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.
Both the reading and the lecture talk about the effictiveness of spanking as a punishment way for parenting. While the author reasons that spanking is a very useful and accepted way which help children learn moral, the lecturer does not believe that spanking has a significant good result for children. Following that, she opposes the writer's theories one by one.
First, the professor mentions that spanking does not teach children moral. She believes spanking is an illogical way to teach children the good and the bad behavior in life. She posits that parents should not expect their children be able to associate the pain of spanking with the bad behavior they show. As a result, the professor refutes the writer's reason that spanking cause children avoid doing bad acts just by associating the painful experience of spanking with their behavoir.
Second, the speaker states that all scientific studis showed that spanking is not an effective way rather than other punishment tools like time-out. At least, in time-out kids have time to think about their behavior and understand the bad results of those actions, the lecturer says. On the other hand, kids forget the pain after five minutes, and just learn anger from their parents reaction to their behavior, which end up being an outragous person in future. Therefore, the professor repudiates the essay's justification that spanking is a very effective way of parenting in teac hing children what is good or bad.
Thrid, the lecturer avers that spanking is not an universal accepted way of punishment. She strongly believes that spanking cannot help children to make a connection between the awful experince of spanking with their bad behavior, in addition children just learn more bad reaction from their parents, since they use apnking as a accessible and easy way to deal with kids. Furthermore, spanking is an inaccurate way and not effective which led children have a troubled childhood.
- TPO 28 73
- Do you agree or disagree with the following statement Providing Internet access is just as important as other services such as building roads so governments should offer Internet access to all of their citizens at no cost Use specific reasons and examples 73
- Should governments spend more money on improving roads and highways or should governments spend more money on improving public transportation buses trains subways Why Use specific reasons and details to develop your essay 93
- Do you agree or disagree with the following statement In order to be well informed a person must get information from many different news resources Use specific reasons and examples to support your answer 60
- tpo 24 task 1 81
Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...oses the writers theories one by one. First, the professor mentions that spank...
^^^^^^
Line 3, column 359, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to anger'
Suggestion: to anger
...pain after five minutes, and just learn anger from their parents reaction to their be...
^^^^^
Line 3, column 451, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
... which end up being an outragous person in future. Therefore, the professor repudiates th...
^^^^^^^^^
Line 3, column 502, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'essays'' or 'essay's'?
Suggestion: essays'; essay's
...Therefore, the professor repudiates the essays justification that spanking is a very e...
^^^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ac hing children what is good or bad. Thrid, the lecturer avers that spanking ...
^^^^^
Line 4, column 53, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...the lecturer avers that spanking is not an universal accepted way of punishment. S...
^^
Line 4, column 333, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...heir parents, since they use apnking as a accessible and easy way to deal with ki...
^
Transition Words or Phrases used:
first, furthermore, if, second, so, therefore, while, at least, in addition, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.4613686534 86% => OK
Auxiliary verbs: 2.0 5.04856512141 40% => OK
Conjunction : 8.0 7.30242825607 110% => OK
Relative clauses : 14.0 12.0772626932 116% => OK
Pronoun: 25.0 22.412803532 112% => OK
Preposition: 37.0 30.3222958057 122% => OK
Nominalization: 9.0 5.01324503311 180% => OK
Performance on vocabulary words:
No of characters: 1633.0 1373.03311258 119% => OK
No of words: 319.0 270.72406181 118% => OK
Chars per words: 5.11912225705 5.08290768461 101% => OK
Fourth root words length: 4.22617688928 4.04702891845 104% => OK
Word Length SD: 2.59417599982 2.5805825403 101% => OK
Unique words: 162.0 145.348785872 111% => OK
Unique words percentage: 0.507836990596 0.540411800872 94% => More unique words wanted or less content wanted.
syllable_count: 478.8 419.366225166 114% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 3.25607064018 123% => OK
Article: 7.0 8.23620309051 85% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 5.0 2.5761589404 194% => OK
Performance on sentences:
How many sentences: 14.0 13.0662251656 107% => OK
Sentence length: 22.0 21.2450331126 104% => OK
Sentence length SD: 56.047174008 49.2860985944 114% => OK
Chars per sentence: 116.642857143 110.228320801 106% => OK
Words per sentence: 22.7857142857 21.698381199 105% => OK
Discourse Markers: 7.64285714286 7.06452816374 108% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 7.0 4.19205298013 167% => OK
Sentences with positive sentiment : 2.0 4.33554083885 46% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 4.45695364238 224% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.27373068433 47% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.225485956744 0.272083759551 83% => OK
Sentence topic coherence: 0.0958638991557 0.0996497079465 96% => OK
Sentence topic coherence SD: 0.0405637675184 0.0662205650399 61% => OK
Paragraph topic coherence: 0.157626079494 0.162205337803 97% => OK
Paragraph topic coherence SD: 0.0241383480702 0.0443174109184 54% => OK
Essay readability:
automated_readability_index: 14.1 13.3589403974 106% => OK
flesch_reading_ease: 57.61 53.8541721854 107% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 10.7 11.0289183223 97% => OK
coleman_liau_index: 12.71 12.2367328918 104% => OK
dale_chall_readability_score: 7.99 8.42419426049 95% => OK
difficult_words: 66.0 63.6247240618 104% => OK
linsear_write_formula: 8.0 10.7273730684 75% => OK
gunning_fog: 10.8 10.498013245 103% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 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.