The Internet will never replace traditional course books in schools.’ How far do you agree with this prediction?
There is a huge range of resources available to the modern teacher, and the right selection is crucial in delivering effective lessons. I agree that there will always be a place for course books in the school curriculum, despite the many benefits of the Internet.
Firstly, course books (whether conventional or digital) have been developed by pedagogical experts and designed to be incorporated into a subject syllabus, leading to testing procedures such as formal examinations or continuous assessment. This means that they are proven to improve students’ academic achievement, enhancing their potential for progression to further or higher education. Furthermore, the use of modern course books allows pupils to coordinate their studies as part of group work, hopefully making their lessons less teacher-led and more about autonomous learning. This in itself teaches study skills such as independent research and synthesising sources, rather than old-fashioned rote-learning. This is where the Internet, in fact, can play a useful part: to supplement and add to knowledge which the students are assimilating via their course books.
However, it is the role of teachers and school management generally to ensure that use of the Internet remains a guided learning process, and not an exercise in data-gathering from Internet sources which may be unreliable or even misleading.
It is true that the Internet can be invaluable for adults (for example in distance learning or
self-study modules) who are able to discriminate between sources and sift information to marshal their facts. However, this is a mature skill and we should not assume that school age pupils are ready to do this
Overall, it appears that course books, with their quality and depth of material, are set to remain an integral part of the syllabus. The internet can be judged a useful supplement to this, if used carefully and under supervision.
Grammar and spelling errors:
Line 9, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Self-study
...s for example in distance learning or self-study modules who are able to discriminate be...
^^^^^^^^^^
Transition Words or Phrases used:
first, firstly, furthermore, however, if, may, so, as for, for example, in fact, such as, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 13.1623246493 129% => OK
Auxiliary verbs: 6.0 7.85571142285 76% => OK
Conjunction : 16.0 10.4138276553 154% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 25.0 24.0651302605 104% => OK
Preposition: 36.0 41.998997996 86% => OK
Nominalization: 9.0 8.3376753507 108% => OK
Performance on vocabulary words:
No of characters: 1628.0 1615.20841683 101% => OK
No of words: 303.0 315.596192385 96% => OK
Chars per words: 5.37293729373 5.12529762239 105% => OK
Fourth root words length: 4.17215713816 4.20363070211 99% => OK
Word Length SD: 3.01657386659 2.80592935109 108% => OK
Unique words: 185.0 176.041082164 105% => OK
Unique words percentage: 0.610561056106 0.561755894193 109% => OK
syllable_count: 506.7 506.74238477 100% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 11.0 16.0721442886 68% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 27.0 20.2975951904 133% => The Avg. Sentence Length is relatively long.
Sentence length SD: 48.4882195798 49.4020404114 98% => OK
Chars per sentence: 148.0 106.682146367 139% => OK
Words per sentence: 27.5454545455 20.7667163134 133% => OK
Discourse Markers: 9.09090909091 7.06120827912 129% => OK
Paragraphs: 6.0 4.38176352705 137% => Less paragraphs wanted.
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.181278766937 0.244688304435 74% => OK
Sentence topic coherence: 0.0691613377954 0.084324248473 82% => OK
Sentence topic coherence SD: 0.0515516345202 0.0667982634062 77% => OK
Paragraph topic coherence: 0.0861213960818 0.151304729494 57% => OK
Paragraph topic coherence SD: 0.0364541954321 0.056905535591 64% => OK
Essay readability:
automated_readability_index: 17.6 13.0946893788 134% => OK
flesch_reading_ease: 35.61 50.2224549098 71% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 15.0 11.3001002004 133% => OK
coleman_liau_index: 14.16 12.4159519038 114% => OK
dale_chall_readability_score: 10.03 8.58950901804 117% => OK
difficult_words: 97.0 78.4519038076 124% => OK
linsear_write_formula: 16.0 9.78957915832 163% => OK
gunning_fog: 12.8 10.1190380762 126% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
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Maximum five paragraphs wanted.
Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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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.