Opinions are divided as to whether it is effective for students not to do homework or whether it is more effiecient to use homework as an essential method to teach children. This essay is going to discuss both sides and argue for why I am more in favor of the latter.
Granted, it is understandable why some might subscribe to the viewpoint that teachers should not give homework to children. The first rationale for this is that it will help the study quality of children become better, given that they have less things to do. For example, a student tend to have numerous extra classes and knowledge to deal with, if they are not given homework, it would be less stressful and intense. As a result, students can be more delightful and passionate for learning. Another notable argument for this is that homework is just a factor to evaluate student's understanding. In fact, homework can consume so much time and effort of both teachers and students. For instance, there are many ways to check whether a pupil can catch up with the lesson or not such as asking them a simple question, making them solve a problem. Consequently, both teachers and pupils are relieved and less time-consuming.
Notwithstanding the aforementioned arguments, there are compelling reasons that homework is vital for teaching programs. First and foremost, it helps pupils increase their study equality, considering that individuals can learn how to apply their knowledge into reality. For this reason, children will have a practical look from homework to life. To add credence to my argument, doing homework is a good way for students to enhance creativity. This is because children are allowed to find out new ways to solve a problem, not just follow their teachers' instruction and sample. Therefore, students can develop their creativity and critical thinking.
In conclusion, I would restate my opinion that while not being given homework is beneficial to some extent, using homework as a way to practice knowledge is more significant.
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Grammar and spelling errors:
Line 1, column 22, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
Opinions are divided as to whether it is effective for students not to do ...
^^^^^^^^^^^^^
Line 3, column 241, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun things is countable.
Suggestion: fewer
...ren become better, given that they have less things to do. For example, a student te...
^^^^
Transition Words or Phrases used:
consequently, first, if, look, so, therefore, while, as to, for example, for instance, in conclusion, in fact, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 13.1623246493 160% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 13.0 10.4138276553 125% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 30.0 24.0651302605 125% => Less pronouns wanted
Preposition: 34.0 41.998997996 81% => OK
Nominalization: 7.0 8.3376753507 84% => OK
Performance on vocabulary words:
No of characters: 1689.0 1615.20841683 105% => OK
No of words: 335.0 315.596192385 106% => OK
Chars per words: 5.04179104478 5.12529762239 98% => OK
Fourth root words length: 4.27820116611 4.20363070211 102% => OK
Word Length SD: 2.86824511312 2.80592935109 102% => OK
Unique words: 179.0 176.041082164 102% => OK
Unique words percentage: 0.534328358209 0.561755894193 95% => OK
syllable_count: 521.1 506.74238477 103% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 4.0 4.76152304609 84% => OK
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 19.0 20.2975951904 94% => OK
Sentence length SD: 35.4864368066 49.4020404114 72% => OK
Chars per sentence: 99.3529411765 106.682146367 93% => OK
Words per sentence: 19.7058823529 20.7667163134 95% => OK
Discourse Markers: 7.70588235294 7.06120827912 109% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 4.0 3.9879759519 100% => OK
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: 0.294397126061 0.244688304435 120% => OK
Sentence topic coherence: 0.0980011265913 0.084324248473 116% => OK
Sentence topic coherence SD: 0.0598874012724 0.0667982634062 90% => OK
Paragraph topic coherence: 0.186815414477 0.151304729494 123% => OK
Paragraph topic coherence SD: 0.0236246253113 0.056905535591 42% => 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: 12.2 13.0946893788 93% => Automated_readability_index is low.
flesch_reading_ease: 52.19 50.2224549098 104% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 10.7 11.3001002004 95% => OK
coleman_liau_index: 11.95 12.4159519038 96% => OK
dale_chall_readability_score: 8.77 8.58950901804 102% => OK
difficult_words: 89.0 78.4519038076 113% => OK
linsear_write_formula: 10.5 9.78957915832 107% => OK
gunning_fog: 9.6 10.1190380762 95% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 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.