‘The Internet will never replace traditional course books in schools.’ How far do you agree with this prediction?
Internet has emerged as an important tool, supplementing modern education and has become a necessary component of the teacher led classroom. Although, it is undeniably useful for the learners, but, in my opinion, its merits cannot outweigh the role played by traditional text books. Hence, it can never be a replacement for the textbooks.
Firstly, course books are a result of extensive research by competent and highly qualified educationists, and are written in accordance to the objectives set as per curriculum. Their contents are sequenced to ensure step by step and logical introduction of the concepts keeping in mind the concerned age group and corresponding learning capabilities. Secondly, the content in course books is precisely what a pupil needs to study for their respective class. This helps students to stay focused on what is relevant to their course. Finally, text books are convenient to use and follow, without causing unnecessary strain on eyes. Longer hours of study can be achieved while reading them.
The Internet, on the other hand, provides access to the vast sea of information and, enables one to expand the horizons of curiosity. It has proven to be beneficial to clarify and understand difficult topics. It can be used to gain access to in depth knowledge, along with providing help in visualizing objects and phenomenon which are otherwise hard to comprehend. For instance, using online videos, three dimensional view of things can be better comprehended by looking at objects from different angles. Similarly, further explanations on any topic can be found just at one click. Furthermore, the greatest advantage is witnessed while conducting research. It makes information from all around the world available almost instantaneously. For example, doing literature surveys becomes way easier with its help.
However, despite of its many applications in higher levels of education, its usage has many limitations. While using it to browse a particular topic, an enormous amount of information is received, which could be relevant or not. Skimming large quantity of data can be distracting, as well as time consuming. For example, making an acceptable and convincing assignment might take few hours, or even days. Also, using internet could be very energy consuming task, and hence, overwhelming for school going children.
In conclusion, the Internet can be an important addition to educational resources available to the education faculty, but it cannot take the place of conventional text books.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-10-30 | muskan arya | 84 | view |
| 2019-10-30 | muskan arya | 56 | view |
- ‘The Internet will never replace traditional course books in schools.’ How far do you agree with this prediction? 56
- In the developed world, average life expectancy is increasing. What problems will this cause for individuals and society? Suggest some measures that could be taken to reduce the impact of ageing populations. 89
- Today more and more tourists are visiting places where conditions aredifficult, such as the Sahara desert or the Antarctic.What are the benefits and disadvantages for tourists who visit such places? 84
- Genetic engineering is an important issue in society today. Some people think that it will improve people’s lives in many ways. Others feel that it may be a threat to life on earth. Discuss both these views and give your own opinion. 89
- ‘The Internet will never replace traditional course books in schools.’ How far do you agree with this prediction? 84
Grammar and spelling errors:
Line 17, column 176, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e the place of conventional text books.
^^^^
Transition Words or Phrases used:
also, but, finally, first, firstly, furthermore, hence, however, if, look, second, secondly, similarly, so, well, while, for example, for instance, in conclusion, as well as, in my opinion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 13.1623246493 152% => OK
Auxiliary verbs: 12.0 7.85571142285 153% => OK
Conjunction : 14.0 10.4138276553 134% => OK
Relative clauses : 2.0 7.30460921844 27% => More relative clauses wanted.
Pronoun: 17.0 24.0651302605 71% => OK
Preposition: 53.0 41.998997996 126% => OK
Nominalization: 12.0 8.3376753507 144% => OK
Performance on vocabulary words:
No of characters: 2156.0 1615.20841683 133% => OK
No of words: 397.0 315.596192385 126% => OK
Chars per words: 5.43073047859 5.12529762239 106% => OK
Fourth root words length: 4.46372701284 4.20363070211 106% => OK
Word Length SD: 3.04532025753 2.80592935109 109% => OK
Unique words: 245.0 176.041082164 139% => OK
Unique words percentage: 0.617128463476 0.561755894193 110% => OK
syllable_count: 668.7 506.74238477 132% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 5.43587174349 166% => OK
Article: 5.0 2.52805611222 198% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 4.0 0.809619238477 494% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 23.0 16.0721442886 143% => OK
Sentence length: 17.0 20.2975951904 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 37.7378280681 49.4020404114 76% => OK
Chars per sentence: 93.7391304348 106.682146367 88% => OK
Words per sentence: 17.2608695652 20.7667163134 83% => OK
Discourse Markers: 9.0 7.06120827912 127% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 16.0 8.67935871743 184% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 3.4128256513 176% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0801909926017 0.244688304435 33% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0230479604822 0.084324248473 27% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0268467362281 0.0667982634062 40% => Sentences are similar to each other.
Paragraph topic coherence: 0.0449281338876 0.151304729494 30% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0251354548315 0.056905535591 44% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 12.8 13.0946893788 98% => OK
flesch_reading_ease: 45.76 50.2224549098 91% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.1 11.3001002004 98% => OK
coleman_liau_index: 13.92 12.4159519038 112% => OK
dale_chall_readability_score: 9.69 8.58950901804 113% => OK
difficult_words: 131.0 78.4519038076 167% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 8.8 10.1190380762 87% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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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.