Some parents offer their school-age children money for each high-grade mark they get in school Do you think this is a good idea Use specific reasons and examples to support your answer
In this progressive and sophisticated world, parents have always been concerned about their children's education. They are trying to find the best way to motivate their schoolchildren to achieve impressive academic performance. One of the controversial solutions for this concern is paying money to children for each high grade. While some people postulate that paying money can lead to great accomplishments at schools, others are against this idea. As far as I am concerned, I am of the opinion that it is not logical to use money as an incentive for motivating children to study hard. In the following paragraph, I will delve into some reasons and examples justifying my point of view.
The first noteworthy reason coming to my mind is that money provides children an external motivation that its positive influences won’t last long-term. It is undeniable fact that the process of learning is time-consuming and difficult. Young students need to dedicate a considerable amount of time practicing and learning new concepts and textbooks. Therefore, they need strong internal motivation like being interested in learning knowledge that stimulates them to study enthusiastically even when confronting backbreaking tasks. In such situations, money not only does not assist them to devote themselves to their studies but also prevents doing more effort. For instance, if money is the only incentive for them to study, they will skip difficult lessons and say we do not want money for difficult lessons.
Another exquisite point to be mentioned is that paying money to young children makes them materialistic which will adverse consequences in their future. Without any doubt, having money is really joyful for everyone including pupils, since they can purchase whatever they want. As a consequence, they study hard only to gain more money. Such young children will finally become money-oriented individuals in the future because this feature has grown inside them until their adult life, and has become strong in their minds as a pleasant incentive. For instance, if they become affluent in the future, they will not have a tendency to participate in charitable activities because they do not want to lose money.
To summarize, from what has been discussed above, it is crystal clear that money is not a reasonable and appropriate stimulus for forcing children to study hard. The first drawback of this way is since money is an external motivation, it is not sustainable. Moreover, this approach makes young children money-oriented which has negative outcomes in their future lives.
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- TPO 39 Independent task Do you agree or disagree with the following statement In the past it was easier to identify what type of career or job would lead to a secure successful future Use specific reasons and examples to support your answer 76
- Some parents offer their school age children money for each high grade mark they get in school Do you think this is a good idea Use specific reasons and examples to support your answer 80
- Do you agree or disagree with the following statement? It is more important to keep your old friends than it is to make new friends. Use specific reasons and examples to support your answer 3
- Some people think the media including newspapers televisions radio and internet sources are less concerned with the accuracy of news They think the information from the media is becoming incorrect Do you agree with this opinion or not and explain why Incl 73
- A company has announced that it wishes to build a large factory near your community. discuss the advantages and disadvantages of this new influence on your community. do you support or oppose the factory? 70
Transition Words or Phrases used:
also, but, finally, first, if, moreover, really, so, therefore, thus, while, for instance
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 47.0 43.0788530466 109% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2176.0 1977.66487455 110% => OK
No of words: 411.0 407.700716846 101% => OK
Chars per words: 5.29440389294 4.8611393121 109% => OK
Fourth root words length: 4.50256981431 4.48103885553 100% => OK
Word Length SD: 2.97022199007 2.67179642975 111% => OK
Unique words: 223.0 212.727598566 105% => OK
Unique words percentage: 0.542579075426 0.524837075471 103% => OK
syllable_count: 670.5 618.680645161 108% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 34.5434147125 48.9658058833 71% => OK
Chars per sentence: 108.8 100.406767564 108% => OK
Words per sentence: 20.55 20.6045352989 100% => OK
Discourse Markers: 4.45 5.45110844103 82% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
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: 0.272559025163 0.236089414692 115% => OK
Sentence topic coherence: 0.0854034495035 0.076458572812 112% => OK
Sentence topic coherence SD: 0.051191834387 0.0737576698707 69% => OK
Paragraph topic coherence: 0.177293737754 0.150856017488 118% => OK
Paragraph topic coherence SD: 0.0579892589684 0.0645574589148 90% => OK
Essay readability:
automated_readability_index: 13.8 11.7677419355 117% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 13.4 10.9000537634 123% => OK
dale_chall_readability_score: 8.82 8.01818996416 110% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 9.0 10.247311828 88% => 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: 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.