Beyond a shadow of a doubt, learning how professionally present information plays a pivotal role in students’ academic and professional lives. An unanswered question in this area is whether presenters assess their work’s weaknesses and strengths by themselves or audiences. Despite the argument asserting that students should analyze themselves by observing the recorded video, I believe otherwise, maintaining that the most effective evaluating way is asking who attended in class to give pieces of advice. In the following paragraphs, I will elaborate on my viewpoint through two compelling reasons.
First and foremost, the crux of the matter lies in the fact that the speakers would not realize which parts of their presentation are needed to improve. The presenter might allocate time for details that audiences think are unnecessary and distract them from concentrating on the main points. So, students notice their fault in time managing and priority of subjects. Also, spectators may know more knowledge that we can learn through discussion about the topic. Another critical problem that lecturers can resolve in their subsequent presentations is suitably implementing technology to enhance the quality of presentation visualization. Incorrectly using the color of slide backgrounds, charts, statistical information, and too large or small fonts are kinds of stuff that students cannot understand until the participants report. Therefore, getting advice from audiences is instructive.
Another primary motive to be mentioned is that requesting people to give feedbacks plants the seeds of accepting criticism. Being informed of the essential fact, most today’s people turn a deaf ear to opposing views, emphasize the role of schools and universities to invest in dissuading young students from standing rigidly on their side. Teachers should provide a friendly atmosphere where everyone can tell opinions without causing friction. In this regard, discussion around students’ presentations’ negative and positive points is one method teachers easily employ in their classes. Not only does it teach students how to open with others’ views, but it also educates them on how to express their ideas politely and confidently. For instance, had my mentors not hold the discussion meeting about student seminars, my critical thinking would not have been foster.
Reflecting all mentioned reasons, one soon concludes that the advantage of exchanging feedbacks of audiences outweigh the benefit of rewatching recording video.
- The government can take a variety of actions to help protect the environment Which one of the following do you think is the most important for the nation s government to take to protect the environment 1 Fund research to develop environmentally friendly e 78
- Do you agree or disagree with the following statement The most important ways to improve the people s health is to clean the environment 76
- Your friend has the opportunity to choose either one of two types of majors fields of study which one of the following two majors do you think is a better choice and why A major that would allow him to finish years of study and get a degree sooner so that 86
- Imagine that you plan to donate money to charity to help people in need If you could give money to only one type of charitable organization which one of the following would you choose and why An organization that provides food and housing to people in nee 88
- Students in a university club want to help others but they can only choose one project a year which one of the following is the best help those students in a nearby primary school with reading and mathematics help people who cannot afford to build or rent 81
Transition Words or Phrases used:
also, but, first, may, so, therefore, for instance
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 30.0 43.0788530466 70% => OK
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2163.0 1977.66487455 109% => OK
No of words: 378.0 407.700716846 93% => More content wanted.
Chars per words: 5.72222222222 4.8611393121 118% => OK
Fourth root words length: 4.40933352052 4.48103885553 98% => OK
Word Length SD: 3.02774628353 2.67179642975 113% => OK
Unique words: 248.0 212.727598566 117% => OK
Unique words percentage: 0.656084656085 0.524837075471 125% => OK
syllable_count: 642.6 618.680645161 104% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 9.59856630824 31% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 45.1488963266 48.9658058833 92% => OK
Chars per sentence: 120.166666667 100.406767564 120% => OK
Words per sentence: 21.0 20.6045352989 102% => OK
Discourse Markers: 2.77777777778 5.45110844103 51% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.136835097945 0.236089414692 58% => OK
Sentence topic coherence: 0.0372195216131 0.076458572812 49% => OK
Sentence topic coherence SD: 0.0292578353686 0.0737576698707 40% => Sentences are similar to each other.
Paragraph topic coherence: 0.0725269974003 0.150856017488 48% => OK
Paragraph topic coherence SD: 0.0291810280162 0.0645574589148 45% => 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: 16.0 11.7677419355 136% => OK
flesch_reading_ease: 41.7 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 15.9 10.9000537634 146% => OK
dale_chall_readability_score: 10.36 8.01818996416 129% => OK
difficult_words: 136.0 86.8835125448 157% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 16.0 10.247311828 156% => 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: 85.0 out of 100
Scores by essay e-grader: 25.5 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.