Nowadays, in contemporary cities, it has been realized that widespread use of handwriting techniques don’t add any beneficial knowledge on youth’s brain. Most of the people advocate that focusing on another skills such as reading and even listening put children in an effective way. From my point of view, I don’t lean towards this perception and my reasons will be explained in this essay.
Some people would argue that having a complete range of handwriting is so vital. Indeed, one of the most fundamental roles in order to be successful in educational purposes in being sophisticated in handwriting. In addition, the point is encompassing all of effective skills leads scholars to promote for the rest of their life. For instance, one of the good attribute of doing handwriting is eluding from being lazy and encourage teenagers willing to grasp a very neat solution to the problem.
On the other hand, an another reverse approach is conspicuous which having a well-known handwriting is trivial. To go under the surface, full consensus has been available among this group that children don’t live in an ancient time and putting a pressure on them in order to teach them how to have a beautiful handwriting puts a strain on their behaviors. Alternatively, they regard handwriting as an extreme repercussion on youth’s life career as well as neglecting this idea and concentrating on typing speed and try to bolster their confidence. Personally, i’m a huge proponent of this approach due this to be against my principle and gives rise children to decline from where they are.
Overall, vast majority of people sustain this way and the most responsibility is up to the government which can go through this issue and try to recognize handwriting as on the most important compulsory lesson for stimulating children’s brain.
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Grammar and spelling errors:
Line 1, column 263, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an effective way" with adverb for "effective"; eg, "in a hasty manner" with "hastily".
...reading and even listening put children in an effective way. From my point of view, I don’t lean to...
^^^^^^^^^^^^^^^^^^^
Line 5, column 20, Rule ID: AN_ANOTHER[1]
Message: One of these determiners is redundant in this context. Choose only one: 'a reverse' or 'another reverse'.
Suggestion: a reverse; another reverse
...n to the problem. On the other hand, an another reverse approach is conspicuous which having a ...
^^^^^^^^^^^^^^^^^^
Line 5, column 561, Rule ID: I_LOWERCASE[1]
Message: Did you mean 'I’m'?
Suggestion: I’m
...o bolster their confidence. Personally, i’m a huge proponent of this approach due t...
^^^
Transition Words or Phrases used:
but, if, so, well, for instance, in addition, such as, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 3.0 7.85571142285 38% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 25.0 24.0651302605 104% => OK
Preposition: 49.0 41.998997996 117% => OK
Nominalization: 6.0 8.3376753507 72% => OK
Performance on vocabulary words:
No of characters: 1546.0 1615.20841683 96% => OK
No of words: 300.0 315.596192385 95% => OK
Chars per words: 5.15333333333 5.12529762239 101% => OK
Fourth root words length: 4.16179145029 4.20363070211 99% => OK
Word Length SD: 3.03652579256 2.80592935109 108% => OK
Unique words: 174.0 176.041082164 99% => OK
Unique words percentage: 0.58 0.561755894193 103% => OK
syllable_count: 467.1 506.74238477 92% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 5.43587174349 74% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 12.0 16.0721442886 75% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 25.0 20.2975951904 123% => The Avg. Sentence Length is relatively long.
Sentence length SD: 50.2689986196 49.4020404114 102% => OK
Chars per sentence: 128.833333333 106.682146367 121% => OK
Words per sentence: 25.0 20.7667163134 120% => OK
Discourse Markers: 7.0 7.06120827912 99% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 0.0 3.9879759519 0% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 3.4128256513 29% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.124107446188 0.244688304435 51% => OK
Sentence topic coherence: 0.0477715003414 0.084324248473 57% => OK
Sentence topic coherence SD: 0.0368127907821 0.0667982634062 55% => OK
Paragraph topic coherence: 0.0762214407047 0.151304729494 50% => OK
Paragraph topic coherence SD: 0.0120868184024 0.056905535591 21% => 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: 15.3 13.0946893788 117% => OK
flesch_reading_ease: 46.1 50.2224549098 92% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 13.0 11.3001002004 115% => OK
coleman_liau_index: 12.89 12.4159519038 104% => OK
dale_chall_readability_score: 8.61 8.58950901804 100% => OK
difficult_words: 71.0 78.4519038076 91% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 12.0 10.1190380762 119% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
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Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 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.