Parents give their children weekly money to buy whatever they want Some people think this can cause bad habits and ideas about money in children Others think the opposite What s your opinion

Essay topics:

Parents give their children weekly money to buy whatever they want. Some people think this can cause bad habits and ideas about money in children. Others think the opposite. What’s your opinion?

Needless to say, today some families devote money to pay their children some money weekly enabling young children to satisfy their needs. This brings up a highly controversial question whether dedicating weekly money to children cause bad habits about money or not. I believe that families should not allocate money weekly to children. The reasons behind this standpoint are the lack of learning to manage money and bad habits of buying everything, explained in the following paragraphs.
To begin with, children will not learn to manage their money. In other words, when parents give money every week to their children, they will not manage their money. The reason for the previous result is that children think that there is no need to save money for the subsequent weeks and thus they will spend most of the money. This means children would not develop skills to manage money. My own brother's experience provides an illuminating insight into this fact. When my brother had fifteen years old, my father used to contribute money to hi, weekly in order to purchase whatever he wanted. My brother expended that money on trivial things such as buying additional books or notebooks which he would not use them later. He did not learn how to organize his expenses for the sake of emergency. Not only did he ask my father additional money for his unimportant expenses but also he did not learn how to organize his money. Therefore, he currently is the same person lacking the ability to manage money. Hence, one of the negative results of giving weekly money for young children to purchase the things they like is connected to the skill of managing of money.
The second point worth discussing is related to a bad habit of buying everything. In fact, children do not have the capability to discern what is important or not to them to buy and what is not. If their parents give money weekly making sure children use at appropriate places, it will cause bad habits of intending to make a lot of purchases when they see something in the shopping store. To illustrate this point, take my brother. As I previously mentioned, my brother used to purchase unimportant stuff, as he saw from stores. These things were included a torch, a lot of pencils and so forth. By buying the aforementioned staffs not only they consumed his whole money but also they caused him a bad habit of purchasing trivial things. He currently owns this wrong habit which he is interested in having afterword. Consequently, children may intend to dedicate their money to unimportant things if their fathers paid them money for the sake of purchasing anything young children get interested.
In conclusion, according to above-mentioned factors, I contend that it should not be allowed to parents to give money for children buying whatever they like due to the lack of learning how to manage money as well as purchasing trivial staffs.

Average: 8.7 (3 votes)
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Grammar and spelling errors:
Line 1, column 489, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
... explained in the following paragraphs. To begin with, children will not learn t...
Line 2, column 484, Rule ID: HAVE_CD_YEARS[1]
Message: This phrase is used with 'be': 'was fifteen years old', 'were fifteen years old'.
Suggestion: was fifteen years old; were fifteen years old
...insight into this fact. When my brother had fifteen years old, my father used to contribute money to ...

Transition Words or Phrases used:
also, but, consequently, hence, if, may, second, so, therefore, thus, well, in conclusion, in fact, such as, as well as, in other words, to begin with

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 56.0 43.0788530466 130% => Less pronouns wanted
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2408.0 1977.66487455 122% => OK
No of words: 494.0 407.700716846 121% => OK
Chars per words: 4.87449392713 4.8611393121 100% => OK
Fourth root words length: 4.71445763274 4.48103885553 105% => OK
Word Length SD: 2.59713364722 2.67179642975 97% => OK
Unique words: 231.0 212.727598566 109% => OK
Unique words percentage: 0.467611336032 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 738.0 618.680645161 119% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 7.0 4.94265232975 142% => OK

Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 47.7520931478 48.9658058833 98% => OK
Chars per sentence: 96.32 100.406767564 96% => OK
Words per sentence: 19.76 20.6045352989 96% => OK
Discourse Markers: 6.0 5.45110844103 110% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => Less negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.435626187008 0.236089414692 185% => OK
Sentence topic coherence: 0.141478937753 0.076458572812 185% => OK
Sentence topic coherence SD: 0.0992951149077 0.0737576698707 135% => OK
Paragraph topic coherence: 0.301928449592 0.150856017488 200% => OK
Paragraph topic coherence SD: 0.0694849217879 0.0645574589148 108% => OK

Essay readability:
automated_readability_index: 11.4 11.7677419355 97% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 10.97 10.9000537634 101% => OK
dale_chall_readability_score: 7.26 8.01818996416 91% => OK
difficult_words: 84.0 86.8835125448 97% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.