Students can learn as much by watching films as they learn by reading books | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

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Students can learn as much by watching films as they learn by reading books

Throughout history, students have used various methods to study and learn the class materials. Although some people believe that students can learn by watching movies as they can learn by reading books, I believe that the reading has a deep-rooted impact on learning process that movies will not acquire them. I have two significant reasons, on which I will elaborate them in the subsequent paragraphs.

Firstly, movies have various fascinating methods that will disturb students' concentration. To be more specific, the movie makers use numerous ways and equipment to absorb audience and sell their products, like beautiful actors or artificial scence created by computer software. When students watch movies, they will concentrate on these materials, so they will not acquire the lessons provided on movies. For instance, last year, I had a class project on the a movie named the Thor, a movie that a powerful god ties to eliminate the bad forces on the earth and save the human's lives. In the movie, the movie makers used many celebrities and artificial scenes, and when students try to watch the movie they disturbed from the key content of the movie and just focused on the characters attitudes. In this regard, I could not get the content and critisize the movie and failed my project. If I had not concentrated on the artificail scences, I woild have been ablr to critisize it correctly and gain the scores.

Secondly, the books help boost student's imagination and creativity. To be more precise, students when read a book, they do not have any information about the scences or characters' features and attitudes, unless the information that author describes in the lessons. In this regard, when students allocate their time to read books, they will put themselves on characters' position and live with the first role in the book. The more character faces with the problems and happy situations, the more reader will acquire the information since they are facing the events with together and learn. In movies, in contrast, the audiences are limited to the scence and content that are provided by the film makers, and they cannot imagine the scence that caraters attend. For instance, five years ago, I read a book about a researcher searching the volcanos in Iran. When I read it I thought that I am the researcher in the book participating in the journey, so I start to imagine the scenes and get information. Then, when I saw a documantry about volcanos, I realized that my imagination was so close, and they help me understands the lessons better than others. Had not I read a volcanic book, I would never been able to imagine the scence and learn the content.

To sum up, I believe that reading books has a profound positive impact on learning lessons, even more than movies. Not only it does help concentrate the content, but it also help imagine the scences and characters' attitudes.

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Essay reference notes: This topic is refereed from another essay topic, developed by user: mohamad247

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Grammar and spelling errors:
Line 3, column 456, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'the' or 'a' is left.
Suggestion: the; a
...ce, last year, I had a class project on the a movie named the Thor, a movie that a po...
^^^^^
Line 7, column 175, Rule ID: IT_VBZ[1]
Message: Did you mean 'helps'?
Suggestion: helps
...lp concentrate the content, but it also help imagine the scences and characters atti...
^^^^

Transition Words or Phrases used:
also, but, first, firstly, if, second, secondly, so, then, for instance, in contrast, 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: 12.0 9.8082437276 122% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 50.0 52.1666666667 96% => OK
Nominalization: 12.0 8.0752688172 149% => OK

Performance on vocabulary words:
No of characters: 2414.0 1977.66487455 122% => OK
No of words: 489.0 407.700716846 120% => OK
Chars per words: 4.93660531697 4.8611393121 102% => OK
Fourth root words length: 4.70248278971 4.48103885553 105% => OK
Word Length SD: 2.69408911951 2.67179642975 101% => OK
Unique words: 230.0 212.727598566 108% => OK
Unique words percentage: 0.470347648262 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 739.8 618.680645161 120% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 43.4098226029 48.9658058833 89% => OK
Chars per sentence: 114.952380952 100.406767564 114% => OK
Words per sentence: 23.2857142857 20.6045352989 113% => OK
Discourse Markers: 4.52380952381 5.45110844103 83% => 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 : 2.0 3.85842293907 52% => More negative sentences wanted.
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: 0.344389580587 0.236089414692 146% => OK
Sentence topic coherence: 0.0988677557274 0.076458572812 129% => OK
Sentence topic coherence SD: 0.101244168397 0.0737576698707 137% => OK
Paragraph topic coherence: 0.22010510915 0.150856017488 146% => OK
Paragraph topic coherence SD: 0.117042417495 0.0645574589148 181% => OK

Essay readability:
automated_readability_index: 13.5 11.7677419355 115% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 11.67 10.9000537634 107% => OK
dale_chall_readability_score: 8.3 8.01818996416 104% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 12.0 10.247311828 117% => 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.