These days, food science and preparation have been taken into high consideration. Controversy has arisen because several individuals believe that these knowledge fields should be taught at school, while others think that students ought to focus on studying other essential subjects. However, both sides of this debate have their own merits, which are worth-analyzing before reaching any conclusion.
On the one hand, it is justifiable for some people to believe that important subjects should be prioritized at education institutions. It is undeniable that academic subjects would provide an individual with the foundation knowledge to handle issues in society. Particularly, academic lessons such as mathematics, information technology also improve their logical thinking, critical thinking. Equipped with this valuable information, children are offered a wide range of opportunities to deal with the harsh working competition in the future as well as gain higher social status. Additionally, as these subjects cover a wide range of content, they already put pressure on students in terms of revision, exams. Thus, it would be harder for children if food science were introduced to the curriculum.
On the other hand, there have been several striking signs for me to think that students should be educated about food science and preparation. One of the most noticeable reasons is that this subject could enhance student's awareness of eating. Since children absorb knowledge of classifying foods, and understanding the chemical in dishes, they would avoid unexpected health problems in the future. Another striking catalyst is that food science and preparation is a practical subject providing children with hand-on experience instead of theories. For example, they would have to do experiments, or directly apply this knowledge into life by calculating the calories per meal or preparing dishes by themself. Therefore, educating students about food would not only offer them theoretical knowledge but also practical solutions to ensure both mental and physical development.
In conclusion, although only learning essential subjects may bring several worthy benefits for learners, there is valid evidence to claim that studying the science of food and how to prepare it is more worth-considering.
Transition Words or Phrases used:
also, but, however, if, may, so, therefore, thus, well, while, for example, in conclusion, such as, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 13.1623246493 122% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 26.0 24.0651302605 108% => OK
Preposition: 45.0 41.998997996 107% => OK
Nominalization: 18.0 8.3376753507 216% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1963.0 1615.20841683 122% => OK
No of words: 345.0 315.596192385 109% => OK
Chars per words: 5.68985507246 5.12529762239 111% => OK
Fourth root words length: 4.3097767484 4.20363070211 103% => OK
Word Length SD: 3.01328571152 2.80592935109 107% => OK
Unique words: 207.0 176.041082164 118% => OK
Unique words percentage: 0.6 0.561755894193 107% => OK
syllable_count: 601.2 506.74238477 119% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 0.0 2.52805611222 0% => OK
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.76152304609 84% => OK
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 37.3126570348 49.4020404114 76% => OK
Chars per sentence: 122.6875 106.682146367 115% => OK
Words per sentence: 21.5625 20.7667163134 104% => OK
Discourse Markers: 8.0625 7.06120827912 114% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 2.0 3.9879759519 50% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 3.4128256513 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.280380345351 0.244688304435 115% => OK
Sentence topic coherence: 0.0853757106113 0.084324248473 101% => OK
Sentence topic coherence SD: 0.0790367168703 0.0667982634062 118% => OK
Paragraph topic coherence: 0.168766351646 0.151304729494 112% => OK
Paragraph topic coherence SD: 0.0319899055376 0.056905535591 56% => OK
Essay readability:
automated_readability_index: 16.1 13.0946893788 123% => OK
flesch_reading_ease: 41.7 50.2224549098 83% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 15.72 12.4159519038 127% => OK
dale_chall_readability_score: 9.62 8.58950901804 112% => OK
difficult_words: 108.0 78.4519038076 138% => OK
linsear_write_formula: 13.0 9.78957915832 133% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
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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.