SSome people think students should study the science of food and how to prepare it. Others think that school time should be used in learning important subjects. Discuss both views and give your opinion
Many people argue that students should develop knowledge of food and the process of cooking or focus on main subjects at school. While there might be some reasons to support learning compulsory subjects, I maintain that cooking and food science is essential as they are crucial skills for everyone to learn from their early days.
On the one hand, I understand that certain benefits can be gained from learning significant subjects. The first reason for this is career choices. Academic subjects relate to many official exams, such as university entrance exams. As a result, most companies use academic-related qualifications to recruit employees so promising to have more job opportunities. Another reason is the concentration that is greatly appreciated in the study because important subjects account for much theory, lack of practice, and need guidelines and professionalism.
On the other hand, I believe that food science knowledge ought to be applied in school because it is important to experience real work so that students are capable of making the right choice for their future. The experiment is likely to improve your ability and consider the working environment that is right for you. In addition, food science relates to eating habits that are a proper curriculum for nutrition education so that students can plan a healthy diet that is applied in their daily scientifically. Therefore, conditions such as malnutrition and obesity which are detrimental to the healthy growth of the younger generation can be prevented.
In conclusion, while some advocate prioritizing traditional school curriculums based on academic subjects, I believe imparting knowledge of nutrition and food preparation generates a great sense of independence and develops healthy eating habits for graduates. Thus, courses about food should be added to the school curriculum.
| Post date | Users | Rates | Link to Content |
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| 2023-08-16 | quan12341234 | 61 | view |
| 2023-08-08 | kphuong1901 | 89 | view |
| 2023-08-08 | kphuong1901 | 89 | view |
| 2023-08-08 | kphuong1901 | 61 | view |
| 2023-08-08 | kphuong1901 | 78 | view |
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Transition Words or Phrases used:
first, if, so, therefore, thus, while, in addition, in conclusion, such as, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 13.1623246493 129% => OK
Auxiliary verbs: 8.0 7.85571142285 102% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 11.0 7.30460921844 151% => OK
Pronoun: 22.0 24.0651302605 91% => OK
Preposition: 31.0 41.998997996 74% => OK
Nominalization: 16.0 8.3376753507 192% => OK
Performance on vocabulary words:
No of characters: 1577.0 1615.20841683 98% => OK
No of words: 289.0 315.596192385 92% => More content wanted.
Chars per words: 5.45674740484 5.12529762239 106% => OK
Fourth root words length: 4.12310562562 4.20363070211 98% => OK
Word Length SD: 3.05149900423 2.80592935109 109% => OK
Unique words: 167.0 176.041082164 95% => More unique words wanted.
Unique words percentage: 0.57785467128 0.561755894193 103% => OK
syllable_count: 488.7 506.74238477 96% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 5.43587174349 74% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 4.0 4.76152304609 84% => OK
Performance on sentences:
How many sentences: 13.0 16.0721442886 81% => 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: 22.0 20.2975951904 108% => OK
Sentence length SD: 60.8484391285 49.4020404114 123% => OK
Chars per sentence: 121.307692308 106.682146367 114% => OK
Words per sentence: 22.2307692308 20.7667163134 107% => OK
Discourse Markers: 8.15384615385 7.06120827912 115% => 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 : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.221804591741 0.244688304435 91% => OK
Sentence topic coherence: 0.0764003560434 0.084324248473 91% => OK
Sentence topic coherence SD: 0.0624569199483 0.0667982634062 94% => OK
Paragraph topic coherence: 0.135208442092 0.151304729494 89% => OK
Paragraph topic coherence SD: 0.0429029737635 0.056905535591 75% => OK
Essay readability:
automated_readability_index: 15.4 13.0946893788 118% => OK
flesch_reading_ease: 40.69 50.2224549098 81% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.1 11.3001002004 116% => OK
coleman_liau_index: 14.68 12.4159519038 118% => OK
dale_chall_readability_score: 9.43 8.58950901804 110% => OK
difficult_words: 86.0 78.4519038076 110% => OK
linsear_write_formula: 8.5 9.78957915832 87% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => 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.