Courses, the founding stone of students' academic learning, have been valued and even trigger heated discussions. Some people argue that students should take courses with professors whose classes they have never taken before. Contrary to these people's views is my perspective that we should take courses taught by professors with whom we have already had other classes during our past years of study, which contributes to our learning efficiency and academic research.
What should be prioritized is that we should enroll in modules taught by familiar teachers. Compared with courses educated by strange professors, we can improve our learning productivity. After attending the professor's other courses, we will be familiar with his pedagogical tactics, such as his speaking speed and the time spent answering questions. By knowing the professor's teaching strategies, we can have better preparation for the courses. For example, if the professor speaks fast, making us hard to follow in the class, we can review the textbook and scrutinize the concepts beforehand, which can help mitigate the situation and facilitate us to master the subject. Therefore, our productivity may increase. On the contrary, if we take courses educated by professors we do not know, we may find it arduous to adapt to their teaching method, which is detrimental to our efficiency. For example, a professor who never explicates complex math equations may lead us to struggle in mathematical deduction if we have already gotten custom to other teachers who teach with details.
What should be equally worth discussing is that learning with the professor we are already acquainted with is conducive to our research achievement. In the university, if we have a strong interest in a research topic conducted by a certain professor, we can take the initiative to join the group. This motivation is based on the fact that one has already had a deep understanding of a professor's research interest and also knows about his personality. To a certain extent, only by taking courses taught by a certain professor can we have these insights. Thus, taking courses instructed by familiar professors could provide us with information relating to the professor's disposition and research thesis. Take me as an example. Professor Zeng was the teacher of Introduction to Artificial Intelligence and Machine Learning. I took the first course when I was a freshman, and then I continued to take the second course when I was a sophomore. After continuously taking these two courses, I was intrigued by the magic of AI and knew Prof. Zeng is a prominent researcher. Then I joined his lab, and finally, I had a publication in a well-known AI journal.
To conclude, only by taking courses conducted by familiar professors can we be more efficient and have excellent research opportunities.
- Do you agree or disagree with the following statement Visiting museums is the best way to learn about a country 73
- Do you agree or disagree with the following statement People who develop many different skills are more successful than people who focus on only one skill Use specific reasons and examples to support your answer 88
- Do you agree or disagree with the following statement Would you prefer to take courses taught by professors with whom you have already had other classes during your past years of study or would you prefer to take courses with professors whose classes you 76
- In the past young people depended on their parents for making decisions Today young people are better able to make decisionson their own 90
- Do you agree or disagree with the following statement Visiting museums is the best way to learn about a country 73
Grammar and spelling errors:
Line 5, column 660, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
...ide us with information relating to the professors disposition and research thesis. Take m...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, if, may, second, so, then, therefore, thus, well, for example, such as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 55.0 52.1666666667 105% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2393.0 1977.66487455 121% => OK
No of words: 458.0 407.700716846 112% => OK
Chars per words: 5.22489082969 4.8611393121 107% => OK
Fourth root words length: 4.62611441266 4.48103885553 103% => OK
Word Length SD: 3.00687683942 2.67179642975 113% => OK
Unique words: 228.0 212.727598566 107% => OK
Unique words percentage: 0.497816593886 0.524837075471 95% => More unique words wanted or less content wanted.
syllable_count: 736.2 618.680645161 119% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 54.6910898768 48.9658058833 112% => OK
Chars per sentence: 104.043478261 100.406767564 104% => OK
Words per sentence: 19.9130434783 20.6045352989 97% => OK
Discourse Markers: 4.95652173913 5.45110844103 91% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.255435466605 0.236089414692 108% => OK
Sentence topic coherence: 0.0840695125177 0.076458572812 110% => OK
Sentence topic coherence SD: 0.0661400338012 0.0737576698707 90% => OK
Paragraph topic coherence: 0.183499191173 0.150856017488 122% => OK
Paragraph topic coherence SD: 0.0615457745776 0.0645574589148 95% => OK
Essay readability:
automated_readability_index: 13.1 11.7677419355 111% => OK
flesch_reading_ease: 52.19 58.1214874552 90% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 13.0 10.9000537634 119% => OK
dale_chall_readability_score: 8.68 8.01818996416 108% => OK
difficult_words: 119.0 86.8835125448 137% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 9.0 10.247311828 88% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.