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.
it is argued that students are effective when they work together on school tasks while teachers positioned them as an obligation to be a team. In my opinion, I believe that working alone on projects let students learn much effective about the subjects, in particular in terms of creativity and responsibility.
On the one hand, creativity is, maybe, one of the most important values in positive outcomes on projects. creativity is brainstorming of thinking another side of the given information or knowledge. Thanks to that ability, one can observe and analyze the task or situation from another perspective without monitoring another person. Therefore, positive ways may have occurred during this. In contrast, working in a group may block individual thoughts because of collective thinking. For example, A student, a member of a team, who has an original idea to mention, but also afraid, which means there is a straight thought coming from other students. so, basically, the idea has not been begun. If there were an individual work, students had to make alive what their minds desire. As a result, the freedom space of work makes an effective way of understanding that teachers should not force students to study with a group on projects.
In addition to creativity, responsibility is another noteworthy reason. responsibility is a liability to something or someone. Owing to this, one can be aware of what is a must. students also have some responsibilities such as attending classes, doing homework, studying for exams, etc. giving some tasks to students influence them to become more convenient. For instance, project preparing processes, without involving a group, a student must cover all the preparation steps by himself, because every step can not be handled by another person. so these steps give the student an opportunity to be proficient in taking responsibility and learning management. In the group works, individuals don not want to take responsibility, they usually rely on other members. this creates big problems in the future. As a result, students should prepare their own projects on their own.
In a nutshell, when all the specific reasons and examples are carefully considered and evaluated, it can be concluded that teachers should not think that the students will learn much while working together as a group than working as an individual.
| 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 |
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Grammar and spelling errors:
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Suggestion: It
it is argued that students are effective w...
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Suggestion: Creativity
...alues in positive outcomes on projects. creativity is brainstorming of thinking another si...
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Suggestion: So
...ght thought coming from other students. so, basically, the idea has not been begun...
^^
Line 3, column 72, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Responsibility
...nsibility is another noteworthy reason. responsibility is a liability to something or someone....
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Line 3, column 178, Rule ID: UPPERCASE_SENTENCE_START
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Suggestion: Students
...is, one can be aware of what is a must. students also have some responsibilities such as...
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Suggestion: So
...p can not be handled by another person. so these steps give the student an opportu...
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Suggestion: This
...ty, they usually rely on other members. this creates big problems in the future. As ...
^^^^
Transition Words or Phrases used:
also, but, if, may, so, therefore, while, for example, for instance, in addition, in contrast, in particular, such as, as a result, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 22.0 43.0788530466 51% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1989.0 1977.66487455 101% => OK
No of words: 382.0 407.700716846 94% => More content wanted.
Chars per words: 5.20680628272 4.8611393121 107% => OK
Fourth root words length: 4.42095241839 4.48103885553 99% => OK
Word Length SD: 3.01003980519 2.67179642975 113% => OK
Unique words: 217.0 212.727598566 102% => OK
Unique words percentage: 0.568062827225 0.524837075471 108% => OK
syllable_count: 625.5 618.680645161 101% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 51.7465413864 48.9658058833 106% => OK
Chars per sentence: 90.4090909091 100.406767564 90% => OK
Words per sentence: 17.3636363636 20.6045352989 84% => OK
Discourse Markers: 6.59090909091 5.45110844103 121% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 7.0 5.5376344086 126% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => 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: 0.35414408484 0.236089414692 150% => OK
Sentence topic coherence: 0.0833031674931 0.076458572812 109% => OK
Sentence topic coherence SD: 0.0980606991457 0.0737576698707 133% => OK
Paragraph topic coherence: 0.256197421586 0.150856017488 170% => OK
Paragraph topic coherence SD: 0.123638715728 0.0645574589148 192% => OK
Essay readability:
automated_readability_index: 11.8 11.7677419355 100% => OK
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 12.64 10.9000537634 116% => OK
dale_chall_readability_score: 8.32 8.01818996416 104% => OK
difficult_words: 93.0 86.8835125448 107% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.