Do you agree or disagree with the following statement? There is nothing that young people can teach older people. Use specific reasons and examples to support your position.
I disagree with the statement that there's nothing that young people can teach older people. I feel this way for many potential reasons, which I will explore in the following essay.
First and foremost, no one is <a id="fprsl" class="gL9Hy" href="https://www.google.com/search?rlz=1C1CHBF_enUS841US841&sxsrf=ACYBGNSvNe…; data-ved="2ahUKEwjiyZfSzNfmAhWDJzQIHS6zDv4QkeECKAB6BAgRECk" style="font-size: 18px; color: rgb(102, 0, 153); cursor: pointer; text-decoration-line: underline; font-family: arial, sans-serif; white-space: normal; background-color: rgb(255, 255, 255);"><b><i>omniscient</i></b></a> and youngsters can oftentimes provide older individuals with valuable knowledge about various subjects. Younger generations are more familiar with the latest technology than the previous generations and they even know how to use or fix the new devices. For instance, when my older brother bought his first computer, he did not have any idea how to use it. Therefore, he used to invite me to his house so that I show him how to handle multiple issues on the screen. He was once typing a work document and the system froze. He had a deadline and he did not know what to do. Thus, he reached out to me on my phone and I explained to him the required steps to troubleshoot the problem. This instance illustrates that the elderly may be more stressed than young people and consequently, they are not patient enough to learn to deal with modern devices. Another example is my nephew, who was really interested in car models, brands and everything about automobiles. When I was thinking about purchasing my first car, I paid my brother's a visit in order to talk to my nephew and get more information about vehicles. Although he was just a little kid, I very much benefited from the tips he gave me. All in all, we cannot and should not overlook the priceless knowledge that we could gain from people younger than us.
Secondly, in the age of the internet, older people are no longer the ultimate reference for knowledge and experience. In the past before the era of the world-wide web, older people with years and years of trials and errors were the most significant resource for their children to learn more about life and to seize better opportunities. However, the development of the internet and the immense amount of data that one can display just by few clicks made this idea obsolete. The question now is not whether you know something. Instead, it's about how skilled you are in using web browsers and search engines. Hence, younger generations are actually, in many situations, more informed and more well-rounded than, say, their parents since they are more tech-savvy.
To sum up, the argument that older individuals can learn nothing from young people seems preposterous to me for the reasons mentioned above.
| Post date | Users | Rates | Link to Content |
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| 2019-12-28 | bishoy | 88 | view |
| 2019-12-28 | bishoy | 76 | view |
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| 2019-09-25 | MrPin7 | 80 | view |
| 2019-08-20 | Umesh Raja | 70 | view |
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Grammar and spelling errors:
Line 1, column 36, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: there's
I disagree with the statement that theres nothing that young people can teach old...
^^^^^^
Line 5, column 32, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...y. First and foremost, no one is ^
Line 9, column 536, Rule ID: IT_IS[6]
Message: Did you mean 'it's' (='it is') instead of 'its' (possessive pronoun)?
Suggestion: it's; it is
...ot whether you know something. Instead, its about how skilled you are in using web ...
^^^
Transition Words or Phrases used:
actually, consequently, first, hence, however, if, look, may, really, second, secondly, so, therefore, thus, well, for instance, i feel, you know, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2550.0 1977.66487455 129% => OK
No of words: 444.0 407.700716846 109% => OK
Chars per words: 5.74324324324 4.8611393121 118% => OK
Fourth root words length: 4.5903493882 4.48103885553 102% => OK
Word Length SD: 10.5493213887 2.67179642975 395% => Word_Length_SD is high.
Unique words: 258.0 212.727598566 121% => OK
Unique words percentage: 0.581081081081 0.524837075471 111% => OK
syllable_count: 728.1 618.680645161 118% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 127.712314888 48.9658058833 261% => The lengths of sentences changed so frequently.
Chars per sentence: 121.428571429 100.406767564 121% => OK
Words per sentence: 21.1428571429 20.6045352989 103% => OK
Discourse Markers: 7.42857142857 5.45110844103 136% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.192585892262 0.236089414692 82% => OK
Sentence topic coherence: 0.0640679437047 0.076458572812 84% => OK
Sentence topic coherence SD: 0.108169956333 0.0737576698707 147% => OK
Paragraph topic coherence: 0.174190013885 0.150856017488 115% => OK
Paragraph topic coherence SD: 0.102163111266 0.0645574589148 158% => OK
Essay readability:
automated_readability_index: 16.2 11.7677419355 138% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 16.01 10.9000537634 147% => OK
dale_chall_readability_score: 8.77 8.01818996416 109% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 16.0 10.002688172 160% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 16.0 10.247311828 156% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 88.3333333333 out of 100
Scores by essay e-grader: 26.5 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.