Some people say that teachers and parents should decide what assignment or activities children should do after school. Others say that children should make these decisions on their own. Which view do you agree with and why?
That in our today's chaotic and convoluted world, contributing and conducting the students in a right way adaptable to their flairs and interests seem harsh is a maxim. What serves as an argumentative question is whether the students, themselves, should determine the suitable types of activities or the instructors and parents should conclude. Regardless appearing marginally excruciating to reach a consensus on this issue, I do persevere in unraveling the credence that there exist assorted factors too enormous to fathom about the raising and thriving the students in a true way and it should be pointed out that the teachers dedicating an invaluable time and energy for students can help them the most. The following reasons would elucidate on the thesis.
To inaugurate, one of the cogitating reasons justified the thesis is the necessity of being experts and specialists in training students. To delineate, in as much as, having gathered a plethora of information and knowledge around sundry issues, the teachers will recognize what category of academic subjects are appropriate for them to achieve their desires. Going into the depth, the more relevant courses, adjustable to both the students' emotion and education, are set in students' program, the fewer anathema and less demotivation will be evinced in the following years. To shed more light on this issue, the consequences of an investigation posted in Time Magazine have divulged that seldom do the students whom the teachers opt for the proper programs based on their aptitudes and talents not unearth their ideal vocations for their future life.
Alongside with the first reason vindicated the above, fulfilling the subsistence of extravagant time for discovering the proper courses is another subtle point to scrutinize scrupulously. To clarify, neither parents nor students possess sufficient time to allot to rummage all aspects of various sides of courses in order to realize which are best for students. Additionally, in some circumstances, parents or students may not do their fair share of the devoting, for instance, just setting time for favorite and interested topics not a wide variety of those to provide students a surge of channels of success and to bring about the opportunity to taste different subjects to discover their true one they are deciding to pursue it in more depth. Nevertheless, what I specified above might not be elongated to all contexts, there are some parents remark the courses for their children without any attention to their ensuing and final results. Rarely, are all parents classified in this category.
In recognition of what has been debated above, in spite of subsisting some exceptions excluded from the general rule, I firmly endorse the idea that the profound knowledge and precious time allocated by teachers can be deemed as the main culprits of this issue. Not only can the students reach a pinnacle of triumphs and accomplishments, but also they will be provoked to open the new avenues of inventions and novelty for their society in near future time. (514 words)
Grammar and spelling errors:
Line 1, column 91, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a right way" with adverb for "right"; eg, "in a hasty manner" with "hastily".
...ontributing and conducting the students in a right way adaptable to their flairs and interests...
^^^^^^^^^^^^^^
Line 1, column 569, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a true way" with adverb for "true"; eg, "in a hasty manner" with "hastily".
...t the raising and thriving the students in a true way and it should be pointed out that the t...
^^^^^^^^^^^^^
Line 3, column 432, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...elevant courses, adjustable to both the students emotion and education, are set in stude...
^^^^^^^^
Line 5, column 943, Rule ID: ADVERB_WORD_ORDER[1]
Message: The adverb 'Rarely' is usually not used at the beginning of a sentence.
...ion to their ensuing and final results. Rarely, are all parents classified in this cat...
^^^^^^
Transition Words or Phrases used:
also, but, first, if, may, nevertheless, so, for instance, of course, in spite of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 22.0 13.8261648746 159% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 30.0 43.0788530466 70% => OK
Preposition: 72.0 52.1666666667 138% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2592.0 1977.66487455 131% => OK
No of words: 495.0 407.700716846 121% => OK
Chars per words: 5.23636363636 4.8611393121 108% => OK
Fourth root words length: 4.71684168287 4.48103885553 105% => OK
Word Length SD: 2.88204741925 2.67179642975 108% => OK
Unique words: 274.0 212.727598566 129% => OK
Unique words percentage: 0.553535353535 0.524837075471 105% => OK
syllable_count: 810.9 618.680645161 131% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 9.59856630824 31% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 33.0 20.1344086022 164% => The Avg. Sentence Length is relatively long.
Sentence length SD: 98.5649967978 48.9658058833 201% => The lengths of sentences changed so frequently.
Chars per sentence: 172.8 100.406767564 172% => OK
Words per sentence: 33.0 20.6045352989 160% => OK
Discourse Markers: 5.4 5.45110844103 99% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.157495816845 0.236089414692 67% => OK
Sentence topic coherence: 0.048302467529 0.076458572812 63% => OK
Sentence topic coherence SD: 0.0509153916868 0.0737576698707 69% => OK
Paragraph topic coherence: 0.0939702607274 0.150856017488 62% => OK
Paragraph topic coherence SD: 0.0421035098759 0.0645574589148 65% => OK
Essay readability:
automated_readability_index: 19.8 11.7677419355 168% => OK
flesch_reading_ease: 37.98 58.1214874552 65% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 16.2 10.1575268817 159% => OK
coleman_liau_index: 13.7 10.9000537634 126% => OK
dale_chall_readability_score: 10.12 8.01818996416 126% => OK
difficult_words: 152.0 86.8835125448 175% => OK
linsear_write_formula: 20.0 10.002688172 200% => OK
gunning_fog: 15.2 10.0537634409 151% => OK
text_standard: 20.0 10.247311828 195% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.