when teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects.
Ways of teaching in a class can act as a pivotal role in students’ learning. The question which is asked here is which of these two ways can benefit students more, working on their projects alone or in a group. While most people argue that doing the projects in a group makes students lazy and dependent, I tend to argue that students can learn much more effectively when they are required to work with other students. In the following essay, I will vindicate my stance through two noticeable reasons.
To begin with, working on the projects in a group makes students feel less stress and anxiety, having less workload to deal with. What is more, they can cover all the materials needed for the project at a faster pace because each of them does a part of the project. As a result, having less work to cope with along with having much time reduces students’ distractions, making them have high concentrations on their shared-parts. For instance, according to the research study conducted, some of the students were asked to work in a group while others were required to work on their own. The results got the researchers with surprise. The group who worked together had much more productive and prosperous results, having enough time to gather enough information and analyze each of them with great accuracy while students who work by themselves on their projects ended up achieving bad grades although they worked hard. This means that the heavier your work is, the more time and energy you should consume, reducing your efficiency.
Another equally significant point is that doing projects by other students can help them learn more things through discussion and exchange of ideas. As a result of this, they can boost their creative thinking skills. What I experienced is a compelling example to clarify this. When I was in university, I was required to work on my biology project with a group of other students. Having spent some hours of questioning and answering, we acquired much more information than the professor expected us. After such experience each time when I wanted to do a project on my own, I spent a lot of time thinking about every single part of the project in order to become completely convinced about the correctness of data I gathered. Had I not worked earlier with other students on my biology project, I could have not achieved such lateral thinking.
All in all, working with other students on the projects can be more beneficial than working solely. This is because students can deal with their part of the project with much more accuracy and because they can acquire critical thinking. This is why I recommend teachers encourage their students to work together.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-21 | Zmx_109 | 88 | view |
| 2023-05-05 | Umme Abiha | 70 | view |
| 2023-01-20 | nikki07hung | 70 | view |
| 2022-12-24 | nikki07hung | 70 | view |
| 2022-12-24 | nikki07hung | 66 | view |
- It is more enjoyable to have a job where you work only 3 days a week for long hours than to have a job where you work 5 days a week for shorter hours TPO 30 70
- When teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects (TPO 33) 60
- TPO 27 80
- TPO 30 80
- In today's world, it is more important to work quickly and risk making mistakes rather than ton work slowly and make sure that everything is correct. 70
Grammar and spelling errors:
Line 3, column 492, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...ording to the research study conducted, some of the students were asked to work in a group ...
^^^^^^^^^^^
Transition Words or Phrases used:
if, so, while, for instance, as a result, to begin with, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 47.0 43.0788530466 109% => OK
Preposition: 70.0 52.1666666667 134% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2252.0 1977.66487455 114% => OK
No of words: 460.0 407.700716846 113% => OK
Chars per words: 4.89565217391 4.8611393121 101% => OK
Fourth root words length: 4.6311565067 4.48103885553 103% => OK
Word Length SD: 2.64478300181 2.67179642975 99% => OK
Unique words: 217.0 212.727598566 102% => OK
Unique words percentage: 0.471739130435 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 677.7 618.680645161 110% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 56.4713320001 48.9658058833 115% => OK
Chars per sentence: 107.238095238 100.406767564 107% => OK
Words per sentence: 21.9047619048 20.6045352989 106% => OK
Discourse Markers: 3.28571428571 5.45110844103 60% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.403574187213 0.236089414692 171% => OK
Sentence topic coherence: 0.129344136036 0.076458572812 169% => OK
Sentence topic coherence SD: 0.0938076530559 0.0737576698707 127% => OK
Paragraph topic coherence: 0.285032542776 0.150856017488 189% => OK
Paragraph topic coherence SD: 0.0547359139898 0.0645574589148 85% => OK
Essay readability:
automated_readability_index: 12.6 11.7677419355 107% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.14 10.9000537634 102% => OK
dale_chall_readability_score: 8.04 8.01818996416 100% => OK
difficult_words: 98.0 86.8835125448 113% => 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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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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.