The curriculum plays an important role for every student at the university in general and the English for Banking and Finance at the Banking Academy in particular. It determines the achievement and career of each learner. It is often argued that attending the ATC database is the wrong choice. Personally, I completely disagree with this idea and consider it helpful to ATC students.
First, English for Banking and Finance has a quality training program that brings many benefits to learners. The suite integrates English communication skills according to the international language training institute and specialized English in the field of finance and banking. Thus, learners have the opportunity to access more diverse employment sources. For example, they can work as interpreters for foreigners or apply for positions in banks because they both have expertise in two fields. Scholars really have a good experience with the new language and gain more knowledge about the financial sector, so they actively and confidently enter the job market.
In addition to in-depth knowledge training, extra-curricular activities are integrated into the very attractive curriculum. ATC students can participate in English-speaking programs, exchange with foreigners, job introduction programs, etc. Moreover, it is important that ATC faculty are all very dedicated people. friendly, always putting the interests of students first.
Although a training program has many benefits, it still has a negative impact. Some students do not study finance-banking majors, they are afraid when faced with calculations and have to learn math in the English language. But we can improve by taking extra lessons and spending more time researching subjects related to finance. The teachers of those subjects will have teaching methods to help learners adapt to math easier.
In conclusion, the English for Banking and Finance program offers many benefits and opportunities as they enter school and their careers later on. It is a wise decision to participate in the ATC sequencer.
The curriculum plays an important role for every student at the university in general and the English for Banking and Finance at the Banking Academy in particular. It determines the achievement and career of each learner. It is often argued that attending the ATC database is the wrong choice. Personally, I completely disagree with this idea and consider it helpful to ATC students.
First, English for Banking and Finance has a quality training program that brings many benefits to learners. The suite integrates English communication skills according to the international language training institute and specialized English in the field of finance and banking. Thus, learners have the opportunity to access more diverse employment sources. For example, they can work as interpreters for foreigners or apply for positions in banks because they both have expertise in two fields. Scholars really have a good experience with the new language and gain more knowledge about the financial sector, so they actively and confidently enter the job market.
In addition to in-depth knowledge training, extra-curricular activities are integrated into the very attractive curriculum. ATC students can participate in English-speaking programs, exchange with foreigners, job introduction programs, etc. Moreover, it is important that ATC faculty are all very dedicated people. friendly, always putting the interests of students first.
Although a training program has many benefits, it still has a negative impact. Some students do not study finance-banking majors, they are afraid when faced with calculations and have to learn math in the English language. But we can improve by taking extra lessons and spending more time researching subjects related to finance. The teachers of those subjects will have teaching methods to help learners adapt to math easier.
In conclusion, the English for Banking and Finance program offers many benefits and opportunities as they enter school and their careers later on. It is a wise decision to participate in the ATC sequencer.
- Many students often say that there are three things they must do at least once in college fail the exam get a scholarship and have a lover Many people believe that falling in love in college is not a good idea but I disagree During their four years of col 73
- Have YOU ever wished to work for a multinational bank Some people believe that students who study English and Banking and Finance will be equipped with the most up to date knowledge and abilities to work in local and international banking and finance indu 73
- Have YOU ever been in a relationship in college Is college the right time to fall in love Some believe that love can be a prime motivator to help them try harder in study and work However it can be clearly seen that loving while studying can waste time an 67
- Have YOU ever thought that YOU will enter an intimate relationship when YOU go to college Becoming enamored in college is widely considered to be a reasonable time to experience and have valuable memories I completely agree with the idea that falling in l 56
- Love is a sacred and indispensable emotion in everyone s life Especially for students school age love is the first love in life the most dreamlike innocent and purest love Student love comes from first sight or intimate gesture the interest will make YOU 56
Grammar and spelling errors:
Line 3, column 315, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Friendly
... faculty are all very dedicated people. friendly, always putting the interests of studen...
^^^^^^^^
Transition Words or Phrases used:
but, first, moreover, really, so, still, thus, for example, in addition, in conclusion, in general, in particular
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 13.1623246493 53% => More to be verbs wanted.
Auxiliary verbs: 4.0 7.85571142285 51% => OK
Conjunction : 16.0 10.4138276553 154% => OK
Relative clauses : 4.0 7.30460921844 55% => More relative clauses wanted.
Pronoun: 19.0 24.0651302605 79% => OK
Preposition: 34.0 41.998997996 81% => OK
Nominalization: 12.0 8.3376753507 144% => OK
Performance on vocabulary words:
No of characters: 1748.0 1615.20841683 108% => OK
No of words: 316.0 315.596192385 100% => OK
Chars per words: 5.53164556962 5.12529762239 108% => OK
Fourth root words length: 4.21620550194 4.20363070211 100% => OK
Word Length SD: 3.04138126515 2.80592935109 108% => OK
Unique words: 187.0 176.041082164 106% => OK
Unique words percentage: 0.591772151899 0.561755894193 105% => OK
syllable_count: 542.7 506.74238477 107% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 4.0 2.52805611222 158% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 16.0 20.2975951904 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 37.427677258 49.4020404114 76% => OK
Chars per sentence: 92.0 106.682146367 86% => OK
Words per sentence: 16.6315789474 20.7667163134 80% => OK
Discourse Markers: 5.94736842105 7.06120827912 84% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 5.0 3.4128256513 147% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.417839337187 0.244688304435 171% => OK
Sentence topic coherence: 0.109996942231 0.084324248473 130% => OK
Sentence topic coherence SD: 0.176832160162 0.0667982634062 265% => The coherence between sentences is low.
Paragraph topic coherence: 0.237211569298 0.151304729494 157% => OK
Paragraph topic coherence SD: 0.242317367095 0.056905535591 426% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.9 13.0946893788 99% => OK
flesch_reading_ease: 46.78 50.2224549098 93% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 10.7 11.3001002004 95% => OK
coleman_liau_index: 14.5 12.4159519038 117% => OK
dale_chall_readability_score: 9.43 8.58950901804 110% => OK
difficult_words: 100.0 78.4519038076 127% => OK
linsear_write_formula: 10.5 9.78957915832 107% => OK
gunning_fog: 8.4 10.1190380762 83% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
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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.