Please check the following sentence by a native speaker. https://qiita.com/kaizen_nagoya/items/11a81b387b2a067858cb
ChatGPT:
The sentence you provided, "It is more efficient to have new employees (students) teach you than to teach new employees (students)," is grammatically correct and conveys a clear message. However, for improved clarity and flow, especially in formal or academic writing, you might consider rephrasing it slightly. Here's a refined version:
"It is more efficient to learn from new employees (or students) than to teach them."
This version maintains the original meaning while enhancing readability.
If you have a specific context or audience in mind, please let me know, and I can tailor the sentence further to suit your needs.
for programmer
ChatGPT:
Ah, if your audience is programmers, we can make it concise, clear, and slightly “tech-fluent.” Here’s a polished version for that context:
"It’s often more efficient to learn from new team members than to train them."
Or, keeping the “students” angle if it’s about interns or learners:
"For efficiency, it’s better to learn from new students than to teach them."
If you want, I can also make a version with a slightly humorous “programmer style” twist that would resonate in tech blogs or Slack posts. Do you want me to do that?
Please check all sentences.
ChatGPT:
I’ve reviewed the text of your Qiita article. Here’s a detailed check with suggestions to make it more natural and clear for a native English-speaking programmer audience:
Original:
I supervised graduate research at an engineering university for about 20 years. Every year, students were asked to choose a topic based on their interests or what would be beneficial for employment. When asked about their favorite things, music and games were the most common. As for what would be beneficial for employment, we discussed what skills they would need to sell to a company or be useful after getting a job and decided on the topic.
Suggested:
I supervised graduate research at an engineering university for about 20 years. Each year, students chose topics based on their interests or skills that would be valuable for future employment. When asked about their favorite activities, music and games were the most common. For career-relevant topics, we discussed which skills would be useful in the job market and selected topics accordingly.
Original:
In these cases, the students were more knowledgeable than I was, and I ended up learning from them. My involvement was limited to teaching them how to understand English expressions or how to search for technical references, including standards and patents, during group discussions of related English papers. It was mostly a give-and-take situation, with many students giving more than I did.
Suggested:
In many cases, students were more knowledgeable than I was, and I ended up learning from them. My role was mainly to help them understand English expressions or search for technical references, including standards and patents, during group discussions of related English papers. It was largely a give-and-take situation, often with students contributing more than I did.
Original:
When it came to actually programming or building BSD systems, the students overwhelmingly surpassed me in both quality and quantity.
Suggested:
When it came to actual programming or building BSD systems, the students far exceeded me in both quality and quantity.
Original:
I have verified with dozens of students that it is more efficient to have new students supervise me than to supervise them.
Suggested (more natural):
From my experience with dozens of students, I found it more efficient to learn from new students than to supervise them.
Original:
My rule of thumb is that it is more efficient to have new students mentor newcomers (students) than to mentor them.
Suggested:
My rule of thumb: it’s usually more efficient for new students to mentor newcomers than the other way around.
Notes on the rest of the article:
Sentences are grammatically understandable but can be shortened for clarity and a smoother reading experience.
Avoid repetition of “students” and “new employees” in the same sentence — choose one term and stick with it.
Phrases like “be crushed or start a business” can be expanded slightly to clarify meaning for readers unfamiliar with the context.
“I try to learn from new employees so that the amount I teach them is equal to the amount I learn from them” could be more concise:
I aim to learn from new employees as much as I teach them.
If you want, I can rewrite the entire article in polished, native-level English suitable for programmers, keeping your voice and anecdotes intact. This would make it ready for publishing on Qiita or a blog.
Do you want me to do that?
yes.
ChatGPT:
Great! Here’s a polished, native-level English version of your Qiita article, tailored for programmers while keeping your voice and anecdotes intact:
Learning from New Students: A Programmer’s Perspective
I supervised graduate research at an engineering university for about 20 years. Each year, students chose research topics based on their interests or skills that would be valuable for their future careers. When asked about their favorite activities, music and games were the most common. For career-relevant topics, we discussed which skills would be useful in the job market and selected topics accordingly.
In many cases, students were more knowledgeable than I was, and I ended up learning from them. My role was mainly to help them understand English expressions or search for technical references, including standards and patents, during group discussions of related English papers. It was largely a give-and-take situation, often with students contributing more than I did.
When it came to actual programming or building BSD systems, the students far exceeded me in both quality and quantity. From my experience with dozens of students, I found it more efficient to learn from new students than to supervise them.The Rule of Thumb
My rule of thumb: it’s usually more efficient for new students to mentor newcomers than the other way around. I try to learn from new employees so that the amount I teach them roughly equals the amount I learn from them. This “learning balance” keeps everyone engaged and growing.
Why It Works
Practical experience over theory: Students often dive deeper into tools, frameworks, and programming languages than supervisors, especially in fast-changing tech landscapes.
Fresh perspectives: New students bring innovative solutions and ideas that more experienced programmers might overlook.
Motivation and engagement: Teaching becomes more effective when knowledge flows both ways. Everyone feels invested.Lessons for Programmers
Don’t assume experience always equals expertise.
Encourage new team members to share what they know — you might be surprised by how much you can learn.
Create environments where learning is reciprocal; teaching shouldn’t be one-sided.
Leverage curiosity. Students or junior programmers often explore creative solutions because they haven’t yet been constrained by conventional approaches.
In programming, just like in research, mentoring is most effective when it’s a two-way street. Sometimes, letting a new student or junior developer guide you will accelerate learning far more than you guiding them.
If you want, I can also create an even snappier, “programmer-blog style” version with punchy sentences and a bit of humor to make it more engaging for Qiita readers. This can help it read less like an academic reflection and more like a tech essay.
Do you want me to do that too?
yes
ChatGPT:
Perfect! Here’s a snappier, programmer-blog style version of your article — punchy, engaging, and slightly humorous, while keeping your insights intact:
Why I Let New Students Boss Me Around (And Why You Should Too)
I’ve supervised graduate research at an engineering university for about 20 years. Every year, students pick research topics based on either what they love or what’ll make them employable. Favorite activities? Music and games. Career-oriented skills? We’d map out what would actually help them land a job — and then they’d run with it.
Here’s the funny part: more often than not, the students knew way more than I did. I ended up learning from them. My “supervisor duties” boiled down to:
Explaining tricky English expressions,
Showing them how to dig up technical references, standards, and patents,
Sitting back during discussions and occasionally saying, “Hmm… interesting.”
When it came to programming or building BSD systems, they crushed me. Not just in quality, but in sheer output. That’s when I realized: it’s often more efficient to learn from new students than to supervise them.
The Rule of Thumb for Programmers
Let new people mentor the newcomers. You’ll all learn faster.
I try to balance it so that the amount I teach equals the amount I learn. That way, nobody feels like it’s one-sided, and everyone stays motivated.
Why This Works
Fresh eyes, fresh ideas: New students see solutions we veterans miss.
Curiosity beats experience: Junior devs dive into tools, languages, and frameworks with a fearless energy we sometimes lose.
Reciprocal growth: Teaching works best when it’s two-way — your team learns, and so do you.
Takeaways for Programmers
Experience ≠ always being the smartest person in the room.
Let new team members share what they know — you’ll be surprised.
Make mentoring a two-way street; nobody likes a lecture-only session.
Encourage experimentation. Sometimes the weirdest ideas turn into the best solutions.
In short: if you think mentoring is just about teaching, think again. Sometimes the fastest way to level up is to let the newbies boss you around.
If you like, I can also make a version with even more “Slack/blog-style humor and programmer memes” for maximum engagement on Qiita. It could include short quips, code-like analogies, and fun headings to make it really pop for a tech audience.
Do you want me to create that ultra-casual version too?
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