eachers styles vary in different kinds, some of them would like to give the students' lecture during the whole calss while some of them encourage the students to discuss the topic they are studying in the calss. To me I think I should follow the teachers' style of teaching firstly, but the students in class would benefit more if the discussions are allowed. I will address my views as follows.
To begin with, there are lots of advatages that teachers give classes as a lecture in class. Especially when the teacher wants to introduce a new study to the students. As the students are the outsiders of this study, the guidance from their teachers would open the gate of the new knowledge to them.once in phyiscs calss I was confused with a theory. It was about the relationship between the gas and its pressure in certain condition.As i could not understand why there is an equation with volume and pressure of the gas equals to a constant. Then my tutor spent a whol class to introduce the history and theory of this equation. I should confess without the direction of my tutor, I can not figure it out with books.
On the other hand, the talking of the students in class sometimes is also helpful. Of course, the talking is the discussion of the studying in this class. As the brainstorms from the students are beneficial to all of them. We can learn the knowledge from the discussions, besides we can take lessons from the mistakes we make in the talks with each other.Once in the astronomy class, we were discussing why one of the satellites of Jupiter is covered with ice while another one was not. Some of us assumed that the distance is far enough to being so cold, while other assume that the core of this icy satellite is composed with ice itself so the temprature is so low. But the teacher again corrected us the two facts both conttribute to the reason why this satellite is covered with ice.During the discussion I found that the reason for one thing may vary , but we should observe them in different angles.Thus the discussions from the students would help oursleves.
Finally ,compared with the two benefits, I'd like there should be some discussions in the class. Besides the brainsroms, I belive the teacher would like to know how many knowledge we absorbed in the previous studying instead of quizes. Moreover, if there is a common mistake, the teacher would find it easily. Thus the weakness of the our knowledge is the point the teacher should make up. Thus the talk in calss benefits both the teachers and students.
In all, I belive all these choices are procedures of learning knowledges. Compared with the single lecture I thing the talk in class would help bot hte students and teachers.
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Grammar and spelling errors:
Line 1, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Eachers
eachers styles vary in different kinds, some of...
^^^^^^^
Line 3, column 437, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: As
...s and its pressure in certain condition.As i could not understand why there is an ...
^^
Line 3, column 440, Rule ID: I_LOWERCASE[2]
Message: Did you mean 'I'?
Suggestion: I
...nd its pressure in certain condition.As i could not understand why there is an eq...
^
Line 5, column 57, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'sometimes' is usually put after the verb 'is'.
Suggestion: is sometimes
...d, the talking of the students in class sometimes is also helpful. Of course, the talking is...
^^^^^^^^^^^^
Line 5, column 156, Rule ID: SENTENCE_FRAGMENT[1]
Message: “As” 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.
...scussion of the studying in this class. As the brainstorms from the students are b...
^^
Line 5, column 356, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: Once
...es we make in the talks with each other.Once in the astronomy class, we were discuss...
^^^^
Line 5, column 788, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: During
... why this satellite is covered with ice.During the discussion I found that the reason ...
^^^^^^
Line 5, column 856, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...d that the reason for one thing may vary , but we should observe them in different...
^^
Line 5, column 906, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: Thus
...should observe them in different angles.Thus the discussions from the students would...
^^^^
Line 5, column 906, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...should observe them in different angles.Thus the discussions from the students would...
^^^^
Line 7, column 8, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...tudents would help oursleves. Finally ,compared with the two benefits, Id like ...
^^
Line 7, column 42, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: I'd
...inally ,compared with the two benefits, Id like there should be some discussions i...
^^
Line 7, column 165, Rule ID: MANY_FEW_UNCOUNTABLE[2]
Message: Use 'much' or 'little' with uncountable nouns.
Suggestion: much; little
...live the teacher would like to know how many knowledge we absorbed in the previous s...
^^^^
Line 7, column 165, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun knowledge seems to be uncountable; consider using: 'much knowledge', 'a good deal of knowledge'.
Suggestion: much knowledge; a good deal of knowledge
...live the teacher would like to know how many knowledge we absorbed in the previous studying in...
^^^^^^^^^^^^^^
Line 7, column 310, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...take, the teacher would find it easily. Thus the weakness of the our knowledge is th...
^^^^
Line 7, column 331, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'our'?
Suggestion: the; our
...ld find it easily. Thus the weakness of the our knowledge is the point the teacher shou...
^^^^^^^
Line 7, column 390, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...s the point the teacher should make up. Thus the talk in calss benefits both the tea...
^^^^
Line 9, column 110, Rule ID: YOU_THING[1]
Message: Did you mean 'think' or 'thinks'?
Suggestion: think; thinks
...ges. Compared with the single lecture I thing the talk in class would help bot hte st...
^^^^^
Transition Words or Phrases used:
also, besides, but, finally, first, firstly, if, may, moreover, so, then, thus, while, i think, of course, talking of, for one thing, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 46.0 43.0788530466 107% => OK
Preposition: 77.0 52.1666666667 148% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2244.0 1977.66487455 113% => OK
No of words: 479.0 407.700716846 117% => OK
Chars per words: 4.68475991649 4.8611393121 96% => OK
Fourth root words length: 4.67825486995 4.48103885553 104% => OK
Word Length SD: 2.56107345116 2.67179642975 96% => OK
Unique words: 221.0 212.727598566 104% => OK
Unique words percentage: 0.461377870564 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 685.8 618.680645161 111% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 68.3293555249 48.9658058833 140% => OK
Chars per sentence: 102.0 100.406767564 102% => OK
Words per sentence: 21.7727272727 20.6045352989 106% => OK
Discourse Markers: 7.54545454545 5.45110844103 138% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 18.0 5.5376344086 325% => Less language errors wanted.
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.261790554187 0.236089414692 111% => OK
Sentence topic coherence: 0.0930565941143 0.076458572812 122% => OK
Sentence topic coherence SD: 0.0836161386365 0.0737576698707 113% => OK
Paragraph topic coherence: 0.16889310552 0.150856017488 112% => OK
Paragraph topic coherence SD: 0.033763423271 0.0645574589148 52% => OK
Essay readability:
automated_readability_index: 11.5 11.7677419355 98% => OK
flesch_reading_ease: 67.08 58.1214874552 115% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 9.86 10.9000537634 90% => OK
dale_chall_readability_score: 7.55 8.01818996416 94% => OK
difficult_words: 87.0 86.8835125448 100% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.