Nowadays, the limited access to education of rural children has still drawn much public attention in developing nations. While some people hold the belief that it can be addressed by computers and internet provision, I support the idea that the fundamental measure is to build more schools and provide more teachers there.
On the one hand, it is undeniable that providing computers and internet connection plays an essential role in students’ studying, especially in countryside communities. Firstly, rural students still gain knowledge without travelling to schools or directly teaching. For example, if they have computers equipped with the internet, they are able to attend virtual classes in any aspects despite the far distance. Secondly, it enables pupils to access a great source of information. Apart from knowledge in books or lessons, they have possibilities to broaden their horizons and stimulate their creativities. As a result, computers and the internet will increase literacy rates as well as lead to better job opportunities for them in the future.
On the other hand, in order to tackle this issue, teachers and schools are much more indispensable. The first reason is that students always need the presence of teachers. In fact, pupils in countryside zones find it difficult to learn by themselves, so going to schools and participating in classes with teachers’ help will make them reach lessons more effectively compared to joining to online courses. The second reason is that schools exert a positive effect on children’s comprehensive development. Obviously, not only do the school functions as a place for giving and receiving knowledge but it also helps children understand the importance of social skills - teamwork and cooperation - through communicating with constructors and their peers in extracurricular activities.
In conclusion, in spite of some benefits of computers and the internet in boosting the rural children’s educational access in developing countries, it seems to me that the top priority is to construct more schools and employ more teachers.
Transition Words or Phrases used:
also, but, first, firstly, if, second, secondly, so, still, well, while, apart from, for example, in conclusion, in fact, as a result, as well as, in spite of, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 13.1623246493 61% => OK
Auxiliary verbs: 4.0 7.85571142285 51% => OK
Conjunction : 15.0 10.4138276553 144% => OK
Relative clauses : 6.0 7.30460921844 82% => OK
Pronoun: 24.0 24.0651302605 100% => OK
Preposition: 46.0 41.998997996 110% => OK
Nominalization: 9.0 8.3376753507 108% => OK
Performance on vocabulary words:
No of characters: 1774.0 1615.20841683 110% => OK
No of words: 324.0 315.596192385 103% => OK
Chars per words: 5.47530864198 5.12529762239 107% => OK
Fourth root words length: 4.24264068712 4.20363070211 101% => OK
Word Length SD: 3.10628830948 2.80592935109 111% => OK
Unique words: 192.0 176.041082164 109% => OK
Unique words percentage: 0.592592592593 0.561755894193 105% => OK
syllable_count: 534.6 506.74238477 105% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 7.0 4.76152304609 147% => OK
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 63.6246967837 49.4020404114 129% => OK
Chars per sentence: 126.714285714 106.682146367 119% => OK
Words per sentence: 23.1428571429 20.7667163134 111% => OK
Discourse Markers: 12.6428571429 7.06120827912 179% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.261816313957 0.244688304435 107% => OK
Sentence topic coherence: 0.0785390416803 0.084324248473 93% => OK
Sentence topic coherence SD: 0.0799556485746 0.0667982634062 120% => OK
Paragraph topic coherence: 0.178843053869 0.151304729494 118% => OK
Paragraph topic coherence SD: 0.103485900663 0.056905535591 182% => OK
Essay readability:
automated_readability_index: 16.0 13.0946893788 122% => OK
flesch_reading_ease: 39.67 50.2224549098 79% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 13.4 11.3001002004 119% => OK
coleman_liau_index: 14.8 12.4159519038 119% => OK
dale_chall_readability_score: 9.55 8.58950901804 111% => OK
difficult_words: 98.0 78.4519038076 125% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
---------------------
Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
---------------------
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.