There are numerous after-class activities for students. Is it good or not?
Recently, the phenomenon of extracurricular classes for students and their corresponding impact has sparked a heated debate. Although contested by many that the matter of improving skills is highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that life experiences can be a plus, and I will analyze that throughout this essay.
Within the realm of science, participating in numerous classes can provide students with some noticeable effects which are rooted in the fact that the merits of knowledgeable learners, as well as boosting cognitive abilities, are inextricably bound up. According to my own experience, when I was a university student, I found extra classes during my school time that helped me to deep study the university's courses. Thus, beneficial ramifications of both optimizing time and learning skills out of schools apparently can be seen.
On the other hand, from a social standpoint, spending time in various classes might increase the consequences of tiredness for learners. Moreover, the fundamental aspects of getting information from natural sources could relate to this reality that the demerits of communication problems in workspaces pertain to neglecting all aspects of life. As a tangible example, some scientific research undertaken by UCLA university has asserted that impatient employees are associated with emphasizing academic educations. Hence, it is correct to presume the preconceived notion of having an enjoyable time in the environment.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of taking some limited purposeful classes far outweigh its drawbacks. Not only do the advantages of enhancing different skills prove the significance of comprehensive plans, but also pinpoint learning of the non-academic environment implications.
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Transition Words or Phrases used:
also, apparently, but, hence, if, moreover, so, thus, well, while, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.5418719212 95% => OK
Auxiliary verbs: 6.0 6.10837438424 98% => OK
Conjunction : 5.0 8.36945812808 60% => More conjunction wanted.
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 21.0 20.9802955665 100% => OK
Preposition: 41.0 31.9359605911 128% => OK
Nominalization: 7.0 5.75862068966 122% => OK
Performance on vocabulary words:
No of characters: 1648.0 1207.87684729 136% => OK
No of words: 289.0 242.827586207 119% => OK
Chars per words: 5.70242214533 5.00649968141 114% => OK
Fourth root words length: 4.12310562562 3.92707691288 105% => OK
Word Length SD: 3.27975482393 2.71678728327 121% => OK
Unique words: 193.0 139.433497537 138% => OK
Unique words percentage: 0.667820069204 0.580463131201 115% => OK
syllable_count: 517.5 379.143842365 136% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 2.0 1.56157635468 128% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 3.65517241379 137% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 24.0 20.5024630542 117% => OK
Sentence length SD: 43.1208733935 50.4703680194 85% => OK
Chars per sentence: 137.333333333 104.977214359 131% => OK
Words per sentence: 24.0833333333 20.9669160288 115% => OK
Discourse Markers: 8.0 7.25397266985 110% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 6.0 6.9802955665 86% => OK
Sentences with negative sentiment : 3.0 2.75862068966 109% => OK
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: 0.149329919676 0.242375264174 62% => OK
Sentence topic coherence: 0.0475501186633 0.0925447433944 51% => OK
Sentence topic coherence SD: 0.0652204003357 0.071462118173 91% => OK
Paragraph topic coherence: 0.0780889583655 0.151781067708 51% => OK
Paragraph topic coherence SD: 0.0380236392088 0.0609392437508 62% => OK
Essay readability:
automated_readability_index: 17.5 12.6369458128 138% => OK
flesch_reading_ease: 30.2 53.1260098522 57% => Flesch_reading_ease is low.
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 15.0 10.9458128079 137% => OK
coleman_liau_index: 16.08 11.5310837438 139% => OK
dale_chall_readability_score: 10.84 8.32886699507 130% => OK
difficult_words: 110.0 55.0591133005 200% => OK
linsear_write_formula: 15.5 9.94827586207 156% => OK
gunning_fog: 11.6 10.3980295567 112% => OK
text_standard: 16.0 10.5123152709 152% => OK
What are above readability scores?
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Rates: 88.8888888889 out of 100
Scores by essay e-grader: 80.0 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.