It is hard to deny that forcing teenagers into making everything planned and organized could restrain them from contributing their views, which leads impressionable people to generate the point that there is no necessity for the youth to learn planning and organization. However, such a statement suffers from both logical and factual fallacies, and it should be examined meticulously. As far as effectiveness, flexibility, and creativity are concerned
First and foremost, young people who plan and organize to implement well can work effectively, as a well-prepared schedule would save their time and money by sorting out their stuff. Meanwhile, organization and planning skills can keep their thoughts orderly, so young people can efficiently retrieve and use information. Not to mention that teenagers who have these skills can collect, analyze, handle information logically then make timely responses to the new situation, allowing them to have less difficulty setting priorities, making plans, sticking to a task, and getting things done.
Furthermore, the fact that being organized and planned provides a more flexible schedule indicates that the youth should learn how to plan and organize. Taking the case from daily life, suppose that when teenagers have their tasks organized and plan their group assignment or laundry day, they can spend some extra time doing other unscheduled and sometimes fun things (like adopting a new hobby or learning a new set of skills) and still have their life under control. Had it not been for making a methodical arrangement, teenagers might never have leisure time to pursue their personal interests.
Nevertheless, a voice arises that planning and organization hinder the youth from freely using their imagination and fully performing it. Ironically, doing that way can actually promote creative ideas. Structure and systems are not actually at odds with artistry. In fact, formal processes can unlock new ways of thinking and do - a planned and organized structure can reduce the mental and digital clutter that often blocks people from making things. To be specific, categorizing and list-making and data visualization gives them creative confidence, then so be it. Therefore, teenagers should learn how to plan and organize a thing, to have an entry point of creativity has made it much easier to start their projects.
In a nutshell, I maintain that in order to help teenagers adapt to complicated modern life, encouraging them to cultivate their skills of planning and organizing may be the appropriate choice. Admittedly, as my favorite quote from Penelope Fitzgerald goes, it is interesting to note everyone has a different take on the world, a different opinion, and given the same inputs have completely different outputs, and some people may oppose me. However, I believe they will compromise after being exposed to my article.
- One of the threats to endangered sea turtle species is the use of nets by commercial shrimp fishing boats When turtles get accidentally caught in the nets they cannot rise to the surface of the ocean to breathe and they die Some people suggest that this p 88
- Technology has made children less creative than they were in the past 90
- In 1995 a microscopic fungus called phytophthora ramorum or P ramorum was first detected in the forests of the western United States P ramorum infects trees and causes particularly serious damage in oak trees in many infected oaks leaves wither rapidly la 85
- One of the threats to endangered sea turtle species is the use of nets by commercial shrimp fishing boats When turtles get accidentally caught in the nets they cannot rise to the surface of the ocean to breathe and they die 80
- Because modern life is very complex it is essential for young people to have the ability to plan and organize 90
Grammar and spelling errors:
Line 1, column 453, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...lexibility, and creativity are concerned First and foremost, young people who pla...
^^^^^
Line 7, column 150, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ion and fully performing it. Ironically, doing that way can actually promote crea...
^^^
Transition Words or Phrases used:
actually, but, first, furthermore, however, if, may, nevertheless, so, still, then, therefore, well, while, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 30.0 13.8261648746 217% => Less conjunction wanted
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 40.0 43.0788530466 93% => OK
Preposition: 41.0 52.1666666667 79% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2439.0 1977.66487455 123% => OK
No of words: 453.0 407.700716846 111% => OK
Chars per words: 5.38410596026 4.8611393121 111% => OK
Fourth root words length: 4.61343653406 4.48103885553 103% => OK
Word Length SD: 2.90125232188 2.67179642975 109% => OK
Unique words: 261.0 212.727598566 123% => OK
Unique words percentage: 0.576158940397 0.524837075471 110% => OK
syllable_count: 755.1 618.680645161 122% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => 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: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 75.3923531959 48.9658058833 154% => OK
Chars per sentence: 143.470588235 100.406767564 143% => OK
Words per sentence: 26.6470588235 20.6045352989 129% => OK
Discourse Markers: 6.76470588235 5.45110844103 124% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.226674610144 0.236089414692 96% => OK
Sentence topic coherence: 0.0728205084412 0.076458572812 95% => OK
Sentence topic coherence SD: 0.0547100677589 0.0737576698707 74% => OK
Paragraph topic coherence: 0.13345770652 0.150856017488 88% => OK
Paragraph topic coherence SD: 0.0256001512676 0.0645574589148 40% => 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: 17.2 11.7677419355 146% => OK
flesch_reading_ease: 36.63 58.1214874552 63% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.6 10.1575268817 144% => OK
coleman_liau_index: 14.22 10.9000537634 130% => OK
dale_chall_readability_score: 9.14 8.01818996416 114% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 21.5 10.002688172 215% => Linsear_write_formula is high.
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 Out of 30
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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.