Teaching strategy, the founding stone of education, has been valued and even triggered heated discussion over how to boost students’ in-class productivity. In other people’s view, teachers can first let students get familiar with the recorded lecture and then help them practise the content in the video in class. For my perspective, it is a beneficial way because it contributes to students’ interest and efficiency.
What should be prioritized is that filming the course beforehand, because such early-filmed materials can help students trigger their interest. To begin with, early lectures uaually replete with introductory and general concepts, which are accessible for students to comprehend. After understanding these straightforward topics, students may found some of them interesting and conduct further research on them;on the contrary, if students have to learn the topics in the class from scratch , they may have no time to scrutinize every concepts because they need to concentrate and follow their teachers’ lectures in the class. Moreover, studying lectures ahead of time is benefical for students to explore more. In detail, after encountering obsucre concepts in the early lecture, they can search relevent materials on the Internet, which will further their comprehension or even stimulate them to review more . On the other hand, students’ thoughts may be limited in the classroom if without the access to early courses.
What should be equally discussed is that early recorded lectures, compared with on-site learning, contribute to students’ efficiency in class, by facilitating them to reduce the time they spend on puzzling over the questions they come up against. To begin with, when exploring in a new scope, students will confront with enormous puzzles. If they are provided with early recorded lectures, they can be exposed in questions in advance , so they can have more time to survey and have deep analysis on such problems. Thus, most of their puzzles may be solved early and the time spent on such difficulties is reduced in the class. By contrast, if students are not equipped with these courses, they need to devote much time to figuring out the solutions to the puzzles in the class. Moreover, being provided with early lectures, students can be more concentrated on the classes. To explain it further, students may possibly not able to solve all of the puzzles they encounter, so they need their teachers’ assistances to help solve them. Thus, with unsolved questions, students will be more focused on the class in the purpose of not missing the related topics or potential answers.
To conclude, only by providing students with early recorded lectures, they can reap the maximum benefits in the class.
Grammar and spelling errors:
Line 3, column 490, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...arn the topics in the class from scratch , they may have no time to scrutinize eve...
^^
Line 3, column 909, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...on or even stimulate them to review more . On the other hand, students’ thoughts m...
^^
Line 5, column 293, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...gin with, when exploring in a new scope, students will confront with enormous puz...
^^
Line 5, column 435, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...y can be exposed in questions in advance , so they can have more time to survey an...
^^
Line 5, column 908, Rule ID: MIGHT_PERHAPS[1]
Message: Use simply 'may', 'possibly'.
Suggestion: may; possibly
...lasses. To explain it further, students may possibly not able to solve all of the puzzles th...
^^^^^^^^^^^^
Line 5, column 908, Rule ID: MAY_COULD_POSSIBLY[1]
Message: Use simply 'may'.
Suggestion: may
...lasses. To explain it further, students may possibly not able to solve all of the puzzles th...
^^^^^^^^^^^^
Line 5, column 939, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...students may possibly not able to solve all of the puzzles they encounter, so they need th...
^^^^^^^^^^
Transition Words or Phrases used:
but, first, if, may, moreover, so, then, thus, on the contrary, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 13.1623246493 129% => OK
Auxiliary verbs: 20.0 7.85571142285 255% => Less auxiliary verb wanted.
Conjunction : 10.0 10.4138276553 96% => OK
Relative clauses : 5.0 7.30460921844 68% => More relative clauses wanted.
Pronoun: 31.0 24.0651302605 129% => Less pronouns wanted
Preposition: 77.0 41.998997996 183% => OK
Nominalization: 2.0 8.3376753507 24% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2323.0 1615.20841683 144% => OK
No of words: 436.0 315.596192385 138% => Less content wanted.
Chars per words: 5.32798165138 5.12529762239 104% => OK
Fourth root words length: 4.56953094068 4.20363070211 109% => OK
Word Length SD: 2.850627761 2.80592935109 102% => OK
Unique words: 217.0 176.041082164 123% => OK
Unique words percentage: 0.497706422018 0.561755894193 89% => More unique words wanted or less content wanted.
syllable_count: 688.5 506.74238477 136% => 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: 1.0 2.52805611222 40% => OK
Subordination: 7.0 2.10420841683 333% => Less adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 13.0 4.76152304609 273% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 18.0 16.0721442886 112% => OK
Sentence length: 24.0 20.2975951904 118% => OK
Sentence length SD: 61.9383654217 49.4020404114 125% => OK
Chars per sentence: 129.055555556 106.682146367 121% => OK
Words per sentence: 24.2222222222 20.7667163134 117% => OK
Discourse Markers: 5.33333333333 7.06120827912 76% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 7.0 5.01903807615 139% => OK
Sentences with positive sentiment : 12.0 8.67935871743 138% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.354454624091 0.244688304435 145% => OK
Sentence topic coherence: 0.12928202622 0.084324248473 153% => OK
Sentence topic coherence SD: 0.0555941019405 0.0667982634062 83% => OK
Paragraph topic coherence: 0.238096394695 0.151304729494 157% => OK
Paragraph topic coherence SD: 0.0419272243676 0.056905535591 74% => OK
Essay readability:
automated_readability_index: 15.8 13.0946893788 121% => OK
flesch_reading_ease: 47.12 50.2224549098 94% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 13.93 12.4159519038 112% => OK
dale_chall_readability_score: 9.1 8.58950901804 106% => OK
difficult_words: 118.0 78.4519038076 150% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 11.6 10.1190380762 115% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 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.