Some teachers prefer to record the lecture in advance so that students can familiarize first. In the class, students raise questions and discuss content related to the lecture. Do you think this method effective?
In contemporary school, there is more knowledge which students required to comprehend, while the class hours diminished. Thus, it is really a setback for teachers stating all points in the class. Some teachers, especially in university, give students record of lecture before class to help them get an early state of understanding about contents. However, in my perspective, I think it is not an appropriate approach for reasons as follows.
To begin with, it is impractical to ask students spend extra hours out class to watch the videos. To withstand the fierce completion in society, nowadays students have to learn a plethora of skills which not overlap with academic knowledge. Therefore, they don’t have enough spare time for watching such videos. For instance, to paving the way for my future career, I have to spend almost every evening on studying English and doing projects. Also, I have a professor who like give assignments about watching his lecture videos; I really don’t have enough time to do so. Consequently, I just pretend I have watched it, gaining nothing from his classes.
Furthermore, it will be low efficient to learn by students themselves. On the one hand, the record will not explain itself; the professor’s instruction is indispensible when point is difficult to illustrate. If students learn these things by themselves, it is possible that they will draw out a wrong conclusion. A typical case is that I learned mass transportation engineering last semester. Once I had to fig out some key points in my text-book by myself, because I miss the class. Tough I have endeavored to solve the problems, they seemed just become more and more confusing. Hence, I met my professor of the class the second day. Surprisingly, she helped me fig it out within five minutes. Therefore, I think an instructor can make things different. On the other hand, discussion on class can be time-consuming, because students are likely disrupted by other topic, such as an interesting television program showed yesterday or an up-to-date video game. As a result, a lot of time is occupied, whereas minor benefits it can create. Were I student who want to really gain something from the class, It might as well just listen professor speaking on stage.
In light of all above arguments, I believe it is safe to say that it is too idealistic to ask students to learn by themselves with lecture record. It is neither easy to practice nor high efficient. I think It is not appreciable.
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- Some teachers prefer to record the lecture in advance so that students can familiarize first. In the class, students raise questions and discuss content related to the lecture. Do you think this method effective? 70
- Some teachers prefer to record the lecture in advance so that students can familiarize first. In the class, students raise questions and discuss content related to the lecture. Do you think this method effective? 70
Grammar and spelling errors:
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... it, gaining nothing from his classes. Furthermore, it will be low efficient to...
^^^^^^
Line 5, column 1166, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ust listen professor speaking on stage. In light of all above arguments, I belie...
^^^^^
Transition Words or Phrases used:
also, consequently, furthermore, hence, however, if, really, second, so, therefore, thus, well, whereas, while, for instance, i think, such as, as a result, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 4.0 13.8261648746 29% => More conjunction wanted.
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 49.0 43.0788530466 114% => OK
Preposition: 59.0 52.1666666667 113% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2094.0 1977.66487455 106% => OK
No of words: 418.0 407.700716846 103% => OK
Chars per words: 5.00956937799 4.8611393121 103% => OK
Fourth root words length: 4.52162009685 4.48103885553 101% => OK
Word Length SD: 3.00149913323 2.67179642975 112% => OK
Unique words: 235.0 212.727598566 110% => OK
Unique words percentage: 0.562200956938 0.524837075471 107% => OK
syllable_count: 643.5 618.680645161 104% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.0168373911 48.9658058833 80% => OK
Chars per sentence: 83.76 100.406767564 83% => OK
Words per sentence: 16.72 20.6045352989 81% => OK
Discourse Markers: 7.56 5.45110844103 139% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 11.0 4.88709677419 225% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.202314610848 0.236089414692 86% => OK
Sentence topic coherence: 0.0525422501726 0.076458572812 69% => OK
Sentence topic coherence SD: 0.0405490741148 0.0737576698707 55% => OK
Paragraph topic coherence: 0.126090068534 0.150856017488 84% => OK
Paragraph topic coherence SD: 0.0362514161669 0.0645574589148 56% => OK
Essay readability:
automated_readability_index: 10.5 11.7677419355 89% => Automated_readability_index is low.
flesch_reading_ease: 63.7 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.4 10.1575268817 83% => OK
coleman_liau_index: 11.48 10.9000537634 105% => OK
dale_chall_readability_score: 8.17 8.01818996416 102% => OK
difficult_words: 99.0 86.8835125448 114% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 8.4 10.0537634409 84% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.