Some people believe that excessive use of modern technologies, such as computers and smartphones, is negatively affecting the reading and writing skills of our young people. To what extent do you agree or disagree?
Parents and teachers in many countries are feeling increasingly concerned about the effect of digital devices on vital skills of school-aged children. They are alarmed by the declining ability of young people to read and write and its suspected link to the influence of modern technology, and I wholeheartedly share their view. This essay will outline the reasons to watch out for the consequences of widespread use of computers and mobile phones by our youngsters.
Primary school is a very important period when children develop their fine motor skills, which are involved in learning to write. Time spent typing on a mobile phone or a tablet doesn’t contribute to the necessary workout of the small muscles in the hands and fingers of young people. Not only do they get less practice in writing but also fewer opportunities to train in spelling words, since the ‘autocorrect’ and ‘autocomplete’ features use the first few letters to guess the entire word, therefore making it unnecessary for the child to remember and type it correctly. Another companion of unrestrained use of mobile devices is the jargon that is often used in text messages, where words are shortened or distorted. Exposure to ‘texting’ tends to replace the correct words with abbreviations in young minds, causing their spelling accuracy to decline.
Reading is another casualty of unrestricted access to smart devices. Video content can be more appealing and immersive for kids and they often are automatically drawn to it instead of books. Reading requires regular practice and needs to become a habit in order to fully develop as a skill; however, it is being perceived as a boring and labourious activity by many youngsters compared to effortless video-watching. Easy and instant access to videos and movies pushes books further down the list of preferences of young audience, and it takes a significant commitment from parents and teachers to ensure that children continue to read books.
To sum up, modern technology can be a friend or a foe for young children, depending on the choices adults in their lives make, regulating the amount of screen time and its purpose. Without due care the writing and reading abilities of kids can be harmed by other, more enjoyable activities they can use the devices for.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-09-14 | parabshreyas | 89 | view |
- You have a friend who lives in a city abroad You have decided that you would like to apply to do a course at one of the colleges in this city Write to your friend explaining what you would like to do Tell him her what type of work or studies you have been 46
- You have a full time job and you are also doing a part time evening course You now find that you cannot continue the course Write a letter to your teachers In your letter describe the situation explain why you cannot continue at this time say what action 78
- Some people think that the teenage years are the happiest times of most people s lives Others think that adult life brings more happiness in spite of greater responsibilities Discuss both these views and give your opinion 67
- Write about the following topic Nowadays news companies spend a lot of money covering international news However local news is more relevant to people s lives and should receive more funding To what extent do you agree or disagree with this statement Give 84
- You should spend about 40 minutes on this task Countries around the world will be facing significant challenges relating not only to the environment but population and education as well What problems will your country face in the next ten years How can th 61
Grammar and spelling errors:
Line 5, column 138, Rule ID: ADVERB_WORD_ORDER[5]
Message: The adverb 'often' is usually put after the verb 'are'.
Suggestion: are often
...pealing and immersive for kids and they often are automatically drawn to it instead of bo...
^^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, so, therefore, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 5.0 7.85571142285 64% => OK
Conjunction : 22.0 10.4138276553 211% => Less conjunction wanted
Relative clauses : 5.0 7.30460921844 68% => More relative clauses wanted.
Pronoun: 20.0 24.0651302605 83% => OK
Preposition: 60.0 41.998997996 143% => OK
Nominalization: 3.0 8.3376753507 36% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1934.0 1615.20841683 120% => OK
No of words: 376.0 315.596192385 119% => OK
Chars per words: 5.14361702128 5.12529762239 100% => OK
Fourth root words length: 4.40348946061 4.20363070211 105% => OK
Word Length SD: 2.95052668876 2.80592935109 105% => OK
Unique words: 224.0 176.041082164 127% => OK
Unique words percentage: 0.595744680851 0.561755894193 106% => OK
syllable_count: 600.3 506.74238477 118% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 0.0 2.52805611222 0% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 26.0 20.2975951904 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 53.3021805274 49.4020404114 108% => OK
Chars per sentence: 138.142857143 106.682146367 129% => OK
Words per sentence: 26.8571428571 20.7667163134 129% => OK
Discourse Markers: 3.92857142857 7.06120827912 56% => More transition words/phrases wanted.
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.162876450979 0.244688304435 67% => OK
Sentence topic coherence: 0.0510534096513 0.084324248473 61% => OK
Sentence topic coherence SD: 0.0375141544886 0.0667982634062 56% => OK
Paragraph topic coherence: 0.0981896675279 0.151304729494 65% => OK
Paragraph topic coherence SD: 0.0417530314554 0.056905535591 73% => OK
Essay readability:
automated_readability_index: 16.2 13.0946893788 124% => OK
flesch_reading_ease: 45.09 50.2224549098 90% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 13.4 11.3001002004 119% => OK
coleman_liau_index: 12.83 12.4159519038 103% => OK
dale_chall_readability_score: 9.55 8.58950901804 111% => OK
difficult_words: 110.0 78.4519038076 140% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 12.4 10.1190380762 123% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
---------------------
Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
---------------------
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.