When teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects.
Use specific reasons and examples to support your answer.
Whether or not students acquire more beneficial knowledge when they work on a school project by in the group than they do that alone is a reasonable case has been subject to debate. Some believe that students who do their homework with the other classmates, learn these assignments in the proper manner while some others disagree. As far as I am concerned, I side former because not only does an effective learning happen with communication among the members of the working group, but also it is improved by increasing concentration in the group. In addition, study in a group lets students release tension and mental pressure to more learning.
First, relationship is a key element to improve learning and performing. Indeed, if children work on their assignments in a group of their classmates, they will use of the communication to progress their learning. Put differently, being a useful connection in a group of students, helps them to transmit their own beneficial information among each other. For example, my friend and I started to do a project in school time. After that, we established a group to share our information among the group members. Although we should work on one part of the project, it was completed by the group. Consequently, we did a wonderful project in whole of school. Thus, effective connection among the group members helped to improve our knowledge in that study case.
Second, concentration affects learning of students. In fact, most of the time students' grades decrees owing to this fact that they have not proper focus on their learning. In other words, group work decreases students' precision and concentration when they do assignment of school. For instance, when I was in high school, my teacher purposed some projects for the final exam. Actually, some of them ought to be done by a group of students on the other hand, some of them could be done solely. In this case, a number of my classmates and I decided to do our projects in the group. We spent much time and energy to do that; however, we obtained an excellent concentration for completing that project. Therefore, due to this focus and accuracy, we learned beneficial matters in the end.
Lastly, group work lets students have less stress. Actually, if students have less pressure, they can learn comfortably. Furthermore, having comfortable environments, students improve their learning easily. As an illustration, my nephew should be done a physics project as assignment of school. He had lots of tension that how does it well. In this case, I asked his teacher that he did it in a group of his classmates. Hopefully, his teacher accepted and he did it with much joy in the group. Additionally, his group and he could finish the project with great results and learn plenty of knowledge in a peaceful group. Thus, work on a project in a group was a pleasant experience for my nephew.
In conclusion, knowledge of students will improve positively if teachers expect that students work together on their assignments. Due to this fact, students will have beneficial connection and they will have proper concentration. Also, they will tolerate less mental stress.
Grammar and spelling errors:
Line 1, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Whether” 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.
Whether or not students acquire more beneficial...
^^^^^^^
Line 1, column 1, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'Whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: Whether
Whether or not students acquire more beneficial knowle...
^^^^^^^^^^^^^^
Line 1, column 416, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to happen'
Suggestion: to happen
...use not only does an effective learning happen with communication among the members of...
^^^^^^
Transition Words or Phrases used:
actually, also, but, consequently, first, furthermore, however, if, lastly, second, so, therefore, thus, well, while, for example, for instance, in addition, in conclusion, in fact, in other words, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 68.0 43.0788530466 158% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 19.0 8.0752688172 235% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2636.0 1977.66487455 133% => OK
No of words: 530.0 407.700716846 130% => OK
Chars per words: 4.97358490566 4.8611393121 102% => OK
Fourth root words length: 4.79809637944 4.48103885553 107% => OK
Word Length SD: 2.89596766099 2.67179642975 108% => OK
Unique words: 230.0 212.727598566 108% => OK
Unique words percentage: 0.433962264151 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 783.9 618.680645161 127% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Interrogative: 1.0 0.994623655914 101% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 32.0 20.6003584229 155% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.0482834698 48.9658058833 78% => OK
Chars per sentence: 82.375 100.406767564 82% => OK
Words per sentence: 16.5625 20.6045352989 80% => OK
Discourse Markers: 6.71875 5.45110844103 123% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 20.0 11.8709677419 168% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.253920470524 0.236089414692 108% => OK
Sentence topic coherence: 0.0747689697919 0.076458572812 98% => OK
Sentence topic coherence SD: 0.0671432478453 0.0737576698707 91% => OK
Paragraph topic coherence: 0.167508270267 0.150856017488 111% => OK
Paragraph topic coherence SD: 0.0570754437174 0.0645574589148 88% => OK
Essay readability:
automated_readability_index: 10.3 11.7677419355 88% => Automated_readability_index is low.
flesch_reading_ease: 63.7 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.4 10.1575268817 83% => OK
coleman_liau_index: 11.25 10.9000537634 103% => OK
dale_chall_readability_score: 7.5 8.01818996416 94% => OK
difficult_words: 103.0 86.8835125448 119% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 8.4 10.0537634409 84% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?
---------------------
Rates: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 Out of 30
---------------------
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.