It is important for children to learn the difference between right and wrong at an early age. Punishment is necessary to help them learn this distinction. To what extend do you agree or not agree.
What sort of punishment should parents and teachers be allowed to use to teach good behaviour to children?
Several claim that it is essential that punishment be required to educate children on how to distinguish between the right and the wrong from a young age. While I accept that enforcing punishment can be a disadvantageous method to teach children, I also believe that if implemented in a correct way, punishment would greatly benefit the education of young kids. Besides stating the advantages and the limitations of punishment, this essay will suggest the solutions in which the beneficial use of punishment can be promoted.
On the one hand, the act of treating children as if they were guilty just because of a simple mistake may discourage their willingness to learn. In more detail, young children have the tendency to perceive punishment as a great source of fear, which is likely to be the factor that terrifies them away rather than educating them, backfiring the initial purpose of using punishment to teach children. For example, in many scolding sessions conducted by parents, children are witnessed to react furiously and aggressively instead of making an effort to listen and behave with good manner. Thus, the use of punishment may impose no helpful impact on enhancing the comprehension of the sense of right and wrong among children at all.
On the other hand, punishment can be of tremendous advantage if executed in a well-planned methodological way. Specifically, it is mandatory that the punishment methods are researched and examined thoroughly for more effective guidance for children on behaving with good morality. For instance, if children steal toys from their friends, they should be punished by not being allowed to play toys for a few days and obliged to read books in the meantime. Not only would this provide them with an understanding that mistakes come with consequences but it also spares time for them to involve in other valuable activities. Another prime example of a good approach to teach children is when they shout at the elderly such as grandparents due to their emotional instability, it is compulsory that they apologize and ask for forgiveness. It is certain that in this way, they would be capable of acknowledging the importance of respecting the elders as well as being an empathetic individual.
In conclusion, though punishment can be considered a detrimental way of educating children from an early stage of life, I believe that with the appropriate approach, punishment is a useful tool which shall help to place significantly positive influence on children. That said, recommendations on the implementation of punishment are essential. Punishment, in order to work effectively, should be facilitated with a rewarding scheme. Particularly, after being punished, children should be rewarded for their fault recognition and attempt for improvement. Take the example above on how young kids ought to behave politely with their grandparents, once they have realized what they have done wrong, they could be granted with a hug as a gift, which would motivate them to make optimistic changes to their behaviours.
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| 2024-04-25 | trpg143 | 78 | view |
| 2024-01-03 | Ahmad_off | 67 | view |
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| 2023-11-16 | phamquanghmu | 67 | view |
| 2023-09-05 | Nowshin Tabassum | 78 | view |
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Grammar and spelling errors:
Line 1, column 1, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun claim seems to be countable; consider using: 'Several claims'.
Suggestion: Several claims
Several claim that it is essential that punishment be...
^^^^^^^^^^^^^
Line 1, column 283, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a correct way" with adverb for "correct"; eg, "in a hasty manner" with "hastily".
...ren, I also believe that if implemented in a correct way, punishment would greatly benefit the e...
^^^^^^^^^^^^^^^^
Line 7, column 815, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...optimistic changes to their behaviours.
^^^
Transition Words or Phrases used:
also, besides, but, if, may, so, thus, well, while, for example, for instance, in conclusion, such as, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 13.1623246493 190% => OK
Auxiliary verbs: 17.0 7.85571142285 216% => Less auxiliary verb wanted.
Conjunction : 10.0 10.4138276553 96% => OK
Relative clauses : 16.0 7.30460921844 219% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 41.0 24.0651302605 170% => Less pronouns wanted
Preposition: 75.0 41.998997996 179% => OK
Nominalization: 21.0 8.3376753507 252% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2576.0 1615.20841683 159% => OK
No of words: 493.0 315.596192385 156% => Less content wanted.
Chars per words: 5.22515212982 5.12529762239 102% => OK
Fourth root words length: 4.71206996034 4.20363070211 112% => OK
Word Length SD: 3.08234349061 2.80592935109 110% => OK
Unique words: 258.0 176.041082164 147% => OK
Unique words percentage: 0.523326572008 0.561755894193 93% => More unique words wanted or less content wanted.
syllable_count: 795.6 506.74238477 157% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 5.43587174349 184% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 8.0 4.76152304609 168% => OK
Performance on sentences:
How many sentences: 18.0 16.0721442886 112% => OK
Sentence length: 27.0 20.2975951904 133% => The Avg. Sentence Length is relatively long.
Sentence length SD: 53.112883513 49.4020404114 108% => OK
Chars per sentence: 143.111111111 106.682146367 134% => OK
Words per sentence: 27.3888888889 20.7667163134 132% => OK
Discourse Markers: 7.33333333333 7.06120827912 104% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 10.0 8.67935871743 115% => OK
Sentences with negative sentiment : 8.0 3.9879759519 201% => Less negative sentences wanted.
Sentences with neutral sentiment: 0.0 3.4128256513 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.304099484664 0.244688304435 124% => OK
Sentence topic coherence: 0.102528094657 0.084324248473 122% => OK
Sentence topic coherence SD: 0.0421559615182 0.0667982634062 63% => OK
Paragraph topic coherence: 0.196027240445 0.151304729494 130% => OK
Paragraph topic coherence SD: 0.00528121871507 0.056905535591 9% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 16.9 13.0946893788 129% => OK
flesch_reading_ease: 44.07 50.2224549098 88% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.8 11.3001002004 122% => OK
coleman_liau_index: 13.35 12.4159519038 108% => OK
dale_chall_readability_score: 9.04 8.58950901804 105% => OK
difficult_words: 127.0 78.4519038076 162% => OK
linsear_write_formula: 14.0 9.78957915832 143% => OK
gunning_fog: 12.8 10.1190380762 126% => OK
text_standard: 14.0 10.7795591182 130% => OK
What are above readability scores?
---------------------
Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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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.