Courses, the founding stone of students' academic learning, have been valued and even trigger heated discussions. Some people argue that students should take courses with professors whose classes they have never taken before. Contrary to these people's views is my perspective that we should take courses taught by professors with whom we have already had other classes during our past years of study, which contributes to our learning efficiency and academic research.
What should be prioritized is that we should enroll in modules taught by familiar teachers. Compared with courses educated by strange professors, we can improve our learning productivity. After attending the professor's other courses, we will be familiar with his pedagogical tactics, such as his speaking speed and the time spent answering questions. By knowing the professor's teaching strategies, we can have better preparation for the courses. For example, if the professor speaks fast, making us hard to follow in the class, we can review the textbook and scrutinize the concepts beforehand, which can help mitigate the situation and facilitate us to master the subject. Therefore, our productivity may increase. On the contrary, if we take courses educated by professors we do not know, we may find it arduous to adapt to their teaching method. Under this scenario, our learning efficiency may deteriorate. For example, a professor who never explicates complex math equations may lead us to struggle in mathematical deduction if we have already gotten custom to other teachers who teach with details. Thus, taking modules from a different professor may be destructive.
What should be equally worth discussing is that learning with the professor we are already acquainted with is conducive to our research achievement. In the university, if we have a strong interest in a research topic conducted by a certain professor, we can take the initiative to join the group. This motivation is based on the fact that one has already had a deep understanding of a professor's research interest and also knows about his personality. To a certain extent, only by taking courses taught by a certain professor can we have these insights. Thus, taking courses instructed by familiar professors could provide us with information relating to the professor’s disposition and research thesis. Take me as an example. Professor Zeng was the teacher of Introduction to Artificial Intelligence and Machine Learning. I took the first course when I was a freshman, and then I continued to take the second course when I was a sophomore. After continuously taking these two courses, I was intrigued by the magic of AI and knew Prof. Zeng is a prominent researcher. Then I joined his lab, and finally, I had a publication in a well-known AI journal.
To conclude, only by taking courses conducted by familiar professors can we be more efficient and have excellent research opportunities.
- Do you agree or disagree with the following statement All university students should be required to take history courses no matter what their field of study is Use specific reasons and examples to support your answer 73
- Which one do you think is the most important factor for a student to success at college or university 1 Tutors in university2 The encouragement from family and friends3 High quality education from high school 73
- Some university teachers prefer to record their lectures before classes In this way students will be familiar with the lecture in advance and teachers help students practice in classes while they are watching or listening lectures Do you think it is an ef 73
- Some university teachers prefer to record their lectures before classes In this way students will be familiar with the lecture in advance and teachers help students practice in classes while they are watching or listening lectures Do you think it is an 90
- Do you agree or disagree with the following statement All university students should be required to take history courses no matter what their field of study is Use specific reasons and examples to support your answer 76
Transition Words or Phrases used:
also, but, finally, first, if, may, second, so, then, therefore, thus, well, for example, such as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 19.0 9.8082437276 194% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 56.0 52.1666666667 107% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2474.0 1977.66487455 125% => OK
No of words: 470.0 407.700716846 115% => OK
Chars per words: 5.26382978723 4.8611393121 108% => OK
Fourth root words length: 4.65612321451 4.48103885553 104% => OK
Word Length SD: 3.02518177344 2.67179642975 113% => OK
Unique words: 233.0 212.727598566 110% => OK
Unique words percentage: 0.495744680851 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 760.5 618.680645161 123% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 53.8490631302 48.9658058833 110% => OK
Chars per sentence: 98.96 100.406767564 99% => OK
Words per sentence: 18.8 20.6045352989 91% => OK
Discourse Markers: 4.56 5.45110844103 84% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => 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: 0.255388953424 0.236089414692 108% => OK
Sentence topic coherence: 0.0810500684348 0.076458572812 106% => OK
Sentence topic coherence SD: 0.0655858071315 0.0737576698707 89% => OK
Paragraph topic coherence: 0.18503286391 0.150856017488 123% => OK
Paragraph topic coherence SD: 0.0604650584345 0.0645574589148 94% => OK
Essay readability:
automated_readability_index: 12.7 11.7677419355 108% => OK
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 13.23 10.9000537634 121% => OK
dale_chall_readability_score: 8.63 8.01818996416 108% => OK
difficult_words: 122.0 86.8835125448 140% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 9.0 10.247311828 88% => 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.