Some students prefer classes with frequent discussions between the professor and the students with almost no lectures. Other students prefer classes with many lectures and almost no discussions. Which do you prefer? Use specific reasons and examples to support your answer.
How students are learning at classes can heavily influence students’ behavior and comprehension about the subjects. Personally, I believe that discussing about concepts at a class with other classmates and the professor is beneficial for students. I feel this way for three main reasons, and I will develop these ideas in the subsequent paragraphs.
To begin with, during the discussion at the class, pupils can ask specific questions about academic disciplines from others at the class, so they will be available to learn things comprehensively. Actually, students confront many topics which are ambiguous in classes. However, they will be able to understand about these concepts if they ask others in order to make it clear. On the other hand, in the lecture, teachers only introduce about topics without answering questions from students. Therefore, the things students did not understand will keep unclear for them because they cannot ask question from the professor or other peers.
Secondly, some individuals may feel that discussing about subjects is memorable and fascinating for them, which signifies that this type of learning improves students’ willingness to learn and grades. By contrast, if only the teacher discusses about subjects, it may feel boring for students. Hence, their attendance and attention towards class will decrease. My personal experience as a freshman is a compelling example of this. Last year, I enrolled different classes, some of which allows me to discuss with professors while others require me to keep quiet and take notes. I felt that the discussing with professors is interesting, which caused me to pay attention to classes. Furthermore, asking particular question from teachers and receiving in-depth answer about the question was truly memorable. Conversely, in the classes at which I was incapable of talking with teachers, it was pretty dull for me to study every concept discussed by the professors. Afterwards, I end up receiving poor grades because of my attitude towards class.
Finally, that people discuss about concepts at classes will cause students to read about the concepts daily, so their learning activity will be efficient in a sense. Some learners may be embarrassed if they do not know anything about concepts while others are sharing their opinion and knowledge. Thus, they will start reading about things in order not to seem lazy in others’ eyes. In other words, discussion can be stimulus for students to read their textbooks regularly in order to keep up with others. By contrast, most students tend not to study until a week before exams if the professors exclusively talk in their classes, which cause them to experience relentless fatigue during exam time. Fortunately, discussing at class will probably facilitate students to avoid this type of problem by studying frequently during the whole semester rather than only throughout days before tests.
In summation, I am of the opinion of that talking about academic disciplines at classes is advantageous for learners at the classes. This is because learners may ask specific questions, process of learning will be memorable and interesting, and this type of learning might play the role of stimulus to study regularly.
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...ese ideas in the subsequent paragraphs. To begin with, during the discussion at ...
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...tion from the professor or other peers. Secondly, some individuals may feel that...
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...s because of my attitude towards class. Finally, that people discuss about conce...
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...than only throughout days before tests. In summation, I am of the opinion of tha...
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Transition Words or Phrases used:
actually, conversely, finally, furthermore, hence, however, if, may, second, secondly, so, therefore, thus, while, i feel, talking about, in other words, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 19.0 9.8082437276 194% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 89.0 52.1666666667 171% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2745.0 1977.66487455 139% => OK
No of words: 514.0 407.700716846 126% => OK
Chars per words: 5.34046692607 4.8611393121 110% => OK
Fourth root words length: 4.76146701107 4.48103885553 106% => OK
Word Length SD: 2.84345626506 2.67179642975 106% => OK
Unique words: 242.0 212.727598566 114% => OK
Unique words percentage: 0.470817120623 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 816.3 618.680645161 132% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 41.099411188 48.9658058833 84% => OK
Chars per sentence: 109.8 100.406767564 109% => OK
Words per sentence: 20.56 20.6045352989 100% => OK
Discourse Markers: 7.44 5.45110844103 136% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
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: 0.234791436254 0.236089414692 99% => OK
Sentence topic coherence: 0.0800236064197 0.076458572812 105% => OK
Sentence topic coherence SD: 0.0589947793117 0.0737576698707 80% => OK
Paragraph topic coherence: 0.151127349267 0.150856017488 100% => OK
Paragraph topic coherence SD: 0.0633310415813 0.0645574589148 98% => OK
Essay readability:
automated_readability_index: 14.0 11.7677419355 119% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 13.69 10.9000537634 126% => OK
dale_chall_readability_score: 8.35 8.01818996416 104% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 9.0 10.247311828 88% => 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.