Cause paragraph essay_transition_exercise

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Information about Cause paragraph essay_transition_exercise

Published on February 24, 2016

Author: hacersivil

Source: slideshare.net

1. Why do teachers give scores for compositions that are not objective? There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. In conclusion, there are many reasons for teachers not to give objective scores for student writing.

2. Why do teachers give scores for compositions that are not objective? There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. In conclusion, there are many reasons for teachers not to give objective scores for student writing.

3. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. In conclusion, there are many reasons for teachers not to give objective scores for student writing.

4. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. .............................................................................................................................. ....... Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. …………………………………………………………………………… .............................. ....................................................................................................................................... ..............…………………………………………….. Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. ………………………………………………………………………………………… ………………………………………………………………………………………………… …………. In conclusion, there are many reasons for teachers not to give objective scores for student writing. …………………………………………………………………. …………………………………………………………………………………………….

5. Why do teachers give scores for compositions that are not objective? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………….. ……………………………. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that....

6. Why do teachers give scores for compositions that are not objective?

7. Why do teachers give scores for compositions that are not objective?

8. Why do teachers give scores for compositions that are not objective? ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………….. ……………………………. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that....

9. Why do teachers give scores for compositions that are not objective? …….… ………………………… compositions ………………………….......… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………. There are several reasons why students receive different scores for similar compositions, ………………………………… ........................................................................................ First, ………………………………………………………………......

10. Why do teachers give scores for compositions that are not objective? …….… ………………………….. essays ….………………………….......… ……………………………………………………………………………………… ………………………………………………………………….. ………………… ……………………………. There are several reasons why students receive different scores for similar compositions, ………………………………… ........................................................................................ First, ……………………………………………………………………

11. Why do teachers give scores for compositions that are not objective? All over the world, students are required to write essays. ……………........... ….……………………………………………….................… …………………… …………………………………………………………………………………….. There are several reasons why students receive different scores for similar compositions, …………………………………................................................. ....................................... First, ………………………………………………………………….

12. Why do teachers give scores for compositions that are not objective? All over the world, students are required to write essays. / Obviously, the essays that students write may have to be checked and given a mark. // Unfortunately, however, these marks may vary, even if the essays do not. /// There are several reasons why students receive different scores for similar compositions, …………………………………………………………. ………………………………………... First, ………………………………………………………………......

13. Why do teachers give scores for compositions that are not objective? All over the world, students are required to write essays. / Obviously, the essays that students write may have to be checked and given a mark. // Unfortunately, however, these marks may vary, even if the essays do not. /// There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, perhaps the most important reason for poor scoring is that....

14. All over the world, students are required to write essays. Obviously, the essays that students write may have to be checked and given a mark. Unfortunately, however, these marks may vary, even if the essays do not. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. (60 words) First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. ......................................................................................................................... Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. …………………………………………………………………………… .............................. ....................................................................................................................................... ..............…………………………………………….. Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. ………………………………………………………………………………………… ………………………………………………………………………………………………… …………. In conclusion, there are many reasons for teachers not to give objective scores for student writing. …………………………………………………………………. …………………………………………………………………………………………….

15. All over the world, students are required to write essays. Obviously, the essays that students write may have to be checked and given a mark. Unfortunately, however, these marks may vary, even if the essays do not. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. (words: 60) First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Also, people who check students’ writing can get bored, so they give lower and lower scores. Teachers also give higher and higher scores sometimes because the first essays seem bad, which leads them to give better scores to the later ones.(100) Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. It is clear that teachers like this will tend to give marks that vary. (40) Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. ………………………………………………………………………………………… ………………………………………………………………………………………………… …………. In conclusion, there are many reasons for teachers not to give objective scores for student writing. …………………………………………………………………. ……………………………………………………………………………………………. •All over the world, students are required to write essays. Obviously, the essays that students write may have to be checked and given a mark. Unfortunately, however, these marks may vary, even if the essays do not. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. (words: 60) First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Also, people who check students’ writing can get bored, so they give lower and lower scores. (80) Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. It is clear that teachers like this will tend to give marks that vary. (40) Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. ………………………………………………………………………………………… ………………………………………………………………………………………………… …………. In conclusion, there are many reasons for teachers not to give objective scores for student writing. …………………………………………………………………. …………………………………………………………………………………………….

16. All over the world, students are required to write essays. Obviously, the essays that students write may have to be checked and given a mark. Unfortunately, however, these marks may vary, even if the essays do not. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. (words: 60) First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Also, people who check students’ writing can get bored, so they give lower and lower scores. (80) Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. It is clear that teachers like this will tend to give marks that vary. (40) Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. Not only do teachers sometimes fail to mark essays objectively, they may actually be extremely subjective. (50) In conclusion, there are many reasons for teachers not to give objective scores for student writing. …………………………………………………………………. …………………………………………………………………………………………….

17. ………………………………………………………………………………………………… …….. ………………………………………………………………………………………. ………. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, ……………………………………………………………………………. ………………………………………………………………………………………………. Secondly, …………………........................................................................ ……………………………………………………………………………………………… Finally, …………………………………………………………………………. ………………………………………………………………………………………………. (50) In conclusion, there are many reasons for teachers not to give objective scores for student writing. …………………………………………………………………. …………………………………………………………………………………………….

18. ………………………………………………………………………………………………… …….. ………………………………………………………………………………………. ………. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, ……………………………………………………………………………. ………………………………………………………………………………………………. Secondly, …………………........................................................................ ……………………………………………………………………………………………… Finally, …………………………………………………………………………. ………………………………………………………………………………………………. (50) In conclusion, there are many reasons for teachers not to give objective scores for student writing: some teachers lose interest, some do not care, and others even just mark appearance. ………………………………………………. …………………………………………………………………………………………….

19. ………………………………………………………………………………………………… …….. ………………………………………………………………………………………. ………. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. First, ……………………………………………………………………………. ………………………………………………………………………………………………. Secondly, …………………........................................................................ ……………………………………………………………………………………………… Finally, …………………………………………………………………………. ………………………………………………………………………………………………. (50) In conclusion, there are many reasons for teachers not to give objective scores for student writing: some teachers lose interest, some do not care, and others even just mark appearance. Perhaps with better teacher training and easier classroom conditions, this problem may gradually be solved in the future.

20. Why do teachers give scores for compositions that are not objective? All over the world, students are required to write essays. Obviously, the essays that students write may have to be checked and given a mark. Unfortunately, however, these marks may vary, even if the essays do not. There are several reasons why students receive different scores for similar compositions, including teachers getting bored, not caring about students and giving marks for tidiness. (words: 60) First, perhaps the most important reason for poor scoring is that instructors are not robots. Some of them get bored and watch news on TV while they check compositions, or they get interested in the news that are on Internet. These teachers do not concentrate, so they give some people a mark that is too low or too high. Also, people who check students’ writing can get bored, so they give lower and lower scores. (80) Secondly, some teachers do not care about the students. They think most students do not care about their lessons or study, so, perhaps wrongly, the teachers do not either. It is clear that teachers like this will tend to give marks that vary. (40) Finally, sometimes teachers want to give a composition 80% because it is tidy, even though it is not so good. Similarly, bad handwriting can result in poor scores. Not only do teachers sometimes fail to mark essays objectively, they may actually be extremely subjective. (50) In conclusion, there are many reasons for teachers not to give objective scores for student writing: some teachers lose interest, some do not care, and others even just mark appearance. Perhaps with better teacher training and easier classroom conditions, this problem may gradually be solved in the future. (50)

21. That’s all folks! Prepared by Andy Hilton

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