Do you agree or disagree with the following statement?
A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught.
There class="is">is no shortage of class="opinion">opinion on the primary qualifications class="that">that a class="teacher">teacher class="must">must posses to deliver and attrack his students. Some class="prefer">prefer teachers with an excellent knowlede on the class="subject">subject matter whereas others class="prefer">prefer mentors with ablility to deliver the teachings in effective way. class="if">if I were asked to choose, I would definitely prioritize class="teacher">teacher with an ability to relate class="well">well with students. I firmly believe this because of class="two">two specific reasons class="that">that I will elaborate in subsequent paragraphs.
First of all, teaching class="is">is a class="two">two way street. The main objective class="is">is to class="transfer">transfer one's knowledge and idea unto another. So, class="teacher">teacher class="must">must be capable of relating with the needs of the class="student">student and class="plan">plan his teaching class="method">method accordingly. Drawing from class="my">my class="own">own personal experience, a lecturer in class="my">my undergraduate program used to class="teach">teach class="us">us with the class="help">help of presentation slides. Usually, class="he">he used to outline the basic points of the topic in the class="slide">slide and explain the details orally. personally, I found his teaching class="method">method very cumbersome and inefficient. Most of the students in the class were either busy doodling or brooding. Clearly, this lecturer has in depth knowledge about the class="subject">subject but can't relate with class="student">student's need of new teaching approach. For this reason, I believe effective knowledge class="transfer">transfer class="is">is only possible class="if">if a class="teacher">teacher can relate to the need of class="student">student's teaching class="method">method.
Similalrly, class="teacher">teacher who can relate to the students can easily comprehend his students intellectual level. While teaching any class, a class="teacher">teacher class="must">must realise his audience, whether they are of begineers level or an intermediate or an advanced level. this helps class="teacher">teacher to identify starting point for lectures. I class="must">must admit class="my">my class="opinion">opinion class="is">is profoundly influenced by class="my">my class="own">own personal experience. class="my">my professor of Hydropower Engineering, before commencing his course for the semester used to take a pre-qualification test. From this test, class="he">he deduces the intellectual level of the students attending his class and on the basis of class="that">that class="he">he used to class="plan">plan his lectures. As his classes were modeled as per our requirements, it was every interesting and effective. it class="is">is clear to see why class="teacher">teacher who can relate to students' need thrives.
In the light of forementioned reasons, in class="my">my class="opinion">opinion, a class="teacher">teacher's ability ot relate class="well">well with students class="is">is more important than excellent knowledge of the class="subject">subject being taught.
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Grammar and spelling errors:
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...cations class='that'>that a class='teacher'>teacher cla...
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...deliver the teachings in effective way. class='if'>if I were asked to ch...
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Suggestion: one's
... class='transfer'>transfer ones knowledge and idea unto another. So, cl...
^^^^
Line 4, column 876, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... in the class='slide'>slide and explain the details orally. personal...
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Suggestion: Personally
...;slide and explain the details orally. personally, I found his teaching class='metho...
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Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...lass='subject'>subject but cant relate with class='student'&g...
^^^^
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...;>transfer class='is'>is only possible class='if'>i...
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...lass='is'>is only possible class='if'>if a class=&apos...
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...r an intermediate or an advanced level. this helps class='teacher'>teac...
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...s;own'>own personal experience. class='my'>my professor of Hydro...
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...it was every interesting and effective. it class='is'>is clear to see...
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Message: Did you mean 'classes'?
Suggestion: classes
...was every interesting and effective. it class='is'>is clear to see why c...
^^^^^
Transition Words or Phrases used:
accordingly, but, first, if, so, well, whereas, while, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 55.0 52.1666666667 105% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 3633.0 1977.66487455 184% => OK
No of words: 388.0 407.700716846 95% => OK
Chars per words: 9.36340206186 4.8611393121 193% => OK
Fourth root words length: 4.43821085614 4.48103885553 99% => OK
Word Length SD: 10.0401266745 2.67179642975 376% => Word_Length_SD is high.
Unique words: 205.0 212.727598566 96% => OK
Unique words percentage: 0.528350515464 0.524837075471 101% => OK
syllable_count: 973.8 618.680645161 157% => OK
avg_syllables_per_word: 2.5 1.51630824373 165% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 22.0 9.59856630824 229% => Less pronouns wanted as sentence beginning.
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: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 74.864298722 48.9658058833 153% => OK
Chars per sentence: 165.136363636 100.406767564 164% => OK
Words per sentence: 17.6363636364 20.6045352989 86% => OK
Discourse Markers: 3.04545454545 5.45110844103 56% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 12.0 5.5376344086 217% => Less language errors wanted.
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0538215396508 0.236089414692 23% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0382820698042 0.076458572812 50% => OK
Sentence topic coherence SD: 0.0451684584937 0.0737576698707 61% => OK
Paragraph topic coherence: 0.0648645328496 0.150856017488 43% => OK
Paragraph topic coherence SD: 0.0436816952286 0.0645574589148 68% => OK
Essay readability:
automated_readability_index: 31.5 11.7677419355 268% => Automated_readability_index is high.
flesch_reading_ease: -21.92 58.1214874552 -38% => Flesch_reading_ease is low.
smog_index: 13.0 6.10430107527 213% => Smog_index is high.
flesch_kincaid_grade: 20.5 10.1575268817 202% => Flesch kincaid grade is high.
coleman_liau_index: 36.71 10.9000537634 337% => Coleman_liau_index is high.
dale_chall_readability_score: 9.32 8.01818996416 116% => OK
difficult_words: 119.0 86.8835125448 137% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 13.0 10.247311828 127% => 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: 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.