The issue of where the place should be to educate students is a hot-debated one. Education not merely means sitting in the classroom and teaching, but also should let students learn something beyond the book. A general controversy rises up when the two are presented together. It has been widely acknowledged that spending more time learning in class can achieve more knowledge. However, it doesn't mean that field trips are not worthwhile. In my opinion, learning in the classroom and trips in the field are equally important, there is no matter which one is more important.
On the one hand, studying in the classroom at school is the foundation of field trips. In the classroom, there is usually a systemic education structure and efficient study surroundings, which can provide students with a completely basic knowledge, which is quite vital in afterward study and practice and, in the longer term, essential to their whole life. If children haven't this basic knowledge in mind, field trips or other practice activities are meaningless. For example, if a student hasn’t enough background knowledge in history, when he enters the museums, what he will achieve is this thing is beautiful and this thing is not, I think this isn't the intent of field trips. What is more, classroom education always teaches children the thinking approach when facing something new. Only if children are equipped with the ability to think independently, can these field trips be really meaningful, otherwise, the field trips are just a 'trip'.
On the other hand, field trips can provide compensation for classroom teaching. It is impossible that everything can be taught in the classroom. Many knowledges and skills can only be accepted after students really have seen or done it. For example, when we teach them about animals, if we only teach them with what the animals’ appearance or habit by oral or picture in book, it's hard for them to understand. But if we let students make a field trip in zoo, the teaching become more vivid. In this way, not only could students learn knowledge more efficiently, but also could make them have the sense of protecting the environment. At the same time, field trips could reinforce the knowledge studied in the classroom and make students more willing to study. For instance, when students see something studied in class, they will remember this knowledge and feel quite delighted, which is positive feedback in study.
With reference to the argument above, there should be no absolute superiority of either one to the other. People possess the right to decide which one is more suitable and beneficial for them. As a consequence, it is reasonable to conclude that field trips are equally important than studying in the classroom.
- Should the children go field trips such as museum Or learn in the classroom 70
- D A To remain happy and optimistic when you fail is more important than achieving success 73
- D A To remain happy and optimistic when you fail is more important than achieving success 70
- Some people think that it is an important part of a child s education to go on field trips for example museums other people think a child s time is better spent learning in a classroom at school What is your opinion 73
Grammar and spelling errors:
Line 1, column 392, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...can achieve more knowledge. However, it doesnt mean that field trips are not worthwhil...
^^^^^^
Line 2, column 370, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: haven't
...ential to their whole life. If children havent this basic knowledge in mind, field tri...
^^^^^^
Line 2, column 650, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: isn't
...ful and this thing is not, I think this isnt the intent of field trips. What is more...
^^^^
Transition Words or Phrases used:
also, but, however, if, really, so, while, for example, for instance, i think, in my opinion, what is more, with reference to, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 31.0 43.0788530466 72% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2303.0 1977.66487455 116% => OK
No of words: 457.0 407.700716846 112% => OK
Chars per words: 5.03938730853 4.8611393121 104% => OK
Fourth root words length: 4.62358717085 4.48103885553 103% => OK
Word Length SD: 2.70572975855 2.67179642975 101% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.485776805252 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 694.8 618.680645161 112% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 49.7823239027 48.9658058833 102% => OK
Chars per sentence: 100.130434783 100.406767564 100% => OK
Words per sentence: 19.8695652174 20.6045352989 96% => OK
Discourse Markers: 6.26086956522 5.45110844103 115% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.22019262738 0.236089414692 93% => OK
Sentence topic coherence: 0.0724096286446 0.076458572812 95% => OK
Sentence topic coherence SD: 0.0488339014158 0.0737576698707 66% => OK
Paragraph topic coherence: 0.142646676784 0.150856017488 95% => OK
Paragraph topic coherence SD: 0.0303019824945 0.0645574589148 47% => 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: 12.2 11.7677419355 104% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.95 10.9000537634 110% => OK
dale_chall_readability_score: 7.83 8.01818996416 98% => OK
difficult_words: 94.0 86.8835125448 108% => OK
linsear_write_formula: 6.5 10.002688172 65% => 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: 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.