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
I have heard that human nature gets easily attracted to the bad stuff. It is just human nature. I believe that improvement in technologies helping humans to grow and progress faster, but at the same time these improvements also deteriorating human life. So, I think that innovations such as videos, computers, and the internet offers improved methods for learning students, but at the same time there are some bad things coming in the play, those needs to be taken care.
Computers or the internet play a big part in the learning of students. Nowadays most of the schools have started adapting education based on the computers. These schools are giving assignments to students those need research over the internet. For example, consider assignment given to kids which needs to paste cut-outs of various animals from the forest. So, this assignment involves searching for various animals over the internet and print those animal pictures on the papers, cut them out and paste over the large paper sheet. So, with this assignment, kids learn how to use the computer and internet and also how to get related information over the internet.
Furthermore, consider the example of distant learning. Nowadays various universities providing various courses over the internet. Students those are interested in these courses can apply online and study these courses online. In this distant learning process student no need to present in the classroom. He or she takes those classes online and completes assignments given or appears for the exam. By providing distant learning, now it is easy to every student from any part of the world to get the knowledge from the expert.
Although there are a lot of benefits of the computers and the internet, these are now becoming the major reasons to distract students from the study. For example, consider a student taking online classes, but at the same time, there is live streaming going on for the final match of FIFA world cup (Football/soccer world cup). So, naturally, the student will get attracted to the match and he will get distracted from his study. There are a lot of other ways like social networking sites like the Facebook, apps like WhatsApp, Snapchat, Instagram through which students get distracted from their daily study. So, the use of this online social networking really distracting students from the study.
By giving all reason and examples, I think that innovations like video, computers, and internet play important role in learning of the student. Also, use of these new technologies is the need of today's lifestyle. But, at the same time student should get warned for use of these technologies for a specific purpose only.
| 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 |
- Every individual in a society has a responsibility to obey just laws and to disobey and resist unjust laws 50
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 50
- 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 50
- Every individual in a society has a responsibility to obey just laws and to disobey and resist unjust laws 50
- The following appeared in a letter from a firm providing investment advice for a client."Most homes in the northeastern United States, where winters are typically cold, have traditionally used oil as their major fuel for heating. Last heating season that 70
Transition Words or Phrases used:
also, but, furthermore, if, really, so, for example, i think, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 19.5258426966 56% => More to be verbs wanted.
Auxiliary verbs: 7.0 12.4196629213 56% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 62.0 58.6224719101 106% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2253.0 2235.4752809 101% => OK
No of words: 443.0 442.535393258 100% => OK
Chars per words: 5.08577878104 5.05705443957 101% => OK
Fourth root words length: 4.58776254615 4.55969084622 101% => OK
Word Length SD: 2.64237779635 2.79657885939 94% => OK
Unique words: 211.0 215.323595506 98% => OK
Unique words percentage: 0.476297968397 0.4932671777 97% => OK
syllable_count: 693.0 704.065955056 98% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.6242960372 60.3974514979 76% => OK
Chars per sentence: 93.875 118.986275619 79% => OK
Words per sentence: 18.4583333333 23.4991977007 79% => OK
Discourse Markers: 2.875 5.21951772744 55% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.275151621104 0.243740707755 113% => OK
Sentence topic coherence: 0.0765194428179 0.0831039109588 92% => OK
Sentence topic coherence SD: 0.0616301816675 0.0758088955206 81% => OK
Paragraph topic coherence: 0.155838036427 0.150359130593 104% => OK
Paragraph topic coherence SD: 0.0516915330909 0.0667264976115 77% => OK
Essay readability:
automated_readability_index: 11.8 14.1392134831 83% => Automated_readability_index is low.
flesch_reading_ease: 53.21 48.8420337079 109% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 12.24 12.1639044944 101% => OK
dale_chall_readability_score: 8.24 8.38706741573 98% => OK
difficult_words: 104.0 100.480337079 104% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 9.2 11.2143820225 82% => 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.