giving nothing meaningful in their learning.
Comments
Essay evaluation report
Arguments: OK
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Attribute Value Ideal
Final score: 4.0 out of 6
Category: Good Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 19 15
No. of Words: 456 350
No. of Characters: 2467 1500
No. of Different Words: 230 200
Fourth Root of Number of Words: 4.621 4.7
Average Word Length: 5.41 4.6
Word Length SD: 2.869 2.4
No. of Words greater than 5 chars: 207 100
No. of Words greater than 6 chars: 168 80
No. of Words greater than 7 chars: 126 40
No. of Words greater than 8 chars: 58 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 24 21.0
Sentence Length SD: 6.283 7.5
Use of Discourse Markers (%): 0.421 0.12
Sentence-Text Coherence: 0.37 0.35
Sentence-Para Coherence: 0.572 0.50
Sentence-Sentence Coherence: 0.14 0.07
Number of Paragraphs: 5 5
Grammar and spelling errors:
Line 3, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Additionally,
...s from many other psychology classes. Additionally it can motivate the educators to attrac...
^^^^^^^^^^^^
Line 3, column 455, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...atistical programs such as SAS or SPSS. However those programs are rarely used and cons...
^^^^^^^
Line 3, column 569, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...abs so students were dull at the class. Therefore it can be helpful for some forthcoming ...
^^^^^^^^^
Line 4, column 105, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Since” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...tirely dependent on student’s interest. Since some student can demand various courses...
^^^^^
Discourse Markers used:
['but', 'first', 'however', 'if', 'look', 'nevertheless', 'so', 'therefore', 'well', 'for instance', 'in conclusion', 'of course', 'such as']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.229038854806 0.240241500013 95% => OK
Verbs: 0.192229038855 0.157235817809 122% => OK
Adjectives: 0.120654396728 0.0880659088768 137% => OK
Adverbs: 0.0347648261759 0.0497285424764 70% => OK
Pronouns: 0.038854805726 0.0444667217837 87% => OK
Prepositions: 0.102249488753 0.12292977631 83% => OK
Participles: 0.0490797546012 0.0406280797675 121% => OK
Conjunctions: 2.92295852159 2.79330140395 105% => OK
Infinitives: 0.0572597137014 0.030933414821 185% => Less infinitives wanted.
Particles: 0.0 0.0016655270985 0% => OK
Determiners: 0.0633946830266 0.0997080785238 64% => OK
Modal_auxiliary: 0.0306748466258 0.0249443105267 123% => OK
WH_determiners: 0.0245398773006 0.0148568991511 165% => OK
Vocabulary words and sentences:
No of characters: 2967.0 2732.02544248 109% => OK
No of words: 456.0 452.878318584 101% => OK
Chars per words: 6.50657894737 6.0361032391 108% => OK
Fourth root words length: 4.62105577807 4.58838876751 101% => OK
words length more than 5 chars: 0.464912280702 0.366273622748 127% => OK
words length more than 6 chars: 0.379385964912 0.280924506359 135% => OK
words length more than 7 chars: 0.287280701754 0.200843997647 143% => OK
words length more than 8 chars: 0.138157894737 0.132149295362 105% => OK
Word Length SD: 2.92295852159 2.79330140395 105% => OK
Unique words: 235.0 219.290929204 107% => OK
Unique words percentage: 0.515350877193 0.48968727796 105% => OK
Word variations: 59.555049082 55.4138127331 107% => OK
How many sentences: 19.0 20.6194690265 92% => OK
Sentence length: 24.0 23.380412469 103% => OK
Sentence length SD: 37.31315409 59.4972553346 63% => OK
Chars per sentence: 156.157894737 141.124799967 111% => OK
Words per sentence: 24.0 23.380412469 103% => OK
Discourse Markers: 0.684210526316 0.674092028746 102% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 4.0 5.21349557522 77% => OK
Readability: 61.9385964912 51.4728631049 120% => OK
Elegance: 1.43076923077 1.64882698954 87% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.441904534505 0.391690518653 113% => OK
Sentence sentence coherence: 0.116908874402 0.123202303941 95% => OK
Sentence sentence coherence SD: 0.0629446217269 0.077325440228 81% => OK
Sentence paragraph coherence: 0.561258328762 0.547984918172 102% => OK
Sentence paragraph coherence SD: 0.131124185937 0.149214159877 88% => OK
Sentence topic coherence: 0.173947052442 0.161403998019 108% => OK
Sentence topic coherence SD: 0.0762150459019 0.0892212321368 85% => OK
Paragraph paragraph coherence: 0.412789580161 0.385218514788 107% => OK
Paragraph paragraph coherence SD: 0.0729188802917 0.0692045440612 105% => OK
Paragraph topic coherence: 0.29819350242 0.275328986314 108% => OK
Paragraph topic coherence SD: 0.0679504318967 0.0653680567796 104% => OK
Task Achievement:
Sentences with positive sentiment : 12.0 10.4325221239 115% => OK
Sentences with negative sentiment : 5.0 5.30420353982 94% => OK
Sentences with neutral sentiment: 2.0 4.88274336283 41% => OK
Positive topic words: 12.0 7.22455752212 166% => OK
Negative topic words: 4.0 3.66592920354 109% => OK
Neutral topic words: 2.0 2.70907079646 74% => OK
Total topic words: 18.0 13.5995575221 132% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 Out of 6
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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.