A group of people supposes that it is necessary for students to learn about food science and to know about some cooking techniques. Another group believes that students should spend their valuable time at school studying essential subjects such as math and literature. Personally, I think that students had better be given chance to learn what they prefer.
On the one hand, many people expect their children to acknowledge the science of food and the ways it is prepared due to the rising anxiety about children’s self-help. In several families, the parents always take responsibility for all the cooking stuff in order to provide their children the best time and space at home for studying. Therefore, most of these children have no idea about how their meals are served every day, gradually, these children become more and more dependent on their parents and cannot cook for themselves. Furthermore, preparing meals is an inevitable skill in every people’s life. Students will grow up and in some periods of life, there is no support from parents which forces them to fend for themselves, from dealing with financial burdens to preparing breakfast, lunch, and dinner. That is why children should be edified about food science and cooking skills at school.
On the other hand, school time is valuable and limited, as a result, it should be used for learning fundamental subjects which benefit students on taking exams as well as dealing with life’s problems. All students have to take examinations to verify their learning quality and to get admitted to higher education. Take Vietnam for example, every single semester, all students in the whole country have to pass an assessment test in order to pursue higher education. For that reason, students must have knowledge from various subjects such as physics, chemistry, math, literature which can only be accumulated from time to time. Moreover, lots of valuable information amassed from these subjects benefit different fields, especially scientific research.
In conclusion, studying food and cooking skills as well as collecting primary knowledge from essential subjects are all advantageous for all students in many ways. From a personal point of view, it is better for students to get access to both of them and to spend times for which they are nuts about.
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Transition Words or Phrases used:
furthermore, if, moreover, so, therefore, well, for example, i think, in conclusion, such as, as a result, 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: 7.0 7.85571142285 89% => OK
Conjunction : 13.0 10.4138276553 125% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 25.0 24.0651302605 104% => OK
Preposition: 56.0 41.998997996 133% => OK
Nominalization: 7.0 8.3376753507 84% => OK
Performance on vocabulary words:
No of characters: 1947.0 1615.20841683 121% => OK
No of words: 377.0 315.596192385 119% => OK
Chars per words: 5.16445623342 5.12529762239 101% => OK
Fourth root words length: 4.4064143971 4.20363070211 105% => OK
Word Length SD: 2.65110041594 2.80592935109 94% => OK
Unique words: 191.0 176.041082164 108% => OK
Unique words percentage: 0.506631299735 0.561755894193 90% => More unique words wanted or less content wanted.
syllable_count: 580.5 506.74238477 115% => OK
avg_syllables_per_word: 1.5 1.60771543086 93% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 38.877813403 49.4020404114 79% => OK
Chars per sentence: 121.6875 106.682146367 114% => OK
Words per sentence: 23.5625 20.7667163134 113% => OK
Discourse Markers: 8.5 7.06120827912 120% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 2.0 3.9879759519 50% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 3.4128256513 147% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.268550115715 0.244688304435 110% => OK
Sentence topic coherence: 0.0967682284135 0.084324248473 115% => OK
Sentence topic coherence SD: 0.0665803133174 0.0667982634062 100% => OK
Paragraph topic coherence: 0.178739763362 0.151304729494 118% => OK
Paragraph topic coherence SD: 0.0737881715859 0.056905535591 130% => OK
Essay readability:
automated_readability_index: 14.7 13.0946893788 112% => OK
flesch_reading_ease: 56.59 50.2224549098 113% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 11.1 11.3001002004 98% => OK
coleman_liau_index: 12.94 12.4159519038 104% => OK
dale_chall_readability_score: 8.17 8.58950901804 95% => OK
difficult_words: 81.0 78.4519038076 103% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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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.