Some people say that the Internet is responsible for destroying social skills of teenagers and young adults.
Why do you think the Internet is seen as dangerous in this way and what can we do to ensure that it does not harm the social development of teenagers and young adults?
The development of technologies sometimes could influence human’s behaviour: the advent of the Internet, for example, provoked people to interact online. Many say that this negatively influences the social skills of the young generation. In my essay, I will consider some of the causes and possible solutions to this problem.
One of the major trends of the last decade became the virtualization of people’s communication. People around the world could be seen tapping the screens of their smartphones, chatting with each other this way. E-mails, messengers and social media often substitute face-to-face interaction behind providing fast, cheap and convenient alternative to live dialogue. This could considerably harm immature verbal and non-verbal skills of youth, as they didn’t have a chance to develop their communication skills prior to the Internet era advent.
To tackle this issue, several actions might be considered. One of the possible remedies could be an introduction of the Internet-free days at families or at schools. This would motivate juveniles to be engaged in face-to-face interaction. On the other hand, it might help, if the range of activities would be offered to adolescents. For example, the organization of sports events, outdoor activities or table games clubs would encourage youngsters to alter virtual interaction to the live one. Moreover, as often teens are considered to be easily influenced by celebrities, the last could be used to promote live interaction and gadgets-free days.
To summarize, the Internet could hamper the development of juvenile’s social skills via replacing live interaction at some level, but there are some possible solutions to this issue could be undertaken. This might help to find the right balance between an online and face-to-face interaction, enabling youngsters to develop both skills.
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Grammar and spelling errors:
Line 1, column 273, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...eneration. In my essay, I will consider some of the causes and possible solutions to this p...
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Line 2, column 552, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...kills prior to the Internet era advent. To tackle this issue, several actions mi...
^^^
Transition Words or Phrases used:
but, if, moreover, so, for example, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 13.1623246493 76% => OK
Auxiliary verbs: 14.0 7.85571142285 178% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 1.0 7.30460921844 14% => More relative clauses wanted.
Pronoun: 15.0 24.0651302605 62% => OK
Preposition: 44.0 41.998997996 105% => OK
Nominalization: 16.0 8.3376753507 192% => OK
Performance on vocabulary words:
No of characters: 1597.0 1615.20841683 99% => OK
No of words: 284.0 315.596192385 90% => More content wanted.
Chars per words: 5.62323943662 5.12529762239 110% => OK
Fourth root words length: 4.10515524023 4.20363070211 98% => OK
Word Length SD: 3.21223075191 2.80592935109 114% => OK
Unique words: 168.0 176.041082164 95% => OK
Unique words percentage: 0.591549295775 0.561755894193 105% => OK
syllable_count: 495.9 506.74238477 98% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 4.0 2.52805611222 158% => 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: 15.0 16.0721442886 93% => OK
Sentence length: 18.0 20.2975951904 89% => OK
Sentence length SD: 42.0172451368 49.4020404114 85% => OK
Chars per sentence: 106.466666667 106.682146367 100% => OK
Words per sentence: 18.9333333333 20.7667163134 91% => OK
Discourse Markers: 3.53333333333 7.06120827912 50% => More transition words/phrases wanted.
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 6.0 8.67935871743 69% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 6.0 3.4128256513 176% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.178893168338 0.244688304435 73% => OK
Sentence topic coherence: 0.0644087421046 0.084324248473 76% => OK
Sentence topic coherence SD: 0.0585291891692 0.0667982634062 88% => OK
Paragraph topic coherence: 0.134460690541 0.151304729494 89% => OK
Paragraph topic coherence SD: 0.0613320386484 0.056905535591 108% => OK
Essay readability:
automated_readability_index: 14.5 13.0946893788 111% => OK
flesch_reading_ease: 44.75 50.2224549098 89% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 11.5 11.3001002004 102% => OK
coleman_liau_index: 15.32 12.4159519038 123% => OK
dale_chall_readability_score: 9.42 8.58950901804 110% => OK
difficult_words: 88.0 78.4519038076 112% => OK
linsear_write_formula: 9.0 9.78957915832 92% => OK
gunning_fog: 9.2 10.1190380762 91% => OK
text_standard: 9.0 10.7795591182 83% => 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.