Do you agree or disagree with the following statement? For the successful development of a country, it is more important for a government to spend money on the education of very young children (five to ten years old) than to spend money on universities. Use specific reasons and examples to support your answer.
Since the dawn of humanity, people have always been struggling with contrasting aspects of human life, and these issues have accreted gradually during human history. Nowadays, the complexity of this progressive and sophisticated world has confronted people with different new requirements like the importance of education. As a matter of fact, it is very crucial for a government to allocate budget to improve the education whether of young children or university students. I believe that in case of shortage of budget, the government should invest in educating young adults in universities rather than very young kids in order to pave its way towards success and development. This essay will explore a couple of reasons for my perspective in the following paragraphs.
First of all, universities are the greatest sources and origins of producing science and technology, making them and their students and professors the most important parts of the educating system. In fact, the governments of advanced countries allocate a huge part of their budget to universities. Consequently, the universities are capable of hiring professors and attracting students of high proficiency in each field. Therefore, great students and professional professors work together in a special area and develop much knowledge, state of the art science and basic information for cutting-edge technology. As a result, these countries improve exceptionally faster compared to the countries that offer a lot of money to educate young children. The fast and great improvements in the United States can easily demonstrate the great developments resulting from allocating money to educate young adults.
Secondly, due to the fact that young children lack the mature outlook towards the significance of their courses, they cannot take them seriously and try hard, which means that spending money on their education will not be helpful for the long-term improvement of a country. To put it in other words, a lot of kids do not care much about their courses, and most of them may even not pursue higher studies at universities. Thus, there is no point for a country to be full of people who only know how to read and write and have no special expertise. The merciless destiny of a large number of the least-developed countries is a shred of compelling evidence for this fact. Although the majority of people in such countries have received the rudimentary and primary schooling, these people play no pivotal role in enhancing their countries mostly because most of them do not care about the importance of education.
On the whole, taking all the aforementioned reasons and examples into account, I assume that giving higher importance to the education of adults in universities would have a paramount role in the development of a country compared to the education of young kids. Universities produce all the knowledge and investing in them would help to improve very fast. Moreover, young children do not have a practical attitude towards life and spending money on them might not have considerable results.
- TPO45 73
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Grammar and spelling errors:
Line 3, column 536, Rule ID: STATE_OF_THE_ART
Message: Did you mean 'state-of-the-art'?
...pecial area and develop much knowledge, state of the art science and basic information for cutti...
Line 5, column 573, Rule ID: LARGE_NUMBER_OF
Message: Specify a number, remove phrase, or simply use 'many' or 'numerous'
Suggestion: many; numerous
...ial expertise. The merciless destiny of a large number of the least-developed countries is a shre...
Transition Words or Phrases used:
consequently, first, if, look, may, moreover, second, secondly, so, therefore, thus, in fact, as a matter of fact, as a result, first of all, in other words, on the whole
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 15.1003584229 53% => More to be verbs wanted.
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 30.0 43.0788530466 70% => OK
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 19.0 8.0752688172 235% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2590.0 1977.66487455 131% => OK
No of words: 493.0 407.700716846 121% => OK
Chars per words: 5.25354969574 4.8611393121 108% => OK
Fourth root words length: 4.71206996034 4.48103885553 105% => OK
Word Length SD: 3.01002580379 2.67179642975 113% => OK
Unique words: 253.0 212.727598566 119% => OK
Unique words percentage: 0.513184584178 0.524837075471 98% => OK
syllable_count: 814.5 618.680645161 132% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 52.2711341769 48.9658058833 107% => OK
Chars per sentence: 136.315789474 100.406767564 136% => OK
Words per sentence: 25.9473684211 20.6045352989 126% => OK
Discourse Markers: 8.94736842105 5.45110844103 164% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.264125144032 0.236089414692 112% => OK
Sentence topic coherence: 0.0790134012781 0.076458572812 103% => OK
Sentence topic coherence SD: 0.053980650525 0.0737576698707 73% => OK
Paragraph topic coherence: 0.160662603954 0.150856017488 107% => OK
Paragraph topic coherence SD: 0.0205527330953 0.0645574589148 32% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 16.3 11.7677419355 139% => OK
flesch_reading_ease: 37.64 58.1214874552 65% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.2 10.1575268817 140% => OK
coleman_liau_index: 13.47 10.9000537634 124% => OK
dale_chall_readability_score: 8.75 8.01818996416 109% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 12.0 10.0537634409 119% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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.