The question
Some people think that online learning will soon replace traditional classrooms. To what extent do you agree or disagree?
The essay (written by our editors)
Nowadays, online learning become more and more popular, especially after the pandemic. Some people think that it will replace traditional classroom in the near future. I partly agree with this opinion, because online learning has many advantages, but classrooms still have some important functions.
On the one hand, online learning is very convenient for students. They can study at any time and in any place, so they do not need to spend time on travelling to school. For example, a student who live in a small village can watch lectures from famous universities on the internet. Students can also replay a lesson if they do not understand it at the first time. In addition, online courses are often cheaper than traditional ones, which is good for people who do not have much money.
On the other hand, traditional classrooms is still necessary. Firstly, students can communicate with teachers and classmates face to face, and this is good for them. For instance, in a group discussion students learn how to express their ideas and listen to others. Secondly, many students are not self-disciplined enough. When they study at home, they are easy to be distracted by their phones or games, and they cannot finish their tasks on time. Teachers in a classroom can help them to focus and solve their problems immediately.
In conclusion, although online learning has a lot of benefits, I do not think it will completely replace traditional classrooms. I believe the best way is to combine the two methods, so students can enjoy the advantages of both.
Practice score estimates
| Criterion | Essay | Revision |
|---|---|---|
| Overall | 6.0 | 7.5 |
| TR | 6.0 | 7.5 |
| CC | 6.5 | 7.5 |
| LR | 5.5 | 7.0 |
| GRA | 5.5 | 7.5 |
The main point
The one thing that matters most this time is the accuracy of your individual sentences, because that is what pulls hardest against everything else you did well. Your ideas and your plan are clear: you said "I partly agree with this opinion" and you held that line to the end. But in the very first sentence you wrote "online learning become", and later "traditional classrooms is" and "a student who live" — the verb does not match its subject. These are small slips, yet they appear across different sentences, so a reader keeps having to repair your grammar instead of following your meaning. Two more things sit behind this, lighter but still real: some of your phrasing is vague ("this is good for them"), and your supporting points often stop at a quick example instead of finishing the reasoning. Start with agreement of subject and verb, because that is the cost your reader pays most often, in almost every paragraph.
What the question asks
The question asks how far you agree that online learning will soon completely replace traditional classrooms, and wants your own reasoned position with support.
What the essay did
You stated "I partly agree with this opinion", then gave one paragraph on the advantages of online learning and one on why classrooms are still necessary, and closed with "I do not think it will completely replace traditional classrooms". The stance is clear and consistent.
The gap
The gap is not your position — it is depth and surface. Your supports often stop at a quick example or a vague judgement ("this is good for them"), and the "to what extent" weighing stays implicit; meanwhile recurring subject-verb slips make clean sentences less frequent than your ideas deserve.
The changes that matter most
- GRAEssay
Nowadays, online learning become more and more popular, especially after the pandemic.
The revisionOnline learning has grown rapidly in recent years, especially since the pandemic pushed so many courses onto the internet, and some people now believe it will replace the traditional classroom in the near future.
Why "Online learning" is one thing, a singular subject, so the verb must be "becomes", not "become". This is not a stylistic choice — the same rule governs "traditional classrooms is" (plural subject needs "are") and "a student who live" (the relative clause verb agrees with the singular "student", so "lives"). Because the error repeats across different subjects, your reader meets it in almost every paragraph, and each time attention shifts from your idea to your grammar. Fixing agreement is the fastest way to let your sentences be read for their meaning.
Next time, before you trust any sentence, find the real subject and ask: is it one or many? Then check the verb matches — especially when a phrase like "who live in a small village" sits between the subject and its verb and hides the agreement.
- LREssay
Firstly, students can communicate with teachers and classmates face to face, and this is good for them.
The revisionLearning in the same room allows students to communicate with teachers and classmates face to face, and this shapes skills that recorded lectures cannot.
Why "This is good for them" tells the reader that something helps, but not what or how. "Good" is the weakest word available for a benefit, and "for them" repeats a pronoun instead of naming the gain. The reader is left to guess the actual value of face-to-face contact. When you name the benefit — it builds skills a recording cannot — the same idea becomes specific and the sentence earns its place. Precise benefit words also break the heavy repetition of "students" and plain adjectives that runs through your essay.
Next time Whenever you write "this is good", stop and finish the thought: good how? Replace it with the exact benefit — "this builds confidence", "this saves time", "this develops speaking skills" — so the reader never has to supply the meaning for you.
- TREssay
For instance, in a group discussion students learn how to express their ideas and listen to others.
The revisionIn a group discussion, for instance, a student has to put an idea into words, defend it when it is questioned, and listen closely to others before replying—the kind of exchange that only happens when people respond to each other in real time.
Why Your example is relevant, but it stops at a general statement — students "learn how to express their ideas and listen to others" — without showing the step that makes this valuable. An example persuades only when you take one move beyond it: here, that a discussion forces you to shape an idea, defend it when challenged, and respond in the moment, which is precisely what a recorded lecture cannot provide. That extra step is also the link back to your position: it explains why the classroom is not fully replaceable. Without it, the point stays a claim rather than a reason.
Next time After any example, add one sentence that answers "so what does this prove?" Push from what happens to why it matters for your position — that single added sentence is what turns a listed example into real support.
What already works
- You took a clear position and held it from start to finish: "I partly agree with this opinion" in the introduction and "I do not think it will completely replace traditional classrooms" in the conclusion. This is a deliberate, repeatable move — decide your stance early, state it plainly, and restate it at the end so the examiner can always locate your view. Keep doing exactly this; it is the most reliable thing in your essay.
The revision
Online learning has grown rapidly in recent years, especially since the pandemic pushed so many courses onto the internet, and some people now believe it will replace the traditional classroom in the near future. I partly agree with this view: online learning offers real advantages, but classrooms continue to perform functions that a screen cannot fully reproduce, so one will not simply replace the other.
The strongest case for online learning is its convenience. Because lessons can be reached at any time and from any place, students no longer lose hours travelling to and from school, and that saved time can be spent studying instead. The reach this creates matters most for learners who would otherwise be shut out: a student in a small village can watch lectures delivered by famous universities that no local institution could provide. Online lessons can also be replayed, so a student who misses a point the first time can return to it until it is clear, rather than falling behind as happens in a classroom that moves at one fixed pace. Lower fees add to this, since online courses are often cheaper than traditional ones and therefore open to people without much money.
These gains, however, do not remove what the classroom still does best. Learning in the same room allows students to communicate with teachers and classmates face to face, and this shapes skills that recorded lectures cannot. In a group discussion, for instance, a student has to put an idea into words, defend it when it is questioned, and listen closely to others before replying—the kind of exchange that only happens when people respond to each other in real time. The classroom also supplies the discipline many learners lack. A large number of students are not self-disciplined enough to work alone, and at home the phone or a game is always within reach, so tasks go unfinished. A teacher in the room notices when attention drifts, keeps students on task, and answers a question the moment it arises rather than hours later.
For these reasons, I do not think online learning will completely replace traditional classrooms. The better path is to combine the two, letting students enjoy the flexibility of online study alongside the guidance and interaction only a classroom provides.
Sentence notes
EssayNowadays, online learning become more and more popular, especially after the pandemic.
The revisionOnline learning has grown rapidly in recent years, especially since the pandemic pushed so many courses onto the internet, and some people now believe it will replace the traditional classroom in the near future.
Why Your opening carries a subject-verb agreement slip: with the singular subject 'online learning', the verb should be 'becomes', not 'become'. A reader notices this in the very first line, and that small jolt makes them start repairing your sentence instead of taking in your idea. 'More and more popular' is also a plain, well-worn phrase.
Next time The rewrite corrects the verb to 'has grown rapidly in recent years' and folds this sentence together with the next one about what people believe, so the context opens in one smooth move. Next time, after writing a sentence, glance back at the subject and check the verb matches it in number before moving on.
EssaySome people think that it will replace traditional classroom in the near future.
The revisionOnline learning has grown rapidly in recent years, especially since the pandemic pushed so many courses onto the internet, and some people now believe it will replace the traditional classroom in the near future.
Why This sentence states the view you will respond to, but 'traditional classroom' is a countable noun used in the singular and needs 'the' in front of it. The content itself is relevant and correctly frames the debate.
Next time The rewrite merges this with the previous sentence and supplies 'the traditional classroom', so the background and the opposing view arrive in a single connected opening. Note that the phrase 'pushed so many courses onto the internet' is the rewriter's own added detail, not something you wrote. Next time, check whether singular countable nouns need an article.
EssayI partly agree with this opinion, because online learning has many advantages, but classrooms still have some important functions.
The revisionI partly agree with this view: online learning offers real advantages, but classrooms continue to perform functions that a screen cannot fully reproduce, so one will not simply replace the other.
Why This sentence already works: it is grammatical, and it states your 'partly agree' position clearly with both sides named, which you then hold all the way to the conclusion. That is a real strength. The original phrasing 'still have some important functions' is a little plain but not wrong.
Next time The rewrite keeps your stance and adds 'that a screen cannot fully reproduce, so one will not simply replace the other', which spells out the 'to what extent' judgement more sharply. Be aware that this final clause is the rewriter's addition, making your extent-judgement more explicit than you phrased it. To do this yourself, after stating a qualified position, add one short clause that says exactly why the two sides are not interchangeable.
EssayOn the one hand, online learning is very convenient for students.
The revisionThe strongest case for online learning is its convenience.
Why Your sentence is grammatical and clear, so there is nothing to repair here. The weakness is only that 'On the one hand' is a mechanical signpost and 'very convenient' states the point flatly without committing to anything.
Next time The rewrite turns the opener into a real topic sentence that names and ranks the idea ('The strongest case... is its convenience'). Next time, let your first sentence of a body paragraph make a claim rather than just announce a side.
EssayThey can study at any time and in any place, so they do not need to spend time on travelling to school.
The revisionBecause lessons can be reached at any time and from any place, students no longer lose hours travelling to and from school, and that saved time can be spent studying instead.
Why This already reads well and the cause-effect (study anywhere, so no travel time) is sound. It stops one step early, though: you say travel time is saved but not what that saved time is for.
Next time The rewrite keeps your point and adds the next link — 'that saved time can be spent studying instead.' Note that this closing benefit is the rewriter's addition, not something you wrote; the habit to copy is taking one more step after stating a cause so the reader sees the payoff.
EssayFor example, a student who live in a small village can watch lectures from famous universities on the internet.
The revisionThe reach this creates matters most for learners who would otherwise be shut out: a student in a small village can watch lectures delivered by famous universities that no local institution could provide.
Why Here there is a real grammar slip: 'a student who live' should be 'lives', because the relative clause subject 'who' refers to the singular 'student'. Small agreement errors like this pull the reader away from your idea and toward repairing your sentence. The example itself is also left at the single-case level.
Next time The rewrite removes the faulty relative clause ('a student in a small village') and, more importantly, steps up from the one villager to what the case represents — reaching learners 'who would otherwise be shut out'. Be aware that 'that no local institution could provide' is the rewriter's added claim. For yourself: check subject-verb agreement in relative clauses, then ask what your single example stands for.
EssayStudents can also replay a lesson if they do not understand it at the first time.
The revisionOnline lessons can also be replayed, so a student who misses a point the first time can return to it until it is clear, rather than falling behind as happens in a classroom that moves at one fixed pace.
Why The idea is clear (students can replay a lesson), with only the small idiom slip 'at the first time' (usually 'the first time'). What it lacks is the second step: why replaying actually matters.
Next time The rewrite contrasts replaying with 'falling behind... in a classroom that moves at one fixed pace', which explains the benefit instead of just stating it. That contrast is the rewriter's addition; the transferable move is to follow a feature with its consequence so the point persuades, not just informs.
EssayIn addition, online courses are often cheaper than traditional ones, which is good for people who do not have much money.
The revisionLower fees add to this, since online courses are often cheaper than traditional ones and therefore open to people without much money.
Why This sentence is already correct and clear; 'which is good for people who do not have much money' is just loose and plain phrasing that repeats the vague 'good for' pattern you use elsewhere.
Next time The rewrite tightens it to 'therefore open to people without much money', which is more precise and links cause to effect. Next time, when you catch yourself writing 'good for...', try naming the actual benefit (here, access) instead.
EssayOn the other hand, traditional classrooms is still necessary.
The revisionThese gains, however, do not remove what the classroom still does best.
Why Your original has a subject-verb agreement slip: "traditional classrooms is" — plural subject with a singular verb, exactly the kind of error that makes a reader pause to repair the sentence instead of following your point. The phrase "still necessary" also just asserts the value without linking back to the advantages you just listed.
Next time The rewrite fixes the agreement and turns a flat "on the other hand" into a real pivot: "These gains, however, do not remove what the classroom still does best" acknowledges the previous paragraph before countering it. Next time, check that subject and verb agree in number, and when you switch sides, name what you are conceding so the contrast feels earned.
EssayFirstly, students can communicate with teachers and classmates face to face, and this is good for them.
The revisionLearning in the same room allows students to communicate with teachers and classmates face to face, and this shapes skills that recorded lectures cannot.
Why This is the clearest example of support that stays too general. "This is good for them" tells the reader a benefit exists but never says what the benefit actually is, so the point is asserted rather than developed — the habit that kept this essay below the next level.
Next time The rewrite keeps your idea but completes it: "this shapes skills that recorded lectures cannot" explains precisely what face-to-face contact gives that online learning cannot. When you write "this is good," force yourself to add the next clause answering "good how, and why can't the alternative do it?"
EssayFor instance, in a group discussion students learn how to express their ideas and listen to others.
The revisionIn a group discussion, for instance, a student has to put an idea into words, defend it when it is questioned, and listen closely to others before replying—the kind of exchange that only happens when people respond to each other in real time.
Why Your example named the activity ("learn how to express their ideas and listen to others") but stopped at the single case without drawing out why it matters. The rewrite extends it into a causal chain — putting an idea into words, defending it when questioned, listening before replying — and adds the reason it only happens "in real time." Note that the "defend it when it is questioned" and "real time" detail is the rewriter's elaboration, though it stays faithful to your point.
Next time This shows the step most essays miss: after the example, take one more move from "what happens" to "why this exchange cannot be reproduced otherwise." Practise adding one sentence after each example that states the general meaning it stands for.
added in the revision
The revisionThe classroom also supplies the discipline many learners lack.
Why This new sentence was added as a clear topic sentence for your second reason. In your original the "Secondly" sentence had to carry both the signpost and the claim at once; giving the discipline point its own opening line makes the paragraph's structure easier to follow.
Next time When you start a new sub-point, consider a short sentence that names the idea before you explain it — it tells the reader what the coming sentences are about. Here "supplies the discipline many learners lack" previews the detail that follows.
EssaySecondly, many students are not self-disciplined enough.
The revisionA large number of students are not self-disciplined enough to work alone, and at home the phone or a game is always within reach, so tasks go unfinished.
Why Your "Secondly, many students are not self-disciplined enough" was a correct but bare claim. The rewrite keeps it and folds in the consequence you had written in the next sentence — distraction at home and unfinished tasks — so one sentence now carries the point and its result. This is consolidation of your own material, not new reasoning.
Next time Note how "the phone or a game is always within reach, so tasks go unfinished" links cause to effect in a single flow. When two of your sentences state a cause and then its result, you can often join them so the logic reads in one breath.
EssayWhen they study at home, they are easy to be distracted by their phones or games, and they cannot finish their tasks on time.
removed in the revision
Why This sentence was not deleted for being wrong — its content (distraction, unfinished tasks) was merged into the previous sentence, so the idea survives in a tighter form rather than being lost. Note too that your original "they are easy to be distracted" was a non-idiomatic calque that the merge quietly repairs.
Next time When a following sentence only states the consequence of the one before it, you can usually combine them and avoid repeating the subject "they." Check after combining that no information disappeared — here the distraction and the missed deadline both remain.
EssayTeachers in a classroom can help them to focus and solve their problems immediately.
removed in the revision
Why This sentence was removed because its role — what a teacher in the room does — is taken over and sharpened by the new sentence that follows. Your original was general ("help them to focus and solve their problems"); the replacement gives concrete actions instead.
Next time Phrases like "help them to focus" and "solve their problems" are safe but vague. When you revise, ask what the person actually does, moment by moment, and replace the summary word with the observable action.
added in the revision
The revisionA teacher in the room notices when attention drifts, keeps students on task, and answers a question the moment it arises rather than hours later.
Why This added sentence replaces your general "help them to focus" with specific, observable behaviour: noticing when attention drifts, keeping students on task, answering a question the moment it arises. The contrast "rather than hours later" also makes the advantage over online study explicit, which your original only implied.
Next time This is the move to copy: turn an abstract claim ("a teacher helps") into a short list of concrete actions, and add a comparison that shows what the alternative cannot do. Specific verbs persuade more than summary nouns.
EssayIn conclusion, although online learning has a lot of benefits, I do not think it will completely replace traditional classrooms.
The revisionFor these reasons, I do not think online learning will completely replace traditional classrooms.
Why Your original here already works: the clause 'I do not think it will completely replace traditional classrooms' is grammatical, clear, and restates your qualified position exactly. The only soft spot is the opening 'although online learning has a lot of benefits,' which simply repeats a concession you have already made across two body paragraphs, and 'it' makes the reader glance back to check the referent.
Next time The rewrite swaps 'In conclusion, although...' for 'For these reasons,' which points back to the evidence you just gave instead of re-conceding, and it names 'online learning' in place of 'it' so the subject is unmistakable. Next time, in a conclusion, let your signpost gesture at the argument you built rather than restate the concession, and spell out a pronoun when it opens the sentence.
EssayI believe the best way is to combine the two methods, so students can enjoy the advantages of both.
The revisionThe better path is to combine the two, letting students enjoy the flexibility of online study alongside the guidance and interaction only a classroom provides.
Why Your sentence already lands a clear synthesis: combine the two methods so students enjoy the advantages of both. What holds it back is 'the advantages of both' — it names the benefit but leaves it empty, so the reader has to remember for themselves what each side offered.
Next time The rewrite fills that gap by drawing on what you yourself argued earlier — 'the flexibility of online study' and 'the guidance and interaction only a classroom provides' — so the final line actually says what each side contributes rather than gesturing at it. Note this is pulling together content already in your body paragraphs, not adding a new claim. Next time, when you write a 'combine both' ending, take one more step and name the specific strength each option brings instead of leaving it at 'advantages of both'.
Notes by criterion
- TR
Your position is clear and relevant and you hold it throughout — "I partly agree with this opinion" leads straight to a consistent conclusion, and both sides are supported with real examples like the village student and the group discussion. What keeps it at this level is that support often stays general: "this is good for them" and brief examples stop before the reasoning is finished.
Extend each support with a fuller chain — reason, why it matters, example, result — and make your "to what extent" judgement explicit, for example by saying why replacement will be only partial rather than leaving it implied.
- CC
Your essay is well organised: four clear paragraph roles and a logical order from advantages to classroom value to conclusion, with varied signposts such as "On the one hand", "On the other hand", "Firstly", "Secondly". It stays below the next step because some of this linking is mechanical and the flow inside paragraphs is mostly additive — one point simply added to the next.
Vary your links beyond the paired signposts and connect sentences by meaning — show result, contrast or consequence between ideas, not just sequence, so each paragraph reads as one developing thought.
- LR
Your meaning is always clear and you use some topic words well — "convenient", "self-disciplined", "distracted" — but the range is narrow and repetitive: "students" and "online learning" recur heavily, and benefits are stated plainly as "this is good for them" and "good for people who do not have much money". This lack of flexibility is what holds the level.
Use pronouns and near-synonyms to avoid repeating key nouns, and replace vague "good" with the exact benefit — "saves travel time", "builds speaking skills", "lowers the cost".
- GRA
You attempt complex structures — relative clauses, "although", "if", "so" — and your simple sentences are generally accurate, so meaning is clear. But recurring, visible errors hold the level: "online learning become", "traditional classrooms is", "a student who live", and the calque "they are easy to be distracted". These are noticeable across the essay even though they rarely block meaning.
Make subject-verb agreement automatic on plural and complex subjects, and correct calque forms such as "easy to be distracted" to "easily distracted"; reserve the last three minutes of the exam for exactly this check.
Language points to check
- Subject-verb agreement: the verb must match whether the subject is one or many, even when words sit between them. Find the real subject, decide singular or plural, then set the verb — a relative clause ("who ...") takes the number of the noun it describes.
- online learning become → online learning becomes
- traditional classrooms is → traditional classrooms are
- a student who live → a student who lives
- Calque structure: "easy to be" copied from a first-language pattern instead of an adverb. When you mean something happens readily, use an adverb before the verb: "easily distracted", not "easy to be distracted".
- they are easy to be distracted → they are easily distracted
Your next practice step
Take your own essay and underline the subject and the main verb in every sentence. For each, write "one" or "many" above the subject, then confirm the verb matches. Find your three slips — "become", "is", "live" — correct them, and rewrite those three sentences cleanly. Do this with one new paragraph every day for a week.
About this sample
Generated on 2026-11-04 by the PassEssays pipeline (model: claude-opus-4-8) from the essay above. The report was checked against our review rubric before publication; it was not edited.
Our review found 5 points a teacher would correct (for example, a phrase listed as an error that is acceptable). We left them in so the sample shows the product as it is.