In recent years, there has been a growing concern about how to increase high school students’ social engagement. This has led to a suggestion that community volunteering should be integrated into part of the school curriculum. In my opinion, I strongly subscribe to this idea to a large extent for two reasons.
To begin with, a synthesis of student volunteering and the school curriculum is one of the most effective pathways to inculcating in high school students a sense of empathy. Empathy is an important skill they will use for the rest of their lives as they are growing into compassionate adults. Whether through one-time projects or ongoing programs, high school adolescents are given plenty of opportunities to enhance their ability to understand other people’s feelings. Not only could they come to realize how lucky they are but they could also start putting themselves in another person’s shoes. Through their commitment to unpaid community service, they are more likely to identify with people’s misfortune.
In addition, community volunteering plays a critical role in developing students’ new skills and gaining work experience. The hands-on experience might provide building blocks for future success. For instance, if a high school volunteer is assigned a task of reimbursement at a local charity, he or she needs to plan and prioritize work lest this extra work affect his or her schoolwork. Then, after managing and sorting the receipts of donors, this student has to learn how to use Google spreadsheets to keep track of inventory and donations. These work-related skills that cannot be acquired from school books are, in fact, the very foundation for a job in management, accounting, or running a small business. Since gratuitous community service offers a space where students can gain new skills, open their eyes to something different, and give back to their community, I consider it feasible to fuse volunteering into high school programs.
In conclusion, the idea of incorporating voluntary service into part of schooling is completely viable. Not merely does compulsory community service cultivate students’ empathy but it also helps them procure occupation-related skills and increase competitiveness. Owing to the aforementioned three benefits, it is worth motivating students to engage in unpaid community service at school.
Transition Words or Phrases used:
also, but, if, so, then, as to, for instance, in addition, in conclusion, in fact, in my opinion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 13.1623246493 99% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 13.0 10.4138276553 125% => OK
Relative clauses : 3.0 7.30460921844 41% => More relative clauses wanted.
Pronoun: 30.0 24.0651302605 125% => Less pronouns wanted
Preposition: 56.0 41.998997996 133% => OK
Nominalization: 12.0 8.3376753507 144% => OK
Performance on vocabulary words:
No of characters: 2020.0 1615.20841683 125% => OK
No of words: 369.0 315.596192385 117% => OK
Chars per words: 5.47425474255 5.12529762239 107% => OK
Fourth root words length: 4.38284983912 4.20363070211 104% => OK
Word Length SD: 3.22153951481 2.80592935109 115% => OK
Unique words: 222.0 176.041082164 126% => OK
Unique words percentage: 0.60162601626 0.561755894193 107% => OK
syllable_count: 622.8 506.74238477 123% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 4.0 2.52805611222 158% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.76152304609 210% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 39.7791480909 49.4020404114 81% => OK
Chars per sentence: 118.823529412 106.682146367 111% => OK
Words per sentence: 21.7058823529 20.7667163134 105% => OK
Discourse Markers: 6.52941176471 7.06120827912 92% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 13.0 8.67935871743 150% => OK
Sentences with negative sentiment : 0.0 3.9879759519 0% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.246202703437 0.244688304435 101% => OK
Sentence topic coherence: 0.0795827406736 0.084324248473 94% => OK
Sentence topic coherence SD: 0.0445697207283 0.0667982634062 67% => OK
Paragraph topic coherence: 0.153704134962 0.151304729494 102% => OK
Paragraph topic coherence SD: 0.0314157246923 0.056905535591 55% => OK
Essay readability:
automated_readability_index: 15.2 13.0946893788 116% => 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: 14.45 12.4159519038 116% => OK
dale_chall_readability_score: 9.21 8.58950901804 107% => OK
difficult_words: 106.0 78.4519038076 135% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 12.0 10.7795591182 111% => 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.