students do reading by their own is as important as or more important than the reading teachers assigned.
Currently, the society is paying more attention to pedagogical methods, therefore what materials should be read by students become a controversial topic. Some people reckon that reading as their own wishes is the optimal approach to improving their academic performances, while others believe that reading what teachers have assigned is expedient for them, especially when time is limited. As far as I am concerned, I agree that it is better for students to choose their reading materials according to their own demands rather than being restricted by teachers’ assignments and my arguments for this point are listed as follows.
One of the primary causes is that choosing books based on their personal preference can trigger their real interest in reading. As a result, they may have higher efficiency to finish the job. Additionally, it also exaggerates their possibility of having a deep understanding of books. Imagine a scene like this, if a student were asked to read something tedious, he or she would probably not have passion and energy to do so, which exerts negative influences on absorbing knowledge. Here is a case in point. Steve Jobs was extremely fond of electronic devices. Hence, driven by his enthusiasm for it, he read plenty of books about electronic engineering. What if he was forced to read books beyond his area of interest, for instance, natural science or art? It was impossible for him to achieve the same extraordinary success he had done. This example delineates that academic interests play an important role in enhancing students’ performances, thus more freedom should be authorized to students.
In addition, choosing reading materials cultivates the ability to make decisions independently among several options. More concretely, when students are making their reading lists, it is unavoidable for them to compare different books and estimate which one has a higher value. If they make their choice without acquiring help from teachers, they become more experienced in tackling tasks individually. For instance, I make acquaintance with a friend named Michael whose life is completely arranged by his parents. His parents make almost all the choices for him such as which city to live in and which career to specialize in. Therefore, his lack of experience in making choices gives rise to his insufficiency in making choices without resorting to others.
Admittedly, some individuals may argue that teachers are fully fledged in choosing books so that they are capable of designating a more suitable reading list for students. It is actually true that, to some extent, it is essential for us to seek suggestions from experts in a certain field. However, if we are over-reliant on others’ assistance when we are confronted with adversity, it is likely that we fail to attain well-rounded abilities and tackle hardships by ourselves.
Generally speaking, it is essential for students to make their own choices to decide which books to read, because making a personal reading list not only generates students’ learning enthusiasm but also does benefits to making choices independently.
- A leader should have strong opinions and not change his or her opinions 90
- Factors influencing making major purchase 73
- What is the most important factor that affect the lasting time of a friendship?help each other at difficult timehave same intereststrust each other completely 73
- Do you agree or disagree with the following statement Physical exercise is more important to older people than to younger people 87
- Government has done enough to educate people the importance of a balanced lifestyle and healthy eating habits 84
Grammar and spelling errors:
Line 5, column 23, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to read'.
Suggestion: to read
...d to students. In addition, choosing reading materials cultivates the ability to mak...
^^^^^^^
Transition Words or Phrases used:
actually, also, but, hence, however, if, may, so, therefore, thus, well, while, as for, for instance, in addition, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 15.1003584229 172% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 59.0 43.0788530466 137% => Less pronouns wanted
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2640.0 1977.66487455 133% => OK
No of words: 498.0 407.700716846 122% => OK
Chars per words: 5.30120481928 4.8611393121 109% => OK
Fourth root words length: 4.72397222731 4.48103885553 105% => OK
Word Length SD: 2.97173558713 2.67179642975 111% => OK
Unique words: 282.0 212.727598566 133% => OK
Unique words percentage: 0.566265060241 0.524837075471 108% => OK
syllable_count: 825.3 618.680645161 133% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 58.2679100224 48.9658058833 119% => OK
Chars per sentence: 114.782608696 100.406767564 114% => OK
Words per sentence: 21.652173913 20.6045352989 105% => OK
Discourse Markers: 5.86956521739 5.45110844103 108% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.327125655898 0.236089414692 139% => OK
Sentence topic coherence: 0.0784701585756 0.076458572812 103% => OK
Sentence topic coherence SD: 0.0820891409197 0.0737576698707 111% => OK
Paragraph topic coherence: 0.178998767259 0.150856017488 119% => OK
Paragraph topic coherence SD: 0.100081875235 0.0645574589148 155% => OK
Essay readability:
automated_readability_index: 14.4 11.7677419355 122% => OK
flesch_reading_ease: 41.7 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.46 10.9000537634 123% => OK
dale_chall_readability_score: 9.09 8.01818996416 113% => OK
difficult_words: 139.0 86.8835125448 160% => OK
linsear_write_formula: 18.5 10.002688172 185% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 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.