Do you agree or disagree with the following statement?It is difficult for teachers to be both popular ( well-liked ) and effective to help students learning.

Essay topics:

Do you agree or disagree with the following statement?

It is difficult for teachers to be both popular ( well-liked ) and effective to help students learning.

Currently, society has witnessed an unprecedented boom in the economy, thus there is an increasing number of individuals attaching importance to the education industry. They are endeavoring to ensure that teachers can help students learning efficaciously while gaining popularity among their students. Personally speaking, I cannot concur with this opinion and my view can be substantiated as follows.
To start with, helping students learning is time-consuming, thus teachers cannot allocate sufficient time to develop or maintain their relationships with their students. It is widely acknowledged that before giving a lecture, teachers have to make a lot of preparation. Experienced and seasoned teachers usually preview the textbooks and attach some notes, so that they are informed which part is difficult and burdensome for students to understand during the lectures. Meanwhile, they also need to allocate time to change their teaching schedules according to students’ feedback. Therefore, all their spare time has been spent on finishing their pedagogical tasks and no extra time they can conserve to develop or ameliorate their relationships with students. The research conducted by Economists indicates that, among all sampled teachers, only 5% of teachers reckon that they are free to enhance their relationship with students. While majorities of teachers are not only preoccupied with their pedagogical tasks but also burdened with numerous trivial affairs, such as, making comments to students, talking to disruptive students’ guardians and things like that, which makes them fail to distribute sufficient to reinforce their teachers-to-students bonds.
What’ s more, efficient learning is equated with more practices and stringent principles implemented by teachers, under this circumstance, students involved in such classes are nerve-racking and all their attention is attached to the knowledge inculcated by their teachers, which means that they are not likely to be fascinated by teachers’ personal charisma. To be more specific, a myriad of teachers who are reputed for their good teaching outcomes are likely to select students randomly to come to the blackboards to answer questions that put forward by them. Students, due to their self-esteem and self-dignity, are afraid to commit mistakes, which makes them freak out. In this situation, threatened by teachers’ sternness, they cannot engage interests in teachers’ personal glamor, which provides poor ambiance for them to germinate good relationships. Here is a case in the point. Once I was in high school, my school ran an evaluation of teachers’ performance. The result of this assessment was astonishing, the teachers, who took the lead in the ranking, were not renowned for their expertise, some of them were even notorious for their poor pedagogical performance. On the contrary, those seasoned teachers merely owned little supporting ballots. My classmates told me that despite those experienced teachers’ eminent performance in teaching, they were afraid of them. Especially when being mandated to answer questions in class, they were nearly freaking out, which deprived them of extra attention that can be paid to teachers’ glamorous personalities. This example illuminates that sternness caused by teachers with efficacious pedagogical methods usually impedes students from keeping an eye on teachers’ charismatic characteristics.
Admittedly, some teachers are adept in both efficacious teaching and developing good relationships with students. Nevertheless, it is keenly rare and this standard cannot be applied to request every teacher since most of them are mediocre and mundane.
In a nutshell, I would like to reiterate my view that teachers cannot excel in ameliorating relationships with students and yielding fruitful teaching outcomes at the same time since it is a back-breaking request for teachers and students, who are burdened with excessive school assignments, also cannot pay enough attention to teachers’ charisma.

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Average: 7.3 (1 vote)
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Comments

Transition Words or Phrases used:
also, but, if, nevertheless, so, therefore, thus, while, such as, on the contrary, to start with

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 34.0 15.1003584229 225% => Less to be verbs wanted.
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 22.0 11.0286738351 199% => OK
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 90.0 52.1666666667 173% => OK
Nominalization: 14.0 8.0752688172 173% => OK

Performance on vocabulary words:
No of characters: 3475.0 1977.66487455 176% => OK
No of words: 599.0 407.700716846 147% => Less content wanted.
Chars per words: 5.80133555927 4.8611393121 119% => OK
Fourth root words length: 4.94716853372 4.48103885553 110% => OK
Word Length SD: 3.30529838622 2.67179642975 124% => OK
Unique words: 304.0 212.727598566 143% => OK
Unique words percentage: 0.507512520868 0.524837075471 97% => OK
syllable_count: 1044.0 618.680645161 169% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 7.0 4.94265232975 142% => OK

Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 82.454490815 48.9658058833 168% => OK
Chars per sentence: 144.791666667 100.406767564 144% => OK
Words per sentence: 24.9583333333 20.6045352989 121% => OK
Discourse Markers: 4.0 5.45110844103 73% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.210748055304 0.236089414692 89% => OK
Sentence topic coherence: 0.0700302874413 0.076458572812 92% => OK
Sentence topic coherence SD: 0.0469110614764 0.0737576698707 64% => OK
Paragraph topic coherence: 0.135553809319 0.150856017488 90% => OK
Paragraph topic coherence SD: 0.0162040830268 0.0645574589148 25% => 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: 18.4 11.7677419355 156% => OK
flesch_reading_ease: 38.66 58.1214874552 67% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 16.66 10.9000537634 153% => OK
dale_chall_readability_score: 9.55 8.01818996416 119% => OK
difficult_words: 179.0 86.8835125448 206% => Less difficult words wanted.
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?

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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.