Which one of the following values is the most important to share with a young child (5-10 years old)?
1. Being helpful 2. Being honest 3. Being well organized
Parents have always been worried about their children's learning. There is an enormous amount of different ethical principle that can be taught to young children and most of the parents are pretty doubtful to select the appropriate ones. In my own perspective, I strongly believe that if we were asked to choose just one value to teach our children, that merit would be being helpful because of two main reasons which are elaborated in the following paragraphs.
First of all, learning to be helpful without any mutual expectation can help a child to grow an independent character. In fact, when a young child at the age of 6 or 7 tries to just help to his classmates at school or kindergarten, he himself learn to do his own duties perfectly and then help others. In this way, he tries to master new skills in order to do the assigned responsibilities. My life is a convincing experience for this idea. My parents were a nurse and they have perfectly done this value throughout their life. Therefore, I became familiar with being helpful from the early ages of my life. As a result, I felt pretty satisfied whenever I helped my friends and also my younger sisters so that the more I helped others, the better feeling I received from them. However, I realized that I must be perfect in a field to be accepted by others. In this regard, I tried hard as a child to do all those little duties perfectly in order to be able to help other. As I got older, I master the huge number of skills and all of the facilitate the development of an independent character.
Secondly, helpful people will receive more than the amount of the help they have done. In fact, if a child can be able to help others, he will get extra help from his peers because children behave exactly in almost the identical way that they have already been treated. To illustrate this point, a pilot investigation has done in my country, China, to examine the successfulness of helpful children. To do this end, around 10 children from the ages between 5 to 7 were selected randomly and were divided into 5 groups. Each group received two similar boxes within which there was a broken gift. Those childer who help their colleagues to repair the broken gift then received more attention from other children. In this regard, children were extremely interested in playing with these helpful children. It shows that helpful people will receive more help from others when they are in a catastrophe, therefore, it is more logical to teach our children to be helpful.
In sum, above from aforementioned explanation, I do believe that being helpful in the most valuable merit that we can teach our children. This is because of being independent and getting more help from others. However, I suggest to carry out extra analytical and experimental investigation in order to explore the sunsequent effect of this value on the character of a child.
Grammar and spelling errors:
Line 3, column 1028, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
... I master the huge number of skills and all of the facilitate the development of an indepe...
^^^^^^^^^^
Line 3, column 1035, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...er the huge number of skills and all of the facilitate the development of an independent chara...
^^^^^^^^^^^^^^
Line 5, column 966, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...al to teach our children to be helpful. In sum, above from aforementioned explan...
^^^^^^
Line 7, column 222, Rule ID: ADMIT_ENJOY_VB[1]
Message: This verb is used with the gerund form: 'suggest carrying'.
Suggestion: suggest carrying
...tting more help from others. However, I suggest to carry out extra analytical and experimental i...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, first, however, if, second, secondly, so, then, therefore, in fact, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 10.0 13.8261648746 72% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 63.0 43.0788530466 146% => Less pronouns wanted
Preposition: 79.0 52.1666666667 151% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2399.0 1977.66487455 121% => OK
No of words: 508.0 407.700716846 125% => OK
Chars per words: 4.72244094488 4.8611393121 97% => OK
Fourth root words length: 4.74751043592 4.48103885553 106% => OK
Word Length SD: 2.7252534706 2.67179642975 102% => OK
Unique words: 238.0 212.727598566 112% => OK
Unique words percentage: 0.468503937008 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 745.2 618.680645161 120% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 12.0 4.94265232975 243% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 44.5063782882 48.9658058833 91% => OK
Chars per sentence: 99.9583333333 100.406767564 100% => OK
Words per sentence: 21.1666666667 20.6045352989 103% => OK
Discourse Markers: 4.125 5.45110844103 76% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 20.0 11.8709677419 168% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
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: 0.266954681802 0.236089414692 113% => OK
Sentence topic coherence: 0.0866456001213 0.076458572812 113% => OK
Sentence topic coherence SD: 0.0737077087142 0.0737576698707 100% => OK
Paragraph topic coherence: 0.192343084288 0.150856017488 128% => OK
Paragraph topic coherence SD: 0.0392641997046 0.0645574589148 61% => OK
Essay readability:
automated_readability_index: 11.4 11.7677419355 97% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 10.1 10.9000537634 93% => OK
dale_chall_readability_score: 7.44 8.01818996416 93% => OK
difficult_words: 89.0 86.8835125448 102% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.