If a professor wants students to learn as much as possible about a project in a short period of time, is it better to work in a group or is it better to let students study alone?
Students will have to absorb knowledge by using an efficient way in modern society. This will raise the question of whether students should work in a group or study alone to learn as much as possible about a project in a short period of time. I will take the position that students should work in a group to learn about a project.
First of all, working in a group could learn more efficiently because we could share our thoughts about this project with each other and motivate us to generate a more splendid understanding of this project quickly. My own experience could be a suitable example. When I was an undergraduate, I once attended a seminar-oriented history course. In this class, the professor divided us into groups and requested each of us to propose at least a reason for the industrial revolution succeeding in the eighteenth century. Initially, I couldn’t develop a compelling opinion by myself because I was not familiar with this period of history. However, I chose to inquire other classmates’ about their ideas, and they gave me lots of helpful knowledge, like the origin of the industrial revolution and the invention of the steam engine. Moreover, we could use a great deal of time to discuss and understand the reading materials instead of spending our time searching for the answer on the Internet. Finally, I could integrate reading materials and other classmates’ thoughts to fully generate my own opinion about this historical topic. By contrast, if we didn’t take this form of discussion, we may not be capable of absorbing this knowledge efficiently and fast. Instead, we probably consumed lots of time to get relevant information about this topic.
Second, working in a group will let us learn more carefully because we can divide the project into smaller parts and distribute each part to different people. Take my own previous experience, for example, when I was an undergraduate, I once attended a physics course. In the class, the professor designed a scientific project and demanded us to work in a group. Because this scientific project was more complicated than our initial expectation, we chose to partition this project into smaller processes and conquer each part by different people, such as the observational part and experimental part. Therefore, everyone could focus on a certain topic more carefully instead of dealing with each item alone at one time. Finally, when everyone completed their tasks, we could merge each section into a more refined project. Moreover, if we had some questions about certain issues, we could immediately inquire about these problems from our group members in charge of this section and gain a fairly accurate answer instantly. In contrast, if we didn’t work in a group, we may not be able to accomplish this troublesome project alone because this project had lots of details to handle.
To sum up, these are the two reasons why I prefer to work in a group. Teamwork could make us not only absorb the relevant knowledge more efficiently but also learn each part of this project in more detail.
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Grammar and spelling errors:
Line 1, column 101, Rule ID: WHETHER[3]
Message: Wordiness: Shorten this phrase to the shortest possible suggestion.
Suggestion: whether; the question whether
... way in modern society. This will raise the question of whether students should work in a group or stud...
^^^^^^^^^^^^^^^^^^^^^^^
Line 1, column 228, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
... as possible about a project in a short period of time. I will take the position that students...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, however, if, may, moreover, second, so, therefore, at least, for example, in contrast, such as, first of all, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 15.1003584229 53% => More to be verbs wanted.
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 4.0 11.0286738351 36% => More relative clauses wanted.
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2575.0 1977.66487455 130% => OK
No of words: 515.0 407.700716846 126% => OK
Chars per words: 5.0 4.8611393121 103% => OK
Fourth root words length: 4.763781212 4.48103885553 106% => OK
Word Length SD: 2.8392200873 2.67179642975 106% => OK
Unique words: 230.0 212.727598566 108% => OK
Unique words percentage: 0.446601941748 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 802.8 618.680645161 130% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 7.0 3.51792114695 199% => 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: 22.0 20.1344086022 109% => OK
Sentence length SD: 48.9370569073 48.9658058833 100% => OK
Chars per sentence: 111.956521739 100.406767564 112% => OK
Words per sentence: 22.3913043478 20.6045352989 109% => OK
Discourse Markers: 6.34782608696 5.45110844103 116% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
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: 0.233943633905 0.236089414692 99% => OK
Sentence topic coherence: 0.0849659687121 0.076458572812 111% => OK
Sentence topic coherence SD: 0.113410261487 0.0737576698707 154% => OK
Paragraph topic coherence: 0.191436537844 0.150856017488 127% => OK
Paragraph topic coherence SD: 0.145549832188 0.0645574589148 225% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.3 11.7677419355 113% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 12.02 10.9000537634 110% => OK
dale_chall_readability_score: 8.22 8.01818996416 103% => OK
difficult_words: 114.0 86.8835125448 131% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 10.8 10.0537634409 107% => 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: 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.