Educational TV shows effect on children improvement
Integrated Task 1
Both the passage and lecture are about the effects of educational TV programs on children’s improvement. The author of the reading acknowledges that educational TV programs have positive effects on young students. On the other hand, the professor challenges the claims of the author and gives evidence that educational TV programs adversely effect on the brain of pre-school students.
To begin with, the passage states that educational TV programs strength the capacity of students. It means they improve the brain of students to get the highest scores at school. Therefore, the lecturer disagrees with the author and expresses that there are a lot of conflict evidences against this idea. The professor gives an example of a research that resulted watching lots of TV programs draws the speech improvement of students off. It means that students who are most of the time watching TV programs, have less speech skills rather than those who do not watch TV at all.
Secondly, in the article, it is said that educational TV programs amplify the relationship between parents and children. It helps families to enjoy being beside their children. By the other hand, the professor refuses this opinion and explains that there is no chance for parents to get along with their children because there is no interaction between them. He says that the best way to bond the activity of relationship between parents and children is playing a game or eating some foods together in that they are interacted together.
Finally, it is stated in the article that the quality of TV shows is accurately monitored by the governments. It means that the TV shows the children watch are guaranteed by the regulations, but in contrast, the professor denies the argue of author and articulates that governments are failed to monitor the TV shows. He adds that most TV shows are not qualified with standards of the governments. It means that the TV programs students watch, do not meet the adopted regulations.
In conclusion, the author claims that educational TV programs are essential and helpful for students, but on the other hand, the professor of the lecture refuses the claims of the author and gives evidences that TV programs hurts the brain of students and it not as much as helpful for them.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-06-24 | Crash | 73 | view |
| 2019-11-08 | masoumsaie | 73 | view |
| 2019-08-28 | siddhi patel | 40 | view |
| 2019-03-30 | Raed Mudawar | 80 | view |
| 2018-06-24 | Armin | 83 | view |
- Do you agree or disagree with the following statement? Sometimes it is better not to tell the truth. Use specific reasons and details to support your answer. 70
- Do you agree or disagree with the following statement? The best way to learn is by following the examples set by others. Use specific reasons and details to support your answers. 73
- Do you agree or disagree with the following statement? Overall, the widespread use of the internet has a mostly positive effect on life in today's world. 70
- Professors’ appearance on TVs 73
- Who do people go to university? 73
Grammar and spelling errors:
Line 5, column 341, Rule ID: A_UNCOUNTABLE[1]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'research'.
Suggestion: research
...idea. The professor gives an example of a research that resulted watching lots of TV progr...
^^^^^^^^^^
Line 9, column 230, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
..., but in contrast, the professor denies the argue of author and articulates that governme...
^^^^^^^^^
Transition Words or Phrases used:
but, finally, if, second, secondly, so, therefore, in conclusion, in contrast, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 10.4613686534 143% => OK
Auxiliary verbs: 0.0 5.04856512141 0% => OK
Conjunction : 13.0 7.30242825607 178% => OK
Relative clauses : 19.0 12.0772626932 157% => OK
Pronoun: 36.0 22.412803532 161% => Less pronouns wanted
Preposition: 52.0 30.3222958057 171% => OK
Nominalization: 4.0 5.01324503311 80% => OK
Performance on vocabulary words:
No of characters: 1935.0 1373.03311258 141% => OK
No of words: 383.0 270.72406181 141% => Less content wanted.
Chars per words: 5.05221932115 5.08290768461 99% => OK
Fourth root words length: 4.42384287591 4.04702891845 109% => OK
Word Length SD: 2.81126729915 2.5805825403 109% => OK
Unique words: 166.0 145.348785872 114% => OK
Unique words percentage: 0.433420365535 0.540411800872 80% => More unique words wanted or less content wanted.
syllable_count: 563.4 419.366225166 134% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 3.25607064018 276% => Less pronouns wanted as sentence beginning.
Article: 9.0 8.23620309051 109% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 4.0 2.5761589404 155% => OK
Performance on sentences:
How many sentences: 17.0 13.0662251656 130% => OK
Sentence length: 22.0 21.2450331126 104% => OK
Sentence length SD: 55.7948540991 49.2860985944 113% => OK
Chars per sentence: 113.823529412 110.228320801 103% => OK
Words per sentence: 22.5294117647 21.698381199 104% => OK
Discourse Markers: 6.52941176471 7.06452816374 92% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 2.0 4.19205298013 48% => OK
Sentences with positive sentiment : 10.0 4.33554083885 231% => Less positive sentences wanted.
Sentences with negative sentiment : 2.0 4.45695364238 45% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.27373068433 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.390877861826 0.272083759551 144% => OK
Sentence topic coherence: 0.134787162312 0.0996497079465 135% => OK
Sentence topic coherence SD: 0.0793735433057 0.0662205650399 120% => OK
Paragraph topic coherence: 0.210530076772 0.162205337803 130% => OK
Paragraph topic coherence SD: 0.0849989372894 0.0443174109184 192% => OK
Essay readability:
automated_readability_index: 13.6 13.3589403974 102% => OK
flesch_reading_ease: 57.61 53.8541721854 107% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 10.7 11.0289183223 97% => OK
coleman_liau_index: 12.31 12.2367328918 101% => OK
dale_chall_readability_score: 7.74 8.42419426049 92% => OK
difficult_words: 73.0 63.6247240618 115% => OK
linsear_write_formula: 9.0 10.7273730684 84% => OK
gunning_fog: 10.8 10.498013245 103% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
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Write the essay in 20 minutes.
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.