Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
There has been no time in history where people have enjoyed more convenience from the advancement of technology. The advent of Internet, especially has revolutionized people's daily life. It innovates the way people can receive information by providing a different way of communication. An increasing number of institutes are also seeking to utilize Internet to enhance create teaching methods. However, many people have showed apprehension that Internet could bring unfavorable effects when it is applied to class. They may argue that Internet-based teaching approach is more likely to distract students, but I do not completely agree with the statement.
First of all, it depends on each individual whether he or she is easily distracted. Back in the times when there was no Internet, students still got distracted in class. Some people are simply more concentrated when they do anything. My father, for example, can always focus on his work, no matter how loud the environment is. When I was in high school, my little brother was only 5 years old and tended to be boisterous in our house. He could randomly scream and burst into laughters or accidentally break something. Everyone could constantly hear the sound in the house. But my father was always preoccupied on his work, without even noticing what was going on. In contrast, I was more easily distracted, so oftentimes I had to stay in the library all day long to finish my homework, instead of at home. Therefore, Internet-based teaching approach will not cause any distraction for students who are more concentrated.
In addition, classes could be more captivating with the help with Internet, so it inspires students’ interests and make them more focused on the class. Unlike traditional textbook, Internet offers multi-media to assist teaching, which typically attracts students’ attentions. For instance, selected images can be accompanied with *vocabularies in an English class, which draws students’ attention and helps students remember new words. In history class, teachers may play related documentaries in class so that students can learn from the video with interest. Internet allows new opportunities to make classes more lively and colorful, which enhances instead of inhibits real learning.
Furthermore, there are straightforward ways to make Internet-based teaching methods not a distraction. When teachers employ computers to assist teaching, they can use a dedicated system that only has resources for study, such as the slides. For example, there are no games in the system, nor can students access irrelevant websites for any kind of entertainment. Under such circumstances, the computer is no different from a conventional textbook, except that it uses digital device to display and receive information. How can it diverts students’ attention from the class? Most schools I know have already adopted this approach, and it has been proved highly feasible and effective.
In conclusion, Internet technology has brought tremendous improvements to our lives. In the same way, it can also innovates how teachers instruct students, making the class more vivid and efficient. There is no need to be concerned about that students could get distracted by the new method, as long as it makes learning more interesting and can be distraction-free.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-17 | AC1990 | 62 | view |
| 2020-01-17 | AC1990 | 54 | view |
| 2019-12-25 | m_cobanera@yahoo.com.ar | 66 | view |
| 2019-12-17 | Isabella1027 | 75 | view |
| 2019-10-17 | mors | 50 | view |
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Comments
Essay evaluation report
to utilize Internet to enhance create teaching methods
to utilize Internet to enhance created teaching methods
it can also innovates how teachers instruct students
it can also innovate how teachers instruct students
flaws:
Need some longer sentences. The essay got lower marks by e-grader because of the short length of sentences.
The arguments are great.
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Attribute Value Ideal
Final score: 4.5 out of 6
Category: Good Excellent
No. of Grammatical Errors: 2 2
No. of Spelling Errors: 0 2
No. of Sentences: 30 15
No. of Words: 522 350
No. of Characters: 2723 1500
No. of Different Words: 278 200
Fourth Root of Number of Words: 4.78 4.7
Average Word Length: 5.216 4.6
Word Length SD: 2.964 2.4
No. of Words greater than 5 chars: 202 100
No. of Words greater than 6 chars: 162 80
No. of Words greater than 7 chars: 128 40
No. of Words greater than 8 chars: 70 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 17.4 21.0
Sentence Length SD: 5.219 7.5
Use of Discourse Markers (%): 0.567 0.12
Sentence-Text Coherence: 0.272 0.35
Sentence-Para Coherence: 0.443 0.50
Sentence-Sentence Coherence: 0.08 0.07
Number of Paragraphs: 5 5
Your comments have been very
Your comments have been very helpful! It points out many problems I don't realize on my own. Thanks a lot!
Your comments have been very
Your comments have been very helpful! It points out many problems I don't realize on my own. Thanks a lot!
Grammar and spelling errors:
Line 8, column 115, Rule ID: DID_BASEFORM[1]
Message: The verb 'can' requires the base form of the verb: 'innovate'
Suggestion: innovate
...our lives. In the same way, it can also innovates how teachers instruct students, making ...
^^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, may, so, still, therefore, for example, in conclusion, in contrast, kind of, such as, first of all, in the same way
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 46.0 58.6224719101 78% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2229.0 2235.4752809 100% => OK
No of words: 421.0 442.535393258 95% => OK
Chars per words: 5.2945368171 5.05705443957 105% => OK
Fourth root words length: 4.52971130743 4.55969084622 99% => OK
Word Length SD: 3.14959354796 2.79657885939 113% => OK
Unique words: 247.0 215.323595506 115% => OK
Unique words percentage: 0.586698337292 0.4932671777 119% => OK
syllable_count: 684.0 704.065955056 97% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Interrogative: 3.0 0.740449438202 405% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 28.6857177006 60.3974514979 47% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 89.16 118.986275619 75% => OK
Words per sentence: 16.84 23.4991977007 72% => OK
Discourse Markers: 6.36 5.21951772744 122% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.128318901538 0.243740707755 53% => OK
Sentence topic coherence: 0.0358911980331 0.0831039109588 43% => OK
Sentence topic coherence SD: 0.0256388005684 0.0758088955206 34% => Sentences are similar to each other.
Paragraph topic coherence: 0.0879127116052 0.150359130593 58% => OK
Paragraph topic coherence SD: 0.0288854215574 0.0667264976115 43% => 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: 11.9 14.1392134831 84% => Automated_readability_index is low.
flesch_reading_ease: 55.24 48.8420337079 113% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 13.11 12.1639044944 108% => OK
dale_chall_readability_score: 8.82 8.38706741573 105% => OK
difficult_words: 117.0 100.480337079 116% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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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.