What are the different methods students using to achieve information? Online materials, asking teachers or discussing with classmates?
Recently, student's different methods for acquiring information have sparked an ongoing controversy, which inevitably lead to a moot question "what are the Pros and Cons of using online material?". Whereas it is a widely held view that it is highly beneficial, I will discuss controversial aspects of that throughout this essay.
From the educational system standpoint, teaching staffs are bound up inextricably with private schools, which indicates they lead to both written assignment and oral examination. As a well-known example, a longitudinal study conducted by eminent scientists in 2018 demonstrates the relationship between assessment methods and course syllabus as well as an exponential increase in performance. Their academic criticism was impressive. Consequently, my empirical evidence presented thus far supports the contention that the likelihood of online source is correlated positively with not only fault information but also verification.
Within the realm of information technology, without the slightest doubt, internet access attribute to easy access, in that it would come down to less direct interaction, discussing group, and classmate. A salient example of such attribution is learning environment, which is a cause for concern since it was mistaken to take time saving for granted. Had there been a paradigm shift earlier, scholars might have had the opportunity to pinpoint not having physical class problems. Likewise, hardly had they confined their attention to student-teacher relationship, face to face communication, and even playing. Hence, it is reasonable to infer the pivotal role of course scheduling and new teaching methods.
To conclude, as for myself, as the saying goes "all's well that ends well," after analyzing what elaborated above, I firmly believe that the disadvantages of online materials far outweigh its advantages. However, with the benefit of hindsight, we conceive the more we research, the further we discover.
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...information but also verification. Within the realm of information technolo...
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...heduling and new teaching methods. To conclude, as for myself, as the sayin...
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...ying goes 'alls well that ends well,' after analyzing what elaborated above,...
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Transition Words or Phrases used:
also, but, consequently, hence, however, if, likewise, so, thus, well, whereas, as for, of course, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.5418719212 104% => OK
Auxiliary verbs: 3.0 6.10837438424 49% => OK
Conjunction : 7.0 8.36945812808 84% => OK
Relative clauses : 9.0 5.94088669951 151% => OK
Pronoun: 24.0 20.9802955665 114% => OK
Preposition: 35.0 31.9359605911 110% => OK
Nominalization: 16.0 5.75862068966 278% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1728.0 1207.87684729 143% => OK
No of words: 294.0 242.827586207 121% => OK
Chars per words: 5.87755102041 5.00649968141 117% => OK
Fourth root words length: 4.14082457966 3.92707691288 105% => OK
Word Length SD: 3.29417510394 2.71678728327 121% => OK
Unique words: 204.0 139.433497537 146% => OK
Unique words percentage: 0.69387755102 0.580463131201 120% => OK
syllable_count: 522.0 379.143842365 138% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 4.6157635468 130% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 4.0 1.71428571429 233% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 3.65517241379 192% => OK
Performance on sentences:
How many sentences: 13.0 12.6551724138 103% => OK
Sentence length: 22.0 20.5024630542 107% => OK
Sentence length SD: 52.2437391849 50.4703680194 104% => OK
Chars per sentence: 132.923076923 104.977214359 127% => OK
Words per sentence: 22.6153846154 20.9669160288 108% => OK
Discourse Markers: 8.38461538462 7.25397266985 116% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 4.0 5.33497536946 75% => OK
Sentences with positive sentiment : 10.0 6.9802955665 143% => OK
Sentences with negative sentiment : 0.0 2.75862068966 0% => 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: 0.190934913155 0.242375264174 79% => OK
Sentence topic coherence: 0.0491532180228 0.0925447433944 53% => OK
Sentence topic coherence SD: 0.0587102117277 0.071462118173 82% => OK
Paragraph topic coherence: 0.10643902326 0.151781067708 70% => OK
Paragraph topic coherence SD: 0.0623637173321 0.0609392437508 102% => OK
Essay readability:
automated_readability_index: 17.6 12.6369458128 139% => OK
flesch_reading_ease: 32.22 53.1260098522 61% => OK
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 14.2 10.9458128079 130% => OK
coleman_liau_index: 17.12 11.5310837438 148% => OK
dale_chall_readability_score: 10.8 8.32886699507 130% => OK
difficult_words: 113.0 55.0591133005 205% => Less difficult words wanted.
linsear_write_formula: 16.0 9.94827586207 161% => OK
gunning_fog: 10.8 10.3980295567 104% => OK
text_standard: 11.0 10.5123152709 105% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 72.0 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.