Some people think that it is an important part of a child’s education to go on field trips (for example, museums), other people think a child’s time is better spent learning in a classroom at school. What is your opinion?
No one can cast a shadow of doubt on the fact that education has played a significance role in people’s life. Due to its paramount importance on the given society’s head ways, efforts for its improvement have been among top priorities of schools. Schools should provide the suitable situation for learning of students. Not all people concur when this issue arises. Being cognizant to the logic behind those who repudiate or endorse the legitimacy of this contention, not having any biased perception, I presume that trips related to the courses which students should pass in the school are more beneficial for them in comparison with just spending time in the class. Among a plentitude of the reasons in support of this assertion, stimulating students and obtaining a lot of practical knowledge could be picked out for further analysis.
To commence with, a consensus has yet to be reached; however, regarding merits of incentive factors for encouraging students, based upon the statistics of different general questionnaires in sundry countries, people are unanimous about the conviction that students could observe the practical applications of courses which they learn in the schools and how their knowledge could be useful for them in the future; moreover, these trips encourage them to study hard. A vivid example can be given to shed light on what was elaborated above. Last year, I had a course in the school which is named heat transfer. This course was full of calculation problem and design some device and process instruments. In fact, it was exhausting for me. My teacher provided a visit of the company of heat ex-changer design and I found that how workers use some essential rules of heat transfer in their job to design the efficient heat ex-changer and It increased my efforts to learn a lot in this course.
In addition to the reason raised above; acquiring some valuable data could also substantiate the justifiability of the claim made at the outset of this essay. In conjunction with public belief, students could learn a lot of thing in these trips. These trips are similar to the test for challenging our knowledge, which they obtain in the class. For instance, in the visiting, a company students could be familiar with real work-space and its atmosphere. It helps them broaden their horizon and choose best options when they will entrance to the universities. The results of a study carried out by Rice University’s graduate students unveiled the fact that about 85 percent of students visit some workplaces and talk with managers of these places before choosing the desired field for studying in the university. These results show the importance of these trips for enhancing the student’s knowledge,
Drawing upon of the above reasons, as far as my personal perspective on the topic is concerned, I reiterate that school’s trips for some courses are more important for efficient learning than staying at the class and just read some books. Not only it encourages students for attempting in the school for gaining best marks, but also it gives them a lot of knowledge and broadens their horizons.
Grammar and spelling errors:
Line 3, column 215, Rule ID: A_LOT_OF_NN[1]
Message: Possible agreement error. The noun thing seems to be countable; consider using: 'a lot of things'.
Suggestion: a lot of things
...ith public belief, students could learn a lot of thing in these trips. These trips are similar...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, moreover, regarding, so, for instance, in addition, in fact, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 48.0 43.0788530466 111% => OK
Preposition: 79.0 52.1666666667 151% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 2632.0 1977.66487455 133% => OK
No of words: 518.0 407.700716846 127% => OK
Chars per words: 5.08108108108 4.8611393121 105% => OK
Fourth root words length: 4.77070365392 4.48103885553 106% => OK
Word Length SD: 2.87026362231 2.67179642975 107% => OK
Unique words: 272.0 212.727598566 128% => OK
Unique words percentage: 0.525096525097 0.524837075471 100% => OK
syllable_count: 799.2 618.680645161 129% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Interrogative: 0.0 0.994623655914 0% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 108.763447444 48.9658058833 222% => The lengths of sentences changed so frequently.
Chars per sentence: 131.6 100.406767564 131% => OK
Words per sentence: 25.9 20.6045352989 126% => OK
Discourse Markers: 4.7 5.45110844103 86% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.190407045714 0.236089414692 81% => OK
Sentence topic coherence: 0.0578678501432 0.076458572812 76% => OK
Sentence topic coherence SD: 0.0469858550763 0.0737576698707 64% => OK
Paragraph topic coherence: 0.131899506112 0.150856017488 87% => OK
Paragraph topic coherence SD: 0.0367782505571 0.0645574589148 57% => OK
Essay readability:
automated_readability_index: 15.4 11.7677419355 131% => OK
flesch_reading_ease: 54.56 58.1214874552 94% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 12.48 10.9000537634 114% => OK
dale_chall_readability_score: 9.14 8.01818996416 114% => OK
difficult_words: 140.0 86.8835125448 161% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 12.0 10.0537634409 119% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 Out of 30
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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.