The behavior demonstrated by the students are greatly impacted by the people surrounding them in their day-day life. In general, a student tends to spend his/her most of the time in the school where they are surrounded by many different people, but most of the time by teachers and their colleagues. Although some may argue that a student spends most of their time with friends and gets influenced in the process, I strongly believe that major influence on the students is because of their teachers who guide them during their learning process.
The foremost reason why I am in support of the argument is: the students consciously or subconsciously imitate their senior members as compared to their friends. For the supporting example, one needs a look no further than my school experience. While we (me and my class friends) were playing football in our sports class with the teacher on the field, two of the teammates unusually collided with each other resulting in a serious injury to one of them. At that instance, no one approached the injured student due to fear or sudden harsh impact on them. However, within a quick time, the sports teacher (who was on the field) rushed to the student with the first-aid kit. Later, he advised students to help their teammates as soon as possible in such situations. A month later, a similar incident happened in the field, and, guess what, this time every student immediately went after the students and started the first aid treatment. Thus, it can be easily perceived that students were strongly influenced by the teacher's deeds and imitated them in similar future events.
Another subtle reason that strengthens my claim is that students idolize teachers as their role models and devote themselves to developing like them. Some students want to reflect like/her teacher in terms of career making him/passionate about their future. The evident example of this particular claim is my career itself. During my undergraduate study in civil engineering (branch of engineering that deals with design and analysis of infrastructures), I came across my reinforced concrete design subject teacher, namely Dr. Dipendra Gautam. He is a popular figure in the civil engineering field in Nepal due to his research contributions, specifically in the field of structural engineering--the civil engineering branch that deals with structures. I went through his research papers accessing them from the laboratory and was enticed by his motive of the work to impact the lives of the people through engineering. Thus, I chose to direct my career in the field of structural engineering and invested my time in the subjects related to it. After its completion, I joined a research lab and learned a lot about structural engineering. Now, I recently assisted earthquake-resistant housing constructions in one of the rural communities of Nepal which was devastated by the earthquake. It instilled a great measure of contention inside me. Had I never idolized him and dedicated time in the particular area, I would never have been able to achieve that feat.
Taking account of the above-mentioned reasons, the teachers greatly impact students' behavior and the way they think since they are role models for them and feel secure to share their ideas.
Grammar and spelling errors:
Line 1, column 222, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...the school where they are surrounded by many different people, but most of the time by teacher...
^^^^^^^^^^^^^^
Line 2, column 399, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an unusual manner" with adverb for "unusual"; eg, "in a hasty manner" with "hastily".
... the teammates collided with each other in an unusual manner resulting a serious injury to one of th...
^^^^^^^^^^^^^^^^^^^^
Line 3, column 163, Rule ID: AGREEMENT_SENT_START[1]
Message: You should probably use 'want'.
Suggestion: want
...ves to develop like them. Some students wants to reflect like his/her teacher in term...
^^^^^
Transition Words or Phrases used:
but, first, however, if, look, may, so, still, then, thus, while, in general
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 72.0 43.0788530466 167% => Less pronouns wanted
Preposition: 87.0 52.1666666667 167% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2731.0 1977.66487455 138% => OK
No of words: 537.0 407.700716846 132% => OK
Chars per words: 5.08566108007 4.8611393121 105% => OK
Fourth root words length: 4.81386128306 4.48103885553 107% => OK
Word Length SD: 2.87512301872 2.67179642975 108% => OK
Unique words: 283.0 212.727598566 133% => OK
Unique words percentage: 0.527001862197 0.524837075471 100% => OK
syllable_count: 829.8 618.680645161 134% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 50.6141861656 48.9658058833 103% => OK
Chars per sentence: 118.739130435 100.406767564 118% => OK
Words per sentence: 23.347826087 20.6045352989 113% => OK
Discourse Markers: 3.30434782609 5.45110844103 61% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.88709677419 184% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.257803001065 0.236089414692 109% => OK
Sentence topic coherence: 0.0696166790806 0.076458572812 91% => OK
Sentence topic coherence SD: 0.0665986574052 0.0737576698707 90% => OK
Paragraph topic coherence: 0.161279510095 0.150856017488 107% => OK
Paragraph topic coherence SD: 0.0708324493093 0.0645574589148 110% => OK
Essay readability:
automated_readability_index: 14.2 11.7677419355 121% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.54 10.9000537634 115% => OK
dale_chall_readability_score: 8.84 8.01818996416 110% => OK
difficult_words: 138.0 86.8835125448 159% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 13.0 10.247311828 127% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.