Do you agree or disagree with the following statement?
Leadership comes naturally: one cannot learn to be a leader.
Use specific reasons and examples to support your answer.
There have been multiple heated discussions on whether leadership comes naturally or not. As with everything, there are always two sides to every question. There are social groups thinking that leadership is a skill that people have born with it. On the other hand, there are those who hold opposing views on the idea of being leader you could of been borne like that. In my view, Leadership is something that we learn as other things too for two compelling reasons.
To begin with, like any other skill that we learn at school, we could include leadership as one of the skills that was been ought to us, of course, if we express interest and if we enjoy playing that role. To elucidate, take my own experience, when I was in elementary school I was a very serious, curious child and always I wanted to lead other kids in different events that we had. My teacher notice that and she started to teach me some strategies that helped me to become a good leader of the group. All the other kids liked the idea that I was leading them not the teacher. As I grew older, I learned many more strategies of how to lead. Today, as a manager I can say that the strategies that I learned along the way helped me to become a successful worker. Even though, the leadership did not come naturally, I learned how to become one.Because of this, I think that we could learn how to lead and be successful.
Furthermore, another reason which has to be considered is that we become leaders not only by learning but also by following the footsteps of our family members in order to continue familie's tradition . If our Granparents were leaders in their professions and would like to keep that leadership on light to continue. They would teach us how to become good leaders. Although, we might not like this idea of continuing under their footsteps because we want to explore something new. Still, we should learn and try to pass it on at the same way in which our grandparents did. So, the family reputation would not vanish. That's why, I believe that learning how to leadership and keep up the family tradition in the same way that our grandparents did is very important.
In conclusion, I strongly believe that leadership is a skill that could be taught and learned from anyone also, some families trying to pass it on into next generation, so, the name of the family continue to exist and popular.
Grammar and spelling errors:
Line 1, column 339, Rule ID: MODAL_OF[1]
Message: It's never correct to use "of" after a modal verb. Use 'could have', or, in informal register, 'could've'.
Suggestion: could have; could've
...g views on the idea of being leader you could of been borne like that. In my view, Leade...
^^^^^^^^
Line 3, column 116, Rule ID: WAS_BEEN[1]
Message: Did you mean 'was' or 'has been'?
Suggestion: was; has been
...de leadership as one of the skills that was been ought to us, of course, if we express i...
^^^^^^^^
Line 3, column 616, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...er. As I grew older, I learned many more strategies of how to lead. Today, as a m...
^^
Line 3, column 845, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: Because
... naturally, I learned how to become one.Because of this, I think that we could learn ho...
^^^^^^^
Line 5, column 200, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
... in order to continue families tradition . If our Granparents were leaders in thei...
^^
Line 5, column 617, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: That's
...the family reputation would not vanish. Thats why, I believe that learning how to lea...
^^^^^
Transition Words or Phrases used:
also, but, furthermore, if, so, still, as to, i think, in conclusion, of course, in my view, to begin with, in the same way, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 24.0 11.0286738351 218% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 67.0 43.0788530466 156% => Less pronouns wanted
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 1963.0 1977.66487455 99% => OK
No of words: 428.0 407.700716846 105% => OK
Chars per words: 4.58644859813 4.8611393121 94% => OK
Fourth root words length: 4.548423998 4.48103885553 102% => OK
Word Length SD: 2.55595441948 2.67179642975 96% => OK
Unique words: 212.0 212.727598566 100% => OK
Unique words percentage: 0.495327102804 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 603.0 618.680645161 97% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 51.4405239087 48.9658058833 105% => OK
Chars per sentence: 98.15 100.406767564 98% => OK
Words per sentence: 21.4 20.6045352989 104% => OK
Discourse Markers: 7.1 5.45110844103 130% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.178404865339 0.236089414692 76% => OK
Sentence topic coherence: 0.0549622875509 0.076458572812 72% => OK
Sentence topic coherence SD: 0.0445736517427 0.0737576698707 60% => OK
Paragraph topic coherence: 0.108551540759 0.150856017488 72% => OK
Paragraph topic coherence SD: 0.0283707446284 0.0645574589148 44% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 10.9 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 67.08 58.1214874552 115% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 9.34 10.9000537634 86% => OK
dale_chall_readability_score: 7.15 8.01818996416 89% => OK
difficult_words: 67.0 86.8835125448 77% => More difficult words wanted.
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?
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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: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.