Some people think the schools should be more entertaining. Others do not think so. To what extent do you agree? Use reasons and specific examples to explain your answer.
Over the past decades, conventional teaching in schools has broadly translated into an entertaining interaction between teachers and students. Alongside this changing pattern in majority of educational institutions, the latest sociological discoveries has casted light on its desired outcome of alleviating academic pressure and intensifying teaching efficiency. The aim of this essay is set to explore these advantages with supports underpinned by those academic work.
To begin with, it is intuitively obvious that incorporating entertainment into curriculum is widely perceived as a remedy for strain given by school. What this means is that the contemporary assessment methods entailing homework and examinations necessitates a vigorous lifestyle in order to lay the groundwork for further study, whereby the ensuing stress from such qualification is best unwind by entertainment. For instance, recent empirical research from the Hong Kong University established that junior learners who experience an entertaining means of education are less likely to be stricken by academic pressure, which was the main culprit of student’s suicide case in last year. Consistent with this line of thinking, coupled with accompanying interaction with teachers, the entertaining elements embedded in cultivation is likely to ameliorate the pressure from routine academic work around young students.
Meanwhile, another pivotal component to remember is that enjoyable learning, to a considerable extend, can foster the progress on acquiring knowledge. This is because students who are in their formative years are mostly impressionable, and practical experience has a vitally important role to play on implanting message in their memories. In fact, after being interviewed by an extensive study conducted by the Education Society, 90% secondary school students admitted language acquisition is considerably eased by immersing themselves in enjoyable English lessons encompassing western movie playing and classical drama participation. Consequently, joining a class with entertainment pervasively constitutes a positive driver on cultivation and enrichment in certain disciplines.
Overall, there is undeniable evidence suggested that learning with entertainment has a crucial significance on relieving academic strain and reinforcing the quality of learning. Given the strength of evidence, it is predicted that the means of enlightenment will pervasively become more entertaining in foreseeable future.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-07-29 | RockyGagKy | 11 | view |
- Some of the methods used in advertising are unethical and unacceptable in today's society.To what extent do you agree or disagree with this statement? 89
- Should museums and art galleries be free of charge for the general public, or should a charge, even a voluntary charge, be levied for admittance?Discuss this issue, and give your opinion. 73
- Many people believe that mobile phones cause more harms than the benefits and that's why mobile phones should be restricted?To what extent do you agree or disagree?Give reasons to support your viewpoint. 84
- The chart below shows the number of trips made by children in one country in 1990 and 2010 to travel to and from school using different modes of transport.Summarise the information by selecting and reporting the main features, and make comparisons where r 78
- In some countries, using the internet in school is getting popular. Is it positive or negative development?Give reasons for your answer and include any relevant examples from your own knowledge or experience. 78
Transition Words or Phrases used:
consequently, if, second, so, while, for instance, in fact, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 13.1623246493 129% => OK
Auxiliary verbs: 2.0 7.85571142285 25% => OK
Conjunction : 7.0 10.4138276553 67% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 19.0 24.0651302605 79% => OK
Preposition: 58.0 41.998997996 138% => OK
Nominalization: 22.0 8.3376753507 264% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2155.0 1615.20841683 133% => OK
No of words: 351.0 315.596192385 111% => OK
Chars per words: 6.1396011396 5.12529762239 120% => OK
Fourth root words length: 4.32839392791 4.20363070211 103% => OK
Word Length SD: 3.39729224971 2.80592935109 121% => OK
Unique words: 227.0 176.041082164 129% => OK
Unique words percentage: 0.646723646724 0.561755894193 115% => OK
syllable_count: 677.7 506.74238477 134% => OK
avg_syllables_per_word: 1.9 1.60771543086 118% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 13.0 16.0721442886 81% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 27.0 20.2975951904 133% => The Avg. Sentence Length is relatively long.
Sentence length SD: 57.6792805805 49.4020404114 117% => OK
Chars per sentence: 165.769230769 106.682146367 155% => OK
Words per sentence: 27.0 20.7667163134 130% => OK
Discourse Markers: 5.61538461538 7.06120827912 80% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 12.0 8.67935871743 138% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 0.0 3.4128256513 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0326158910605 0.244688304435 13% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0114588996554 0.084324248473 14% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0130581063149 0.0667982634062 20% => Sentences are similar to each other.
Paragraph topic coherence: 0.0192496877476 0.151304729494 13% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.00442181372159 0.056905535591 8% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 21.0 13.0946893788 160% => OK
flesch_reading_ease: 18.69 50.2224549098 37% => Flesch_reading_ease is low.
smog_index: 14.6 7.44779559118 196% => OK
flesch_kincaid_grade: 17.4 11.3001002004 154% => OK
coleman_liau_index: 18.63 12.4159519038 150% => OK
dale_chall_readability_score: 11.27 8.58950901804 131% => OK
difficult_words: 140.0 78.4519038076 178% => OK
linsear_write_formula: 14.5 9.78957915832 148% => OK
gunning_fog: 12.8 10.1190380762 126% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
---------------------
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 11.2359550562 out of 100
Scores by essay e-grader: 1.0 Out of 9
---------------------
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.