Do you agree or disagree with the following statement? It is difficult for a teacher to be both popular (well-liked) and effective in helping students in learning.
Whether a popular teacher cannot be effective in assisting students in learning, and vice versa, arouses a heated debate. As for me, I fully agree that it is extremely challenging for educators to strike a balance between effectiveness and popularity. My reasons are as follows.
Students, in general, prefer energetic teachers as opposed to strict teachers. In other words, if a teacher wants to become popular and being liked by pupils, they need to sacrifice being strict to students. As a result, students' learning efficiency will undoubtedly deteriorate significantly. Take my middle school music teacher as an example. My music teacher wanted to be friendly toward her students. She frequently spotted her students spacing out and gossiping during the class, but owing to the fact that my music teacher wanted to maintain her popularity, she chose to tolerate her students' misbehaviors. Unfortunately, since most students were unattentive throughout the entire lecture, nobody had gotten a score higher than B-minus on their final exams. Contrarily, my high school math teacher, Mr. Lieu, was exceptionally strict; he required his students to do ten diabolical math problems every week. Thus, even though most of his pupils performed well on their midterm math exams, every student, including me, portrayed him as an unforgettable evil villain. Evidently, it is a dillema for an educator to find a balance between populairy and learning productivity.
Conspicuously, the quality of teaching materials is highly related to students' studying efficiency, but once a lecturer becomes popular, he/she might incorporate amusing yet unrelated contents into the material. As a result, the course quality will decrease drastically, which results in students' deterioration of learning effectiveness. As an example, my father is a high school history teacher. One day, my father bumped into a research paper stating that the degree of funny facts in an educator's teaching materials is significantly proportinate to an educator's popularity, so he decided to include intriguing historical facts into his history notes. Nevertheless, students were too obsessed with these funny historical stories that they tend to forgot the important histories that the should have learned. That is, students have problems identifying which section of the history material is essential to their study. Eventually, even though my father become popular in his school, most of his students perform incredibly terrible in history.
In conclusion, I completely agree that being poplar and helping students become effective is contradictory due to the aforementioned reasons.
- Which is more important for a school To buy new equipment or hire famous teachers 80
- It is more important to use your own knowledge and experience than ask others knowledge and experience to solve problems 76
- Do you agree or disagree Having a job in which you work with other people is better than having a job in which you work alone 90
- Do you agree or disagree with the following statement Movies and television have more negative effects than positive effects on the way young people behave Use specific reasons and examples to support your answer 73
- Some high school teachers spend most of class time lecturing while the students listen and take notes Other high school teachers spend most of class time on discussion and projects that students are highly involved in and exchange their ideas Which of the 83
Grammar and spelling errors:
Line 5, column 556, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'educators'' or 'educator's'?
Suggestion: educators'; educator's
...als is significantly proportinate to an educators popularity, so he decided to include in...
^^^^^^^^^
Transition Words or Phrases used:
but, if, nevertheless, so, thus, well, as for, in conclusion, in general, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 43.0 43.0788530466 100% => OK
Preposition: 46.0 52.1666666667 88% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2252.0 1977.66487455 114% => OK
No of words: 404.0 407.700716846 99% => OK
Chars per words: 5.57425742574 4.8611393121 115% => OK
Fourth root words length: 4.48327461151 4.48103885553 100% => OK
Word Length SD: 3.0790726149 2.67179642975 115% => OK
Unique words: 235.0 212.727598566 110% => OK
Unique words percentage: 0.581683168317 0.524837075471 111% => OK
syllable_count: 706.5 618.680645161 114% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 54.9293093434 48.9658058833 112% => OK
Chars per sentence: 107.238095238 100.406767564 107% => OK
Words per sentence: 19.2380952381 20.6045352989 93% => OK
Discourse Markers: 4.80952380952 5.45110844103 88% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.243673384385 0.236089414692 103% => OK
Sentence topic coherence: 0.0736133933678 0.076458572812 96% => OK
Sentence topic coherence SD: 0.052724779755 0.0737576698707 71% => OK
Paragraph topic coherence: 0.171583328626 0.150856017488 114% => OK
Paragraph topic coherence SD: 0.0500243374102 0.0645574589148 77% => OK
Essay readability:
automated_readability_index: 14.4 11.7677419355 122% => OK
flesch_reading_ease: 43.73 58.1214874552 75% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 15.03 10.9000537634 138% => OK
dale_chall_readability_score: 9.58 8.01818996416 119% => OK
difficult_words: 128.0 86.8835125448 147% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 Out of 30
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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.