At one high school, more of the students than ever before have been caught cheating on their homework assignments. For example, many of the students have asked other students to provide them with answers for assignment. The school is considering making a change to help decrease the number of students who cheat on homework. Which one of the following actions do you think will be most effective? And why?
a. Asking parents to monitor their children as they do their homework and confirm their children have not cheated
b. Increasing the penalty (punishment) for cheating
c. Asking teachers to create homework assignments that will make it more difficult for students to cheat.
It is incontrovertible fact that cheating in everything is an unethical behavior, and it should be stopped especially at schools where individuals’ personality is forming. Although some people think that punishment or monitoring by parents is an effective way in order to decrease cheating among students, I, personally, do believe that teachers are persons who can have more impact on students for two reasons which are elaborated upon hereunder.
To begin with, teachers have more information about students’ academic performance rather than parents. They observe students’ behavior in different situations and usually know each student’s “weaknesses and strengths” point. On the other hand, with technologies such as the Internet and cell phone, it is impossible for parents to know all their children’ classmates, and control their relationship. Moreover, most of the parents usually help their children in the face of such situations instead of forcing them to solve assignments alone. Therefore, teachers possibly have better control and can easily find which students are more prone to cheating. These students usually have some reasons for cheating, one of which is anxiety regarding a good score. Needless to say that, the primary purpose of an assignment is helping students’ learning process. As far as I am concerned, asking students solve their assignments in some groups, not only can increase individuals’ motivation for learning but can help them do their best so that having better academic performance as well. Indeed, in such atmosphere, students will work together without any stress for evaluation and there is no reason for cheating.
Additionally, punishment can bring far-reaching negative consequences rather than positive effects in the process of teaching and learning. As Robert Baden-Powell once said, “Correcting bad habits cannot be done by forbidding or punishment.” It is obvious that punishing a person can result in ashamed and feeling of worthless for him or her. Therefore, it is more likely to distort one’s motivation, to culminate in a destructive experience, and to make a bad relationship between a student and his or her teacher. However, a teacher can easily reveal the nature of cheating for students by speaking about it. For instance, “Imagine you are a farmer who works hard most of a year, days and nights, to yield good crops, is it fair if someone comes and steals all crops right at the time of harvest? ” one of my teachers always said. Furthermore, he never punished us because of being unaware and doing a wrong behavior. By doing so, he taught us how unfair and immoral cheating and made us think about it. As a result, I suppose, by such ethical lessons instead of punishment students never let themselves to circumvent rules.
In the light of these critical points, I strictly believe that the modification of students’ evaluation ways and teachers’ morality lessons are more useful than punishment or parents’ monitoring. Indeed, teachers who spent many a year of their lives in the way of training and making the personality of people can play an important role in the decrease of cheating.
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| 2023-05-21 | Doggie | 73 | view |
| 2021-12-15 | Pooja dave | 90 | view |
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Grammar and spelling errors:
Line 3, column 882, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...ment is helping students' learning process. As far as I am concerned, asking stude...
^^^^^^^
Line 5, column 1153, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ver let themselves to circumvent rules. In the light of these critical points, I...
^^^^^^
Transition Words or Phrases used:
but, furthermore, however, if, moreover, regarding, so, therefore, well, for instance, i suppose, speaking about, such as, as a result, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 2740.0 1977.66487455 139% => OK
No of words: 507.0 407.700716846 124% => OK
Chars per words: 5.40433925049 4.8611393121 111% => OK
Fourth root words length: 4.74517233601 4.48103885553 106% => OK
Word Length SD: 3.28556863754 2.67179642975 123% => OK
Unique words: 280.0 212.727598566 132% => OK
Unique words percentage: 0.552268244576 0.524837075471 105% => OK
syllable_count: 838.8 618.680645161 136% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 55.1827355023 48.9658058833 113% => OK
Chars per sentence: 124.545454545 100.406767564 124% => OK
Words per sentence: 23.0454545455 20.6045352989 112% => OK
Discourse Markers: 7.63636363636 5.45110844103 140% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
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: 0.280145772789 0.236089414692 119% => OK
Sentence topic coherence: 0.0904211124954 0.076458572812 118% => OK
Sentence topic coherence SD: 0.0579368841982 0.0737576698707 79% => OK
Paragraph topic coherence: 0.167652918898 0.150856017488 111% => OK
Paragraph topic coherence SD: 0.0713345008703 0.0645574589148 110% => OK
Essay readability:
automated_readability_index: 15.5 11.7677419355 132% => OK
flesch_reading_ease: 39.67 58.1214874552 68% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.4 10.1575268817 132% => OK
coleman_liau_index: 14.34 10.9000537634 132% => OK
dale_chall_readability_score: 8.7 8.01818996416 109% => OK
difficult_words: 126.0 86.8835125448 145% => OK
linsear_write_formula: 16.5 10.002688172 165% => OK
gunning_fog: 11.2 10.0537634409 111% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.