Films.
It is an undeniable fact that watching films have become a virtually inevitable part of modern life since the movie was invented. Some people argue that films should be embedded in the curriculum as they are as vital as studying literature; opponents claim the opposite notion. I am profoundly inclined to believe that film is as prominent as literature; thus, it can be utilised as a powerful education tool. The following paragraphs will further elaborate on the undeniable importance of films for students and will lead to a plausible conclusion.
First of all, films provide not only children but also adults with a myriad of benefits, and the most conspicuous one stems from the fact that people can build stronger emotional connections with what they watch than what they read as they use two senses at the same time, seeing and hearing. As a result, they can relate to themselves better which stimulates student learning without boredom. As an example, the data yielded by a reputable high school in the UK in 2017 proves that students obtained higher exam grades when they learned literature syllabus through dramas than when they learned through conventional means.
Second of all, another key value of film in education is that it is a leveler and it has a universal language. For instance, students can discuss their opinions about a drama no matter what social class or background they are from, which will ultimately promote the development of their social skills. Furthermore, they are a gateway to exploring unknown worlds of other people and complex ideas in a more engaging way.
In conclusion, the foregoing discussion propounds the view that films are as much prominent as literature in a school curriculum. It is expected that executive head teachers will take cognizance of this fact and include studying films at school as an option for pupils.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-01-25 | javanbakhttt@yahoo.com | 11 | view |
| 2018-04-30 | illy | 11 | view |
| 2017-11-03 | Amir NIkzad | 77 | view |
Transition Words or Phrases used:
also, but, first, furthermore, if, second, so, thus, for instance, in conclusion, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.5418719212 114% => OK
Auxiliary verbs: 9.0 6.10837438424 147% => OK
Conjunction : 8.0 8.36945812808 96% => OK
Relative clauses : 12.0 5.94088669951 202% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 27.0 20.9802955665 129% => Less pronouns wanted
Preposition: 34.0 31.9359605911 106% => OK
Nominalization: 6.0 5.75862068966 104% => OK
Performance on vocabulary words:
No of characters: 1566.0 1207.87684729 130% => OK
No of words: 310.0 242.827586207 128% => OK
Chars per words: 5.05161290323 5.00649968141 101% => OK
Fourth root words length: 4.19604776685 3.92707691288 107% => OK
Word Length SD: 2.7332766506 2.71678728327 101% => OK
Unique words: 185.0 139.433497537 133% => OK
Unique words percentage: 0.596774193548 0.580463131201 103% => OK
syllable_count: 484.2 379.143842365 128% => OK
avg_syllables_per_word: 1.6 1.57093596059 102% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 4.6157635468 130% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 2.0 1.71428571429 117% => OK
Conjunction: 1.0 0.931034482759 107% => OK
Preposition: 1.0 3.65517241379 27% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 25.0 20.5024630542 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 53.5900073604 50.4703680194 106% => OK
Chars per sentence: 130.5 104.977214359 124% => OK
Words per sentence: 25.8333333333 20.9669160288 123% => OK
Discourse Markers: 8.91666666667 7.25397266985 123% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 8.0 6.9802955665 115% => OK
Sentences with negative sentiment : 1.0 2.75862068966 36% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 2.91625615764 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0 0.242375264174 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.0925447433944 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.071462118173 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.151781067708 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0609392437508 0% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.3 12.6369458128 121% => OK
flesch_reading_ease: 46.1 53.1260098522 87% => OK
smog_index: 8.8 6.54236453202 135% => OK
flesch_kincaid_grade: 13.0 10.9458128079 119% => OK
coleman_liau_index: 12.31 11.5310837438 107% => OK
dale_chall_readability_score: 9.21 8.32886699507 111% => OK
difficult_words: 85.0 55.0591133005 154% => OK
linsear_write_formula: 12.0 9.94827586207 121% => OK
gunning_fog: 12.0 10.3980295567 115% => OK
text_standard: 12.0 10.5123152709 114% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 11.1111111111 out of 100
Scores by essay e-grader: 10.0 Out of 90
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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.