It is suggested that primary children should learn how to grow vegetables and keep animals.
Do the advantages outweigh the disadvantages?
In contemporary days, people argue that elementary school students should be provided with necessary gardening and husbandry skills. While this practice poses certain risks to children, I believe that its advantages are overweighting the disadvantages.
On the one hand, there are some inherent dangers in allowing agricultural and horticultural teaching in school curriculums. Firstly, children might be susceptible to certain potentially infectious diseases. The environment for planting trees or raising cattle is known to be home to various kinds of parasites that make it unsuitable for minors. They may have to face leech bites, parasitic flatworms, or toxic plants. Secondly, schoolchildren might injure themselves with farming tools regularly. Knives, axes, or trowels are indispensable tools when it comes to farming and keeping animals, however, they are unduly dangerous for children to use as they are not experienced enough.
On the other hand, I believe that the aforementioned disadvantages are eclipsed by the advantages that could be gained when teaching minors how to farm and raise cattle. To begin with, cultivation and animal husbandry plays a crucial role in encouraging children to participate in physical exercises. Children nowadays are more favorable to the sedentary lifestyles that make them become lazier and more dependent. Therefore, teaching minors the way to farm and care for animals will defuse the rate they stare at the television. By doing this regularly, children can be away from the temptation of video games, for example. Additionally, involving classes about growing vegetables and raising animals can instill in children a variety of virtues and living skills, such as independence, patience, and empathy. More specifically, in gardening, after sowing seeds into the soil, it can take several weeks for the vegetables to grow so during the growth process, youngsters need to water and catch harmful insects every day in order to protect their vegetables.
In conclusion, although there are some certain disadvantages of teaching schoolchildren how to grow vegetables and keep animals, it seems to me that this practice’s advantages are more noticeably significant.
Transition Words or Phrases used:
first, firstly, however, if, may, second, secondly, so, still, therefore, while, for example, in conclusion, such as, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 13.1623246493 114% => OK
Auxiliary verbs: 10.0 7.85571142285 127% => OK
Conjunction : 15.0 10.4138276553 144% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 25.0 24.0651302605 104% => OK
Preposition: 43.0 41.998997996 102% => OK
Nominalization: 4.0 8.3376753507 48% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1881.0 1615.20841683 116% => OK
No of words: 335.0 315.596192385 106% => OK
Chars per words: 5.61492537313 5.12529762239 110% => OK
Fourth root words length: 4.27820116611 4.20363070211 102% => OK
Word Length SD: 3.11614626825 2.80592935109 111% => OK
Unique words: 206.0 176.041082164 117% => OK
Unique words percentage: 0.614925373134 0.561755894193 109% => OK
syllable_count: 588.6 506.74238477 116% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 1.0 2.52805611222 40% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 3.0 0.809619238477 371% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.76152304609 168% => OK
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 48.4522961272 49.4020404114 98% => OK
Chars per sentence: 117.5625 106.682146367 110% => OK
Words per sentence: 20.9375 20.7667163134 101% => OK
Discourse Markers: 9.375 7.06120827912 133% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 5.0 3.4128256513 147% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.219698477658 0.244688304435 90% => OK
Sentence topic coherence: 0.0617528054914 0.084324248473 73% => OK
Sentence topic coherence SD: 0.0574706201448 0.0667982634062 86% => OK
Paragraph topic coherence: 0.135836618555 0.151304729494 90% => OK
Paragraph topic coherence SD: 0.0743135614394 0.056905535591 131% => OK
Essay readability:
automated_readability_index: 15.5 13.0946893788 118% => OK
flesch_reading_ease: 34.26 50.2224549098 68% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.5 11.3001002004 119% => OK
coleman_liau_index: 15.26 12.4159519038 123% => OK
dale_chall_readability_score: 9.62 8.58950901804 112% => OK
difficult_words: 106.0 78.4519038076 135% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 10.0 10.7795591182 93% => 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.