Do you agree or disagree with the following statement?
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.
Use specific reasons and examples to support your answer.
In the current educational system, students are exposed to various ways to absorb knowledge. Some people believe that launching group work contributes student to learning more effectively than completing the whole project individually. From where I stand, I do concur with this idea that working with peers highly promote students’ learning efficiency. I believe in this view for two reasons which I will explore further in the following essay.
To begin with, allocating different part of the project to group members boosts their learning efficiency. Facing a complicated and time-consuming project, it is more time-economic to divide the whole pictures into several part, which allows students to conduct at the same time. Moreover, students are able to fully utilize the time save to exchange ideas and learn new skills with other, promoting learning efficiency. My personal experience provides a compelling example to evidence this point of view. Last, the class was assigned into several groups to complete academic projects. In our group, every member took charge of a specific part of the projects simultaneously, leading to the quick progress. As a result, we completed the task ahead of the deadline and gained a valuable time to discuss, replay, polish the details and share experiences, during which each of us not only had the opportunity to introspect personal ability but also absorb new knowledge and hone skills from others. Contrarily, individual working basically could not have such chance to gain professional development.
Secondly, working together provides a scenario where inspirational and innovative ideas could happen, thereby encouraging students to think critically and promoting intellectual growth. While communicating or debating with peers, it is possible for students to generate new ideas and broaden vision. On contrast, individual students who are in a relatively information blocking and lack of stimulation learning environment are not accessible to innovation. For example, in the aforementioned case, our group had encountered a tricky problem in data calculation. However, with the fierce discussion and information sharing, the prototype of an innovative calculation method had gradually become the practical one, helping us to get out of the dilemma. In this progress, every member’s contribution to the whole project, indeed, is the representation of his or her personal professional development motivated by peer’s inspirations.
In sum, I still believe that students could learn more effectively when are assigned group works than working alone because of the high learning efficiency and peer’s inspirations.
| 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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- Do you agree or disagree with the following statement 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 Use specific reasons and examples to suppo 88
Grammar and spelling errors:
Line 3, column 216, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun part seems to be countable; consider using: 'several parts'.
Suggestion: several parts
...nomic to divide the whole pictures into several part, which allows students to conduct at th...
^^^^^^^^^^^^
Line 5, column 345, Rule ID: A_RB_NN[1]
Message: You used an adverb ('relatively') instead an adjective, or a noun ('information') instead of another adjective.
...ontrast, individual students who are in a relatively information blocking and lack of stimulation learni...
^^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, moreover, second, secondly, so, still, while, for example, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 15.1003584229 60% => More to be verbs wanted.
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 23.0 43.0788530466 53% => OK
Preposition: 55.0 52.1666666667 105% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2275.0 1977.66487455 115% => OK
No of words: 402.0 407.700716846 99% => OK
Chars per words: 5.6592039801 4.8611393121 116% => OK
Fourth root words length: 4.47771567384 4.48103885553 100% => OK
Word Length SD: 3.11882468236 2.67179642975 117% => OK
Unique words: 240.0 212.727598566 113% => OK
Unique words percentage: 0.597014925373 0.524837075471 114% => OK
syllable_count: 710.1 618.680645161 115% => OK
avg_syllables_per_word: 1.8 1.51630824373 119% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 50.400776057 48.9658058833 103% => OK
Chars per sentence: 119.736842105 100.406767564 119% => OK
Words per sentence: 21.1578947368 20.6045352989 103% => OK
Discourse Markers: 5.73684210526 5.45110844103 105% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.308678416779 0.236089414692 131% => OK
Sentence topic coherence: 0.0878309964912 0.076458572812 115% => OK
Sentence topic coherence SD: 0.0796480161273 0.0737576698707 108% => OK
Paragraph topic coherence: 0.219716248876 0.150856017488 146% => OK
Paragraph topic coherence SD: 0.08415252515 0.0645574589148 130% => OK
Essay readability:
automated_readability_index: 15.8 11.7677419355 134% => OK
flesch_reading_ease: 33.24 58.1214874552 57% => Flesch_reading_ease is low.
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 15.55 10.9000537634 143% => OK
dale_chall_readability_score: 9.47 8.01818996416 118% => OK
difficult_words: 122.0 86.8835125448 140% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 16.0 10.247311828 156% => 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: 88.3333333333 out of 100
Scores by essay e-grader: 26.5 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.