The data from a survey of high school math and science teachers show that in the district of Sanlee many of these teachers reported assigning daily homework, whereas in the district of Marlee, most science and math teachers reported assigning homework no more than two or three days per week. Despite receiving less frequent homework assignments, Marlee students earn better grades overall and are less likely to be required to repeat a year of school than are students in Sanlee. These results call into question the usefulness of frequent homework assignments. Most likely the Marlee students have more time to concentrate on individual assignments than do the Sanlee students who have homework every day. Therefore teachers in our high schools should assign homework no more than twice a week.
Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.
The author concludes that teachers in high schools should assign homework no more than twice a week based on the performance and the loading of homework between the students of Marlee and those of Sanlee. However, some musing over evidence is first very much before taking any steps.
First of all, the writer claims that the amount of homework of Sanlee is heavier than that of Marlee based on how many days for homework per week. Nevertheless, the content of the homework of two schools is not presented. It is possible that the intensity of the homework of two schools is different. The assigned daily homework of Sanlee would be data collecting from internet and do not require analysis about the data. In contrast, that of Marlee is overwhelmed with math equation and science argument even less homework days. It is also possible that the difficulty of two schools are different. Despite the daily homework of Sanlee, the difficulty is much easier than that of Marlee. If either one is true, then the writer is hardly to claim the persuasiveness of the conclusion.
Secondly, the writer also suggests that more students of Marlee earn better grades and less likely to be required to repeat a year of school than those in Sanlee. Nevertheless, the judgement of the schools is not offered in the argument. Perhaps, Marlee use lower criteria than Sanlee to judge if students need to repeat a year of school or not, so Marlee students are more likely to pass the criteria. Or the score to grade conversion is more favorable for Marlee students than Sanlee. For instance, Marlee categorizes 60 of 100 score to grade 3, but Sanlee goes with grade 2. If either of two cases is true, then the claim that the performance of Marlee students is better than that of Sanlee would be weakened.
Moreover, the writer mentions that Marlee students are more likely to concentrate on personal assignments than do the Sanlee pupils who have to do homework every day. Still, the relationship between the frequency of homework assignment to concentration on assignment is unclear. Possibly, more practice makes Sanlee students getting familiar with the subjects and have better performance instead of losing concentration. If it is true, then the claim that less homework better concentration could not hold the water. Therefore, the policy is going to degrade the performance of the students in the future if executed.
In conclusion, readers could not believe in the argument unless the author offers the evidence mentioned above.
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Transition Words or Phrases used:
also, but, first, however, if, moreover, nevertheless, second, secondly, so, still, then, therefore, for instance, in conclusion, in contrast, first of all, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.6327345309 117% => OK
Auxiliary verbs: 6.0 12.9520958084 46% => OK
Conjunction : 9.0 11.1786427146 81% => OK
Relative clauses : 13.0 13.6137724551 95% => OK
Pronoun: 17.0 28.8173652695 59% => OK
Preposition: 62.0 55.5748502994 112% => OK
Nominalization: 18.0 16.3942115768 110% => OK
Performance on vocabulary words:
No of characters: 2099.0 2260.96107784 93% => OK
No of words: 422.0 441.139720559 96% => OK
Chars per words: 4.97393364929 5.12650576532 97% => OK
Fourth root words length: 4.53239876712 4.56307096286 99% => OK
Word Length SD: 2.68493451329 2.78398813304 96% => OK
Unique words: 181.0 204.123752495 89% => More unique words wanted.
Unique words percentage: 0.428909952607 0.468620217663 92% => More unique words wanted or less content wanted.
syllable_count: 647.1 705.55239521 92% => OK
avg_syllables_per_word: 1.5 1.59920159681 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 4.96107784431 60% => OK
Article: 10.0 8.76447105788 114% => OK
Subordination: 3.0 2.70958083832 111% => OK
Conjunction: 2.0 1.67365269461 119% => OK
Preposition: 3.0 4.22255489022 71% => OK
Performance on sentences:
How many sentences: 22.0 19.7664670659 111% => OK
Sentence length: 19.0 22.8473053892 83% => The Avg. Sentence Length is relatively short.
Sentence length SD: 36.2063929792 57.8364921388 63% => OK
Chars per sentence: 95.4090909091 119.503703932 80% => OK
Words per sentence: 19.1818181818 23.324526521 82% => OK
Discourse Markers: 7.59090909091 5.70786347227 133% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 0.0 5.25449101796 0% => OK
Sentences with positive sentiment : 7.0 8.20758483034 85% => OK
Sentences with negative sentiment : 8.0 6.88822355289 116% => OK
Sentences with neutral sentiment: 7.0 4.67664670659 150% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.238788365902 0.218282227539 109% => OK
Sentence topic coherence: 0.0736518803252 0.0743258471296 99% => OK
Sentence topic coherence SD: 0.0683454227869 0.0701772020484 97% => OK
Paragraph topic coherence: 0.128281173377 0.128457276422 100% => OK
Paragraph topic coherence SD: 0.0899812231661 0.0628817314937 143% => OK
automated_readability_index: 11.6 14.3799401198 81% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.3550499002 125% => OK
smog_index: 3.1 7.1628742515 43% => Smog_index is low.
flesch_kincaid_grade: 9.5 12.197005988 78% => OK
coleman_liau_index: 11.55 12.5979740519 92% => OK
dale_chall_readability_score: 7.57 8.32208582834 91% => OK
difficult_words: 80.0 98.500998004 81% => More difficult words wanted.
linsear_write_formula: 10.5 12.3882235529 85% => OK
gunning_fog: 9.6 11.1389221557 86% => OK
text_standard: 12.0 11.9071856287 101% => OK
What are above readability scores?
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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.
Attribute Value Ideal
Final score: 3.5 out of 6
Category: Satisfactory Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 22 15
No. of Words: 422 350
No. of Characters: 2050 1500
No. of Different Words: 177 200
Fourth Root of Number of Words: 4.532 4.7
Average Word Length: 4.858 4.6
Word Length SD: 2.604 2.4
No. of Words greater than 5 chars: 161 100
No. of Words greater than 6 chars: 104 80
No. of Words greater than 7 chars: 82 40
No. of Words greater than 8 chars: 33 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 19.182 21.0
Sentence Length SD: 6.562 7.5
Use of Discourse Markers (%): 0.727 0.12
Sentence-Text Coherence: 0.335 0.35
Sentence-Para Coherence: 0.335 0.50
Sentence-Sentence Coherence: 0.093 0.07
Number of Paragraphs: 1 5