We learn on a daily basis, and most of the time we are keen on our various areas of interest. The things we evocate the most are those things that fascinate us. This prompt claims that in planning courses, the interest and suggestions of students should be taken into account, because students tend to learn more when they are interested in what they study. This line of reasoning is one that I definitely agree with for two reasons.
To start with, our interest transcends to our output or productivity. This means that when we are interested in what we do, we tend to put in our very best, thus resulting in increased productivity, and when we have a hackneyed feeling to what we do then our productivity tends to a decline. For instance if the results of an examination conducted for students showed a massive failure amongst majority of the students, then it is pertinent to know the reasons for such poor performance. A feedback from the students will help know the probable cause of the decline in their performances. This decline may be as a result of the way the course is taught; the students may love the course to have visual illustrations, rather than just a verbose of words. To majority of the students, having a pictorial illustration will be more fun, and the concepts will be easy to comprehend, since they can easily relate the text within the course to the pictures they see. This no doubt will elicit student’s enthusiasm to the course, thereby increasing their interest and motivation to learn. Without this feedback, it will be difficult for the educators to know the reason for the massive failure.
Furthermore, students activeness and interest to a course while in class, depends on the learning approach it takes, either passive or active. To buttress this point, students in a class may feel bored whenever a particular course is taught. This can be attributed to the approach of teaching the educator takes. The tutor might use a passive style when teaching with little or no inputs from the students. This can result in lack of concentration and interest in the course. For instance a topic in chemistry that is about complex chemical reactions like CO2 combustion with no corresponding laboratory session may seem ambiguous to students participating in that course. This will definitely make them lose interest in the course and lead to reduced study effectiveness. Therefore to relish student’s attitude towards the course, the educator needs to engage them to know if they will love to have a practical session for the course. This response will go a long way in helping the tutor plan the course, knowing that course participants would be more interested in it.
While it can be argued, that it is not possible to include every student’s interest or suggestion in planning a course, I strongly believe that sampling interests and suggestions from a large range of students will definitely help course creators in developing successful courses.
- Claim When planning courses educators should take into account the interests and suggestions of their students Reason Students are more motivated to learn when they are interested in what they are studying Write a response in which you discuss the exte 66
- Claim In any situation the best way to persuade other people is to present them with facts and statistics rather than with emotional arguments Reason Facts are objective so they are more persuasive than subjective appeals 66
- In order for any work of art for example a film a novel a poem or a song to have merit it must be understandable to most people 47
Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
We learn on a daily basis, and most of t...
^^^^^^
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...definitely agree with for two reasons. To start with, our interest transcends t...
^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ow the reason for the massive failure. Furthermore, students activeness and int...
^^^^
Line 3, column 777, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...nd lead to reduced study effectiveness. Therefore to relish student’s attitude towards th...
^^^^^^^^^
Transition Words or Phrases used:
but, furthermore, if, may, so, then, therefore, thus, while, for instance, no doubt, as a result, to start with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2486.0 2235.4752809 111% => OK
No of words: 504.0 442.535393258 114% => OK
Chars per words: 4.93253968254 5.05705443957 98% => OK
Fourth root words length: 4.73813722054 4.55969084622 104% => OK
Word Length SD: 2.82988541265 2.79657885939 101% => OK
Unique words: 240.0 215.323595506 111% => OK
Unique words percentage: 0.47619047619 0.4932671777 97% => OK
syllable_count: 767.7 704.065955056 109% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 6.0 4.99550561798 120% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 59.0028714808 60.3974514979 98% => OK
Chars per sentence: 113.0 118.986275619 95% => OK
Words per sentence: 22.9090909091 23.4991977007 97% => OK
Discourse Markers: 5.04545454545 5.21951772744 97% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.340162306098 0.243740707755 140% => OK
Sentence topic coherence: 0.102018103926 0.0831039109588 123% => OK
Sentence topic coherence SD: 0.104496956538 0.0758088955206 138% => OK
Paragraph topic coherence: 0.23974720395 0.150359130593 159% => OK
Paragraph topic coherence SD: 0.0603386451528 0.0667264976115 90% => OK
Essay readability:
automated_readability_index: 13.2 14.1392134831 93% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.61 12.1639044944 95% => OK
dale_chall_readability_score: 8.46 8.38706741573 101% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.