Spanking, or the act of hitting children on their bottoms, is a common punishment in many cultures around the world. However, recently child psychologists have begun questioning whether spanking is a good form of punishment. Although a consensus has yet to be reached, there are a number of advantages to using spanking as a disciplinary tool.
One of the most apparent advantages of spanking is that it helps children understand the difference between right and wrong. Spanking helps children remember that an act is not allowed by creating a psychological association between a particular forbidden act and the traumatic experience of being spanked. In establishing this association, children come to understand what is right and what is wrong.
Additionally, spanking is far more effective than other types of discipline. Unlike time-outs, which remove children from a situation and force them to stay in a quiet area, spanking has been shown to be more effective among children between the ages of three and five. After being spanked, children are much less likely to behave in the same way than if they had simply been put in time-out.
Finally, spanking is an understandable form of punishment. It can be used on nearly any young child. In contrast, young children may not understand that time-outs are punishments. For a young child that does not completely understand situations, a time-out can easily be mistaken for something else-children put in a time-out, for instance, might think that they are being removed from a situation for their own safety or because it is time for a nap. As a result, spanking is a valuable tool for parents to use because the child cannot understand it as anything other than a punishment.
The article and a the lecture both discuss the effectiveness of spanking, as a way of disciplineing of young children. While the article asserts that spanking is a universal and suitable tool to teach children the good behavior, the lecturer opposes this thesis and believe that spanking is neither an effective nor good way of punishment.
First, the article avers that spanking cause children remember which act is good or bad. It mentions that young children can assosiate between painful experience of spanking with bad act, then they try not to repeat that behavior. On the other hand, the professor challengs this point by saying that spanking does not teach children any moral, as it is only a justification. She believes that this is an illogical rule that does not teach kids good or bad acts. She questions how children infer a reasonable conclusion of this illogical punishment.
Second, the reading material posits that spanking is more efeective then other punishment such as time-out. It quotes a research to prove its idea for chidren at age three to five. The professor, however, repudiates this point by mentioning that all studies show that spanking is not effective rather than other punishment, and actually they prove that it is less effective than time-out. she insists that kids will forget the pain of spanking after five minutes while the effect of time-out punishment last far much more than spanking.
Third, the author states that spanking as an understable way of punishment is acceptable in all countries. It avers that children understand the meaning of spanking directly and they may misunderstand the purpose of time-out. The lecturer opposes this idea and asserts that spanking is not a universal form of jpunishment. She avers that parents find the spanking as a simple and quick responce to child behavior. Parents show their violence in this way and children learn from their parents behavior. As children may imitate this kind of harsh behavior, spanking should not be use by parents to discipline children.
Grammar and spelling errors:
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The article and a the lecture both discuss the effectiveness ...
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... and suitable tool to teach children the good behavior, the lecturer opposes this...
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...effective nor good way of punishment. First, the article avers that spanking c...
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...clusion of this illogical punishment. Second, the reading material posits that...
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...hat it is less effective than time-out. she insists that kids will forget the pain ...
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...ent last far much more than spanking. Third, the author states that spanking a...
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...or. As children may imitate this kind of harsh behavior, spanking should not be u...
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Transition Words or Phrases used:
actually, first, however, if, may, second, so, then, third, while, kind of, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.4613686534 105% => OK
Auxiliary verbs: 5.0 5.04856512141 99% => OK
Conjunction : 11.0 7.30242825607 151% => OK
Relative clauses : 18.0 12.0772626932 149% => OK
Pronoun: 40.0 22.412803532 178% => Less pronouns wanted
Preposition: 34.0 30.3222958057 112% => OK
Nominalization: 10.0 5.01324503311 199% => OK
Performance on vocabulary words:
No of characters: 1713.0 1373.03311258 125% => OK
No of words: 336.0 270.72406181 124% => OK
Chars per words: 5.09821428571 5.08290768461 100% => OK
Fourth root words length: 4.28139028586 4.04702891845 106% => OK
Word Length SD: 2.73035753216 2.5805825403 106% => OK
Unique words: 163.0 145.348785872 112% => OK
Unique words percentage: 0.485119047619 0.540411800872 90% => More unique words wanted or less content wanted.
syllable_count: 501.3 419.366225166 120% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 3.25607064018 215% => Less pronouns wanted as sentence beginning.
Article: 8.0 8.23620309051 97% => OK
Subordination: 4.0 1.25165562914 320% => Less adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 1.0 2.5761589404 39% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 17.0 13.0662251656 130% => OK
Sentence length: 19.0 21.2450331126 89% => OK
Sentence length SD: 40.5478059514 49.2860985944 82% => OK
Chars per sentence: 100.764705882 110.228320801 91% => OK
Words per sentence: 19.7647058824 21.698381199 91% => OK
Discourse Markers: 6.0 7.06452816374 85% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 9.0 4.19205298013 215% => Less language errors wanted.
Sentences with positive sentiment : 2.0 4.33554083885 46% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 4.45695364238 247% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.27373068433 94% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.224746732124 0.272083759551 83% => OK
Sentence topic coherence: 0.083084466147 0.0996497079465 83% => OK
Sentence topic coherence SD: 0.0413546602476 0.0662205650399 62% => OK
Paragraph topic coherence: 0.141025752068 0.162205337803 87% => OK
Paragraph topic coherence SD: 0.0407326345454 0.0443174109184 92% => OK
Essay readability:
automated_readability_index: 12.5 13.3589403974 94% => Automated_readability_index is low.
flesch_reading_ease: 60.65 53.8541721854 113% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 9.5 11.0289183223 86% => OK
coleman_liau_index: 12.3 12.2367328918 101% => OK
dale_chall_readability_score: 7.82 8.42419426049 93% => OK
difficult_words: 69.0 63.6247240618 108% => OK
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 10.0 11.2008830022 89% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 68.3333333333 out of 100
Scores by essay e-grader: 20.5 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.