Grammar and spelling errors:
Line 4, column 180, Rule ID: HAVE_PART_AGREEMENT
Message: Use past participle here: 'guaranteed'.
. and each national government also has guarantee that this will be happen.
Discourse Markers used:
['also', 'but', 'if', 'so', 'therefore', 'for example', 'in addition', 'in conclusion', 'such as']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.25 0.247107183377 101% => OK
Verbs: 0.143333333333 0.155533422707 92% => OK
Adjectives: 0.123333333333 0.0946595960268 130% => OK
Adverbs: 0.0333333333333 0.0501214627716 67% => OK
Pronouns: 0.0666666666667 0.0437548338989 152% => Less pronouns wanted. Try not to use 'you, I, they, he. ' as the subject of a sentence
Prepositions: 0.1 0.122226691241 82% => OK
Participles: 0.0366666666667 0.0403226058552 91% => OK
Conjunctions: 2.95889631479 2.80594681477 105% => OK
Infinitives: 0.0466666666667 0.0326793684256 143% => OK
Particles: 0.0 0.00163938923432 0% => OK
Determiners: 0.07 0.0861772015684 81% => OK
Modal_auxiliary: 0.02 0.021408717616 93% => OK
WH_determiners: 0.0 0.011925033212 0% => Some subClauses wanted starting by 'Which, Who, What, Whom, Whose. '
Vocabulary words and sentences:
No of characters: 1722.0 1933.35771543 89% => OK
No of words: 267.0 316.048096192 84% => More content wanted.
Chars per words: 6.44943820225 6.12580529183 105% => OK
Fourth root words length: 4.04229324003 4.20517956788 96% => OK
words length more than 5 chars: 0.408239700375 0.374742101984 109% => OK
words length more than 6 chars: 0.337078651685 0.28420135186 119% => OK
words length more than 7 chars: 0.232209737828 0.203846283523 114% => OK
words length more than 8 chars: 0.202247191011 0.137316102897 147% => OK
Word Length SD: 2.95889631479 2.80594681477 105% => OK
Unique words: 160.0 176.037074148 91% => OK
Unique words percentage: 0.59925093633 0.56093040696 107% => OK
Word variations: 63.7152709267 60.7387585426 105% => OK
How many sentences: 15.0 16.0891783567 93% => OK
Sentence length: 17.8 20.7743622355 86% => OK
Sentence length SD: 40.8699835522 49.517814964 83% => OK
Chars per sentence: 114.8 127.492653851 90% => OK
Words per sentence: 17.8 20.7743622355 86% => OK
Discourse Markers: 0.6 0.814263465372 74% => OK
Paragraphs: 4.0 4.38877755511 91% => OK
Language errors: 1.0 3.99599198397 25% => OK
Readability: 51.5078651685 49.1944974215 105% => OK
Elegance: 1.58904109589 1.69124875643 94% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.342060337286 0.332605444948 103% => OK
Sentence sentence coherence: 0.0895250037622 0.102741220458 87% => OK
Sentence sentence coherence SD: 0.0608589781397 0.0668466124924 91% => OK
Sentence paragraph coherence: 0.532600292056 0.534860350844 100% => OK
Sentence paragraph coherence SD: 0.106776045185 0.148594505496 72% => OK
Sentence topic coherence: 0.141972578319 0.134430193775 106% => OK
Sentence topic coherence SD: 0.0742338679623 0.0742795772207 100% => OK
Paragraph paragraph coherence: 0.301486344063 0.324371583561 93% => OK
Paragraph paragraph coherence SD: 0.0280600322777 0.0638462369009 44% => OK
Paragraph topic coherence: 0.230788527733 0.228012699653 101% => OK
Paragraph topic coherence SD: 0.0719361890474 0.058150111329 124% => OK
Sentences with positive sentiment. 10.0 8.68436873747 115% => OK
Sentences with negative sentiment. 4.0 3.9879759519 100% => OK
Sentences with neutral sentiment: 1.0 3.41683366733 29% => OK
Positive topic words: 9.0 5.90881763527 152% => OK
Negative topic words: 2.0 2.5751503006 78% => OK
Neutral topic words: 1.0 1.9629258517 51% => OK
Total topic words: 12.0 10.4468937876 115% => OK
What are sentences with positive/Negative/neutral sentiment?
Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 Out of 9
Note: This is not the final score. 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.
Whatever you do, don't start your personal statement with any of these – not only are they awful clichés, but they're bound to be picked up by Ucas's anti-plagiarism software.Top 10 most overused personal statement opening sentences
1. I am currently studying a BTEC National Diploma in. (used 464 times)
2. From a young age I have always been interested in. (309 times)
3. From an early age I have always been interested in. (292 times)
4. Nursing is a very challenging and demanding career. (275 times)
5. For as long as I can remember I have been fascinated with. (196 times)
6. "Fashion is not something that exists in dresses only”. (189 times)
7. Nursing is a profession I have always looked upon with. (178 times)
8. For as long as I can remember I have been interested in. (166 times)
9. I am an International Academy student and have been studying since. (141 times)
10. Academically, I have always been a very determined and. (138 times)
Reproduced from the 'Ucas Guide to Getting into University and College' with permission of Ucas - available from www.ucasbooks.co.uk
Every December, publications start coming out with scads of lists. Best books of the year. Worst movies of the year. Most shocking celebrity break-ups of the year. Lists upon lists upon lists, defining the past 12 months. One list that often pops up: most overused words of the year.
Usually, lists of most overused words focus on new, trendy words that have seen a sudden surge in usage; twerk. selfie. and hashtag are commonly cited examples. These neologisms are admittedly irritating, and we’d likely all be pleased to hear them less frequently. “Overuse” is the wrong complaint, however. We really are talking about selfies and hashtags alarmingly often these days, so invoking the words themselves makes complete sense. The real scourge of overused words is far less obvious.
Literally. Honestly. Absolutely. Our everyday language has become littered with such terms, so nondescript and ubiquitous that we barely even register their presence. Unique. a word meaning “unlike anything else,” has become so common that we now modify it with very or so to emphasize that it really is unlike anything else, rather than just somewhat different from the norm. (That quirky wall shelf shaped like a mustache you got at Urban Outfitters is NOT “so unique,” for the record. Thousands of other Urban Outfitters shoppers have the exact same one.)
Few of us haven’t fallen prey to the ease of peppering our conversations -- and even our writing -- with awesome s and totally s. But why does this happen? How do these words, which once had such specific uses, become catchall exclamations and intensifiers employed in nearly every chat?
Like obnoxious trends in so many areas -- mullet dresses. obviously Auto-Tuned vocals -- these bastardizations of once-normal words arose through the power of human creativity. Once every other song on the Top 40 station reverberates with nasal Auto-Tune, it no longer seems groundbreaking and hip, but the first artists to use it, like Cher, were thinking outside the box, finding beauty in a new and bizarre tool. The first pioneers to slangify awesome into a catchall positive term (as opposed to its formal definition, “extremely impressive or daunting; inspiring great admiration, apprehension, or fear”) were pushing the boundaries of language in order to create more vivid and colorful ways of speaking.
As Mental Floss pointed out recently, slang usage often results in words changing meaning entirely -- terrific. once used to mean “terror-inducing,” was used ironically to mean “intensely good,” and the new definition eventually spread throughout society, overtaking the old meaning. No one uses terrific in the old sense anymore. The original slang creators were being playful and clever, but the ultimate effect is quite the opposite; an interesting, precise word has now become a bland, broad one, indistinguishable from “awesome,” “fantastic,” and “great.”
Writers often beseech us to stop employing overused duds like actually and awesome . Ragan.com even includes a list of alternatives in their anti-awesome screed. Conversation would be more lively if people started throwing out groovy. magnificent. and shazam in place of the omnipresent options like awesome and amazing. but the reality is that language doesn’t tend to work that way. If a movement was made to abandon awesome. most of us would simply gravitate to another easy, catch-all option. Maybe someday we’ll all be saying everything from a delicious cookie to a heart-wrenching documentary is stupendous. And soon, that word will be just as annoying as awesome ever was.
So let’s not go overboard and start banning words. Instead, take our list of overused words as a reminder that sometimes, the words we say don’t mean much. A cookie, to you, may just be awesome. but don’t some occasions deserve more than that? If you really want to express a heartfelt enthusiasm for your best friend’s dream job offer, don’t mindlessly say that it’s awesome. or even add on some cheap emphasis by saying totally awesome (totally technically means "completely, in every part," but here it would just be a vague note of emphasis). Maybe your friend’s accomplishment is awe-inspiring. or thrilling. or well-deserved, or warms the cockles of your heart. Some thoughts are worth expressing as meaningfully as possible.
Here are 12 words that have been so overused they really don’t mean anything anymore:
How to Say Nothing in 500 Words
One of the things that caught my attention in this piece of writing was how Paul Roberts talked about going from abstract to actual examples. I definitely agree with this type of writing because it successfully grabs the reader’s attention and makes the essay more interesting. It’s something that I’ve never really tried before and I think it would be an excellent challenge to attempt in the future. In essays I’ve always struggled to make my writing to entreat the reader as much as possible, but with limited knowledge on how to do so it can be difficult. In the actual essay Roberts didn’t use this way of writing but in the revision of the details it was intriguing how just delving a little bit more into the subject brought the topic to life.
Filling sentences with extra words is something that is easy to do. I have been guilty of it a few times as I’m sure countless others have as well. How Roberts talks about cutting out all the excess wording that is not required is a point in which I can see both sides of. If a person just fills their writing with mostly useless words that don’t necessarily need to be there then it can make the essay unexpressive, and trite. On the other hand, sometimes it does help to put those fillers in. If you just shorten all your sentences to simple necessities it can seem like there is no real disposition or zest to the topic. In other words I think that some supplementary wording is necessary but, like most things, when it is overdone it can become tedious.
I would probably use Roberts’s advice about not using the usual topics in my future writing. Obviously I’m sure a lot of people have probably used the same topics I have but hopefully my type of writing has brought out some points that they neglected to talk about. I can understand how for an instructor it could be very exhausting to read to same topics in different wording. In writing you should think outside the box, so writing something you.
Please sign up to read full document.YOU MAY ALSO FIND THESE DOCUMENTS HELPFUL
How to SayNothing in 500Words - Response The writer of this text gave some very influential information that I could really use to further develop my writing skills. I admit that I do generally use common things that everyone uses and that do affect my scores on essays. After reading this, I really want to improve my essays by using more descriptive language and venturing out of the box. Surprisingly, even though the speaker’s essay was written 50 years ago it is still very relevant today. I strongly believe that we as English students get caught in a rut to write intelligent, but long essays. It is extremely time-consuming and frustrating to think of new things to write when the simple things to talk about are so easily assessable to talk about. I find that when I share what I talked about in an essay, a lot of my peers have used the same things I used. The author of this essay really opened my eyes on stepping out of common ideas. His view on students is also very accurate also. He catches the procrastination of a paper to late on Sunday night, which is very true. His view on the college football player was quite correct also. He really did show the struggles of students and how we do have difficulties with finding ways to spice up a paper. I could only imagine being a teacher and having to suffer through 150 copies of virtually the same essay. I don’t have the.
394 Words | 2 Pages
Joseline Terrazas Jessica Madinger English 101 17 February 2015 Essay Response In this contemporary society, how to write an essay is becoming a big problem for students. Most college students are confused with how to approach writing in a successful essay. However, in an article “How to saynothing in 500words ” written by Paul Robert, he gives a list of strategies as well as a list of things that should be avoided while writing, like the obvious content, how to place a word . and how to identify the colorful and colorless words . Many students procrastinate when it is time to write an essay. They would rather wait until the last moment to begin writing. What they do not realize is that in that moment their brain is taking superficial ideas. What else can they expect while writing an essay at midnight? “We start writing obvious content” (Robert). Why do people tend to write about the first thing that comes to their minds? Throughout our life, students are learning to write about the first things that come to their minds. That is how students start to form their essays. I personally do it. But students should know how to differentiate between their ideas are going in the correct way or when they are just writing obvious things that anyone can write about. This is.
593 Words | 3 Pages
How to SayNothing in 500WordsPaul Roberts’ advice on how to write was uniquely informative. The title for his writing passage was “How to SayNothing in 500Words ”, yet in his entire essay it explained how to say something in 500words . The misleading title is just one of the many ways Paul Roberts uses to create an original diverse essay. Although Paul Roberts’ essay was written over 50 years ago, it still holds relevance in present day. We all as writers tend to go for the subjects we know best about, or find easiest to write about. Robert’s on the other hand challenges us to go outside of our comfort zone, and write about something no one else will write about, and go against all odds. I personally, am a fond believer in strength in numbers, so I believe in strength in knowledge also. So, writing about a subject I find the hardest and know the least knowledge about is like going all in, in a poker match even though my cards aren’t the strongest. I might come out with a fantastic essay or a big win, but I also might have a disaster of an essay because I’m taking such a big risk and lose all my chips. Roberts then goes on and talks about getting “rid of obvious padding” and “call a fool a fool”. As a.
503 Words | 2 Pages
Paul McHenry Roberts' 1956 article, "How to SayNothing in Five Hundred Words ," deals with the common traps faced by many young writers while writing essays. His advice includes tips on making a dull subject exciting, engaging the reader with unexpected topics and arguments, and developing a fully thought out essay that will be sure to earn a good grade in the classroom. Roberts says to come up with a list of arguments off hand and write them down but do not use any of them, as they are most likely overused and predictable. Instead he suggests to take the path most people would avoid, since it will most likely be easier to make your writing interesting. In addition, do not overuse generalities by never truly getting into a subject. Include facts and stories to get readers interested, instead of a dull sentence with your point of view. Roberts says to get rid of the extra words that fill papers and really give no extra value to your writing. He calls this "padding" in your paper. It is just a way to reach your word goal without saying much at all. Come up with more real content and take out the extra. Give your ideas and then prove why you are correct. Whatever you need to say . say it without apologizing. Roberts advises writers to avoid overused, common expressions such as, "over my dead body" or "under cover of.
395 Words | 2 Pages
Freshman Composition courses. How does the rhetorical situation, the relationship between writer, audience, and message change when communication shifts from verbal to written? I think a really good example of this would be to relate it to a Fire report. When I am riding at the fire station we have to write “reports” after calls. Well, my reports are usually something like “E12, R12, BT 1 responded to structure fire 2160 Rose Ct, Kissimmee, Station 13’s first due. The fire started on side C of the building, traveled through side D. Severe damage. Crew forced entry. Vented from roof. Gained original access through front door, used Fireman’s axe, didn’t check door handle before using axe.” Although when I am telling my friends about the big fire that I got to go to it is more like, “Dude, there was a huge fire in Kissimmee that started on the side of the building. We broke down the door with our huge Fireman’s axes. It was amazing there were orange flames 100 feet in the sky!” The first example was formal, to the point. It is how I would turn in into my boss, the Fire Chief. The second example was casual; it is how I would face to face tell a story to my friends. When we speak face to face we tend to be much more casual, we don’t always realize what we are saying. When we write though, we have it written on paper and we can proofread. 2. What two pieces of advice from the essay will you work to apply to your own writing.
304 Words | 1 Pages
Folklore and Fact The classical view says that the manager organizes, coordinates, plans, and controls; the facts suggest otherwise. Henry Mintzberg question: What do managers do? Without a proper answer, how can we teach management? How can we design planning or information systems for managers? How can we improve the practice of management at all? Henry Mintzberg is the Bronfman Professor of Management at McGill University. His latest book is Mintzberg on Management: Inside Our Strange World of Organizations (Free Press, 1989). This article appeared originally in HBR July–August 1975. It won the McKinsey Award for excellence. Our ignorance of the nature of managerial work shows up in various ways in the modern organization—in boasts by successful managers who never spent a single day in a management training program; in the turnover of corporate planners who never quite understood what it was the manager wanted; in the computer consoles gathering dust in the back room because the managers never used the fancy on-line MIS some analyst thought they needed. Perhaps most important, our ignorance shows up in the inability of our large public organizations to come to grips with some of their most serious policy problems. I f you ask managers what they do, they will most likely tell you that they plan, organize, coordinate, and control. Then watch what they do. Don’t be surprised if you can’t.
8944 Words | 9 Pages
written by Scott Downs In Paul Roberts essay “How to SayNothing in 500Words ” he gives us nine tips that we can use to be a more productive writer. The first is to “Avoid the obvious” in which we should make a list of the things that immediately come to mind and not use them in your writing. Second he says that you should “Take the less usual side” which most people will avoid. He also mentions that trying to predict what the teacher wants is not a good way to choose a topic. Third is to “Slip out of abstraction” by not using vague topics but to go into detail instead. Number four says to “Get rid of the obvious padding” by beginning with more real content so you don’t have to add fluff. The fifth is “Call a fool a fool” meaning that you should get to the point and not be apologetic. The sixth is to “Beware of pat expressions” which are common phrases that everybody uses. Next is to use “Colorful words ” to paint a picture or cause an emotion. In number eight he says to use “Colored words ” which have associations either good or bad that are common to us from past experiences. Finally he warns against using too many “Colorless words ” which have been utilized so much that the meanings have been diminished. I agree with what Paul has written because I have made each one of these mistakes.
344 Words | 1 Pages
HOW TO SAYNOTHING IN FIVE HUNDRED WORDSPaul McHenry Roberts (1917-1967) taught college English for over twenty years, first at San Jose State College and later at Cornell University. He wrote numerous books on linguistics, including Understanding Grammar (1954), Patterns of English (1956), and Understanding English (1958). Freshman composition, like everything else, has its share of fashions. In the 195Os, when this article was written, the most popular argument raging among student essayists was the proposed abolition of college football. With the greater social consciousness of the early '60s, the topic of the day became the morality of capital punishment. Topics may change, but the core principles of good writing remain constant, and this essay as become something of a minor classic in explaining them. Be concrete, says Roberts; get to the point; express your opinions colorfully. Refreshingly, he even practices what he preaches. His essay is humorous, direct, and almost salty in summarizing the working habits that all good prose writers must cultivate. -- Editors' note from JoRay McCuen & Anthony C. Winkler's Readings for Writers. 3rd ed. Harcourt Brace Jovanovich, 1980 It's Friday afternoon. and you have almost survived another week of classes. You are just looking forward dreamily to the weekend when the English instructor says . "For Monday you.
5255 Words | 14 Pages