Which one do you think is the most important for high school teacher (age from 15 to 18)?
1. the ability to give students advice to plan for their future;
2. the ability to find which students need help and provide them with help;
3. the ability to encourage students to learn on themselves outside of the classroom;
In high school, what abilities teachers posses is of great significance because it helps students to mold their character, develop their studying habits, have a promising future, get better grades, etc. Although everyone considers a specific skill as a foundation to become a good high school teacher, I strongly hold the opinion that giving students advice on the future plan should be given top priority for a high school teacher.
The first reason is simple. Rendering suggestions on students can help them better prepare for the future. This is because teachers know more about society and university, they can give specific plans to their students. For example, As for some students, they might begin to work directly after graduating from high school. Teachers can suggest them learn some practical skills so that they are more likely to be hired. As for some students who is about to go to university after graduation, teachers is able to offer some books which are about college’s curriculum so that students can make better preparations to deal with their upcoming university courses. In this way, teachers’ advice helps students to make some advanced preparations.
Instead, finding students who is in need and help them is less important, because it is the duty of every high school teacher. As a teacher, their responsibility is to help to address students’ problems and provide someone who is caught in dilemma. In other words, they are obligated to do it without hesitation. For example, University of California, has required every teacher they hire to provide students who face difficulties with tutor in time, regarding it as a part of teacher’s responsibility that they should assume. In a word, the ability of offering students faced with problems is less important.
Admittedly, encouraging students to take an active part in out-class learning helps them to mold good study habits. Being encouraged to study out of class, students will start to follow their teachers advice and search for some related materials to read. As time goes by, they will take it for granted and insist on it in the further study. In order to assimilate more knowledge, they might attend some lectures or participate in some extracurricular courses themselves. In this way, a desirable studying habit of learning out of classroom is created. However, lacked of the ability of being self-discipline and supervision, some students might give up keeping study out of classroom and have a tendency to utilize this time for fun. Under this circumstance, the ability of inspiring them to undertake out-class learning is not worthy giving priority because it depends on students themselves.
In conclusion, drawing upon the reasons I have mentioned before, I firmly believe that the capacity of helping students manage their future plan should be considered most. While there are one thousand Hamlets in one thousand eyes, I firmly believe my opponents will yield after being shown to my article.
Grammar and spelling errors:
Line 3, column 351, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...m high school. Teachers can suggest them learn some practical skills so that they...
^^
Line 5, column 390, Rule ID: ALLOW_TO[1]
Message: Did you mean 'providing'? Or maybe you should add a pronoun? In active voice, 'hire' + 'to' takes an object, usually a pronoun.
Suggestion: providing
...a, has required every teacher they hire to provide students who face difficulties with tut...
^^^^^^^^^^
Transition Words or Phrases used:
first, however, if, regarding, so, while, as for, for example, in conclusion, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 73.0 52.1666666667 140% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2522.0 1977.66487455 128% => OK
No of words: 485.0 407.700716846 119% => OK
Chars per words: 5.2 4.8611393121 107% => OK
Fourth root words length: 4.69283662038 4.48103885553 105% => OK
Word Length SD: 2.82677630131 2.67179642975 106% => OK
Unique words: 239.0 212.727598566 112% => OK
Unique words percentage: 0.492783505155 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 778.5 618.680645161 126% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 54.8269316902 48.9658058833 112% => OK
Chars per sentence: 109.652173913 100.406767564 109% => OK
Words per sentence: 21.0869565217 20.6045352989 102% => OK
Discourse Markers: 4.0 5.45110844103 73% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
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: 0.402434562212 0.236089414692 170% => OK
Sentence topic coherence: 0.116738191358 0.076458572812 153% => OK
Sentence topic coherence SD: 0.0715224998736 0.0737576698707 97% => OK
Paragraph topic coherence: 0.223996965248 0.150856017488 148% => OK
Paragraph topic coherence SD: 0.0671411030967 0.0645574589148 104% => OK
Essay readability:
automated_readability_index: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.88 10.9000537634 118% => OK
dale_chall_readability_score: 8.49 8.01818996416 106% => OK
difficult_words: 117.0 86.8835125448 135% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => 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.