In academic world, teachers always involve in finding the best efficient methods to teach lessons to their students. These methods, including assignments as projects, should be precisely investigated by teachers to ensure that students would participate in projects as well. When it comes to this point, many teachers want to know whether group workings have more advantages to students than solitary ones. I personally concur with working on projects as a group. In what follows, I will delve into couple of reasons to shed light on my response.
First thing that comes into my mind is that group projects make students work deeply on their lessons. In general, since deadlines are limited, whenever each project divided into several parts, each part will be allocated more time. The more the time that a student has to work on his/her part, the deeper studies s/he will have, even if the whole project is too huge to anyone can do it alone. As I remember, entering my current university, named Shahid Beheshti University of Iran, I faced a group project in Finance lesson, in which our group should calculated the valuation of huge amounts of listed companies. By allocating small numbers of the whole companies to each student in our group, not only did we finish the project before the deadline but also, each of us was counted as an expert at his allocated company. Whenever the professor asked any various question about a company, one of our group was able to answer quickly. As it shows, this method really helped us to study a part of lesson deeply and effectively.
Second, should students undergo working group projects, professors can teach much more lessons during a semester. Whenever students work as a group, they can observe their group members' methods which they use during projects. As a result, group members can help each other and answer some simple questions, which each student may have and ask during the classes. Thus, never will these simple questions be asked when professors are teaching, and they will have more time to teach variety of new lessons that are useful to students. Again, on those days, never do I forget that our Finance professor did not spend time on answering simple questions. S, he had much extra time to teach us another new lessons. This was completely in opposite to our other classes in which students frequently had asked lots of easy questions and many other students even knew them. As a result, we were just thankful to professors for finishing lessons till the end of semester, because they had not any extra time.
To recapitulate, we can conclude that in order to learn much more effectively, it is better for students to do their projects as groups. It is because group workings not only make students work deeply on their parts but also, give professors much more time to teach several new lessons. I strongly propose teachers to use this method during their teaching process.
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- TPO-32 - Integrated Writing TaskStarting in the 1960s and continuing until the 1980s, sailors in Russian submarines patrolling the North Alantic and Arctic Ocean would occasionally hear strange sounds. These underwater noises reminded the submarine crews 80
- Educating children is a more difficult task today than it was in the past because they spend so much time on cell phone, online games, and social networking Web site.Use specific reasons and examples to support your answer. 73
- TPO 52 3
Transition Words or Phrases used:
also, but, first, if, may, really, second, so, thus, well, as to, in general, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 7.0 13.8261648746 51% => More conjunction wanted.
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 55.0 43.0788530466 128% => Less pronouns wanted
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2453.0 1977.66487455 124% => OK
No of words: 499.0 407.700716846 122% => OK
Chars per words: 4.91583166333 4.8611393121 101% => OK
Fourth root words length: 4.72634191566 4.48103885553 105% => OK
Word Length SD: 2.48089231678 2.67179642975 93% => OK
Unique words: 240.0 212.727598566 113% => OK
Unique words percentage: 0.480961923848 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 747.9 618.680645161 121% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 11.0 3.51792114695 313% => Less adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 40.2315133843 48.9658058833 82% => OK
Chars per sentence: 106.652173913 100.406767564 106% => OK
Words per sentence: 21.6956521739 20.6045352989 105% => OK
Discourse Markers: 3.86956521739 5.45110844103 71% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.88709677419 184% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.321786232236 0.236089414692 136% => OK
Sentence topic coherence: 0.0998550595494 0.076458572812 131% => OK
Sentence topic coherence SD: 0.0799201742573 0.0737576698707 108% => OK
Paragraph topic coherence: 0.222477468145 0.150856017488 147% => OK
Paragraph topic coherence SD: 0.0504100453438 0.0645574589148 78% => OK
Essay readability:
automated_readability_index: 12.6 11.7677419355 107% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.26 10.9000537634 103% => OK
dale_chall_readability_score: 8.06 8.01818996416 101% => OK
difficult_words: 107.0 86.8835125448 123% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => 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: 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.