Admittedly, public awareness regarding education has significantly increased over the last decades. Due to its importance, people harbor different perception of the learning process. It has been argued that through group projects, students learn effectively meanwhile, others believe that it can cause some negative consequences. While I am of the opinion that it can not be generalized to all cases, I tend to agree on the former view based on the following concerns.
Firstly, the main function of cooperative projects is that students make an effort for achieving a common goal. In fact, the most important implication of group-oriented activities is the feeling of connection which allows them to ask any confusing material from each member of the group. In addition, through free discussion to get done the assignments, students can share their belief or suggestion openly. Since their achievements have a close tie not only in their interpersonal abilities such as the sense of responsibility and understanding but also it compels them to enhance their communication and critical thinking skill. Therefore, it can broaden their horizon to perceive various educational materials comprehensively.
Moreover, the group-oriented assignment not only is more productive because of sharing tasks but also there is regarded as a way to avoid procrastination. To begin with, each member has to be done part of group projects which closely accord with his/her ability. Hence, the motivation for the best efforts might unconsciously increase. Furthermore, students, if alone, postpone their assignments until last minutes. However, regular appointments for group projects breaks monotony as well as helps students to be self-disciplined. In brief, as it cuts down the amount of time to a different portion of meetings, it saves their time and also energy to learn materials efficiently.
Despite these advantages, there has been some occasions that group project can not be as beneficial as it is expected. Prior to any group decision making, all members of group ideas and suggestions should have been examined which consequently, some intrinsic conflicts might happen and consume students' time on futile concepts. In addition, an unequal participation of some group members might disappoint talented students or dispassion them to work cooperatively.
From what have been discussed, cooperative assignments can benefit students in different ways. As it was mentioned, it develops different essential skills in a minimum amount of time and brings them joy. However, teachers might carefully consider students' activity to help them tackle some group project problems.
- TPO-28 - Integrated Writing Task Robert E. Peary was a well-known adventurer and arctic explorer who in 1909 set out to reach the North Pole. When he returned from the expedition, he claimed to have reached the pole on April 7, 1909. This report made him 80
- TPO-21 - Integrated Writing Task Genetic modification, a process used to change an organism’s genes and hence its characteristics, is now being used to improve trees through genetic modification. It is possible to create trees that produce more fruit, g 86
- The following appeared in a letter from a department chairperson to the president of Pierce University. "Some studies conducted by Bronston College, which is also located in a small town, reveal that both male and female professors are happier living in 66
- TPO-16 - Independent Writing Task Do you agree or disagree with the following statement? The best way to travel is in a group led by a tour guide. Use specific reasons and examples to support your answer. 70
- TPO-30 - Independent Writing Task Do you agree or disagree with the following statement? It is more enjoyable to have a job where you work only three days a week for long hours than to have a job where you work five days a week for shorter hours. Use spec 73
Discourse Markers used:
['also', 'but', 'consequently', 'first', 'firstly', 'furthermore', 'hence', 'however', 'if', 'moreover', 'regarding', 'so', 'therefore', 'well', 'while', 'as to', 'in addition', 'in brief', 'in fact', 'such as', 'as well as', 'to begin with']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.247240618102 0.229887763892 108% => OK
Verbs: 0.154525386313 0.158761421928 97% => OK
Adjectives: 0.0816777041943 0.0866891130778 94% => OK
Adverbs: 0.0706401766004 0.046263068375 153% => OK
Pronouns: 0.0551876379691 0.0685040099705 81% => OK
Prepositions: 0.110375275938 0.118717715034 93% => OK
Participles: 0.0397350993377 0.0351676179071 113% => OK
Conjunctions: 3.19116498113 2.67179642975 119% => OK
Infinitives: 0.0353200883002 0.0309702414327 114% => OK
Particles: 0.00220750551876 0.00188951952338 117% => OK
Determiners: 0.0772626931567 0.0887237588012 87% => OK
Modal_auxiliary: 0.0242825607064 0.0209618222197 116% => OK
WH_determiners: 0.0110375275938 0.0139019557991 79% => OK
Vocabulary words and sentences:
No of characters: 2674.0 2387.08602151 112% => OK
No of words: 406.0 408.028673835 100% => OK
Chars per words: 6.58620689655 5.86048508987 112% => OK
Fourth root words length: 4.48881294772 4.48200974243 100% => OK
words length more than 5 chars: 0.418719211823 0.338922669872 124% => OK
words length more than 6 chars: 0.347290640394 0.251872472559 138% => OK
words length more than 7 chars: 0.278325123153 0.174417080927 160% => OK
words length more than 8 chars: 0.192118226601 0.112833075102 170% => OK
Word Length SD: 3.19116498113 2.67179642975 119% => OK
Unique words: 235.0 212.727598566 110% => OK
Unique words percentage: 0.57881773399 0.524397521467 110% => OK
Word variations: 68.9405782955 59.2087087015 116% => OK
How many sentences: 21.0 20.6684587814 102% => OK
Sentence length: 19.3333333333 20.5533526081 94% => OK
Sentence length SD: 38.6315228515 48.84282405 79% => OK
Chars per sentence: 127.333333333 120.699889404 105% => OK
Words per sentence: 19.3333333333 20.5533526081 94% => OK
Discourse Markers: 1.04761904762 0.644075263715 163% => OK
Paragraphs: 5.0 4.5376344086 110% => OK
Language errors: 0.0 5.54480286738 0% => OK
Readability: 54.0623973727 45.7405998639 118% => OK
Elegance: 1.41732283465 1.45489161554 97% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.202249969491 0.300154397459 67% => OK
Sentence sentence coherence: 0.0674105340188 0.103427244359 65% => OK
Sentence sentence coherence SD: 0.0464423510798 0.0752933317313 62% => OK
Sentence paragraph coherence: 0.46592353323 0.497263757937 94% => OK
Sentence paragraph coherence SD: 0.121109277442 0.151897553556 80% => OK
Sentence topic coherence: 0.0731377155838 0.114077575197 64% => OK
Sentence topic coherence SD: 0.0433586116707 0.0781384742642 55% => OK
Paragraph paragraph coherence: 0.335452208317 0.336927656856 100% => OK
Paragraph paragraph coherence SD: 0.0663379100157 0.067059652881 99% => OK
Paragraph topic coherence: 0.12812331008 0.210909579961 61% => OK
Paragraph topic coherence SD: 0.0495646742397 0.0618886996521 80% => OK
Task Achievement:
Sentences with positive sentiment : 13.0 11.8870967742 109% => OK
Sentences with negative sentiment : 6.0 3.86379928315 155% => OK
Sentences with neutral sentiment: 2.0 4.91756272401 41% => OK
Positive topic words: 8.0 8.42114695341 95% => OK
Negative topic words: 3.0 2.4623655914 122% => OK
Neutral topic words: 1.0 2.75985663082 36% => OK
Total topic words: 12.0 13.6433691756 88% => OK
What are sentences with positive/Negative/neutral sentiment?
---------------------
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 Out of 30
---------------------
Note: This is not the final score. 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.