As a famous educator has ever said, “Listen to the desires of your children. Encourage them and then give them the autonomy to make their own decision.” More and more people think that we should reduce the time which children spend on schoolwork and activities in order to give them more time to do what they are interested in. From my perspective, the idea is infeasible despite some potential merits.
Admittedly, we cannot oblivious of the advantages accruing from giving children more free time. To begin with, being able to gain more experience of problem solving is an added bonus of having children manage their time. For example, children need to solve different and unexpected problems in the process of dealing with what they like. Although they are very likely to encounter challenges or even setbacks, they would accumulate more and more experience which they cannot get at school. Also, they are able to take a brain break from the stress of their academic studies and social life. According to the MIT’s data, children who are given more free time are 20 percent less likely to get mental illness than those who are suffering a lot of pressure from school. Nonetheless, there is little likelihood of these happenings given the fact that the drawbacks of this idea far outweigh its benefits.
In fact, children who have more spare time might pick up bad habits because they are too young to distinguish between right and wrong. According to a recent social study, children are more likely to go astray if their time is not properly regulated. Given that they are short of self-control and social experience, they might use the free time to make bad friends who teach them how to smoke and drinking alcohol. Worse still, they will be induced to commit crime.
Second, giving children more time to do whatever they like affects their academic performance, and this is because they lack experience planning schedules. Since they use spare time to play online games without showing commitment to schoolwork, they might not be admitted to university. University education plays a pivotal part in children’s lives although it cannot directly decide their future. Afterward, children will lose a lot of competitive advantages if they cannot enter into a first-tier university. According to the Harvard Business School’s data, the upper and middle classes are mostly composed of 95 percent of people who graduate from the top 50 university in the world.
To recapitulate, some people might take issue with my point of view because children are deprived of their free time. Nevertheless, we should prioritize children’s moral character and future; thus, the idea of giving children more free time should not be promoted.
- A growing number of people feel that animals should not be exploited by people and that they should have the same rights as humans while others argue that humans must employ animals to satisfy their various needs including uses for food and research Dis 84
- The diagram below shows the process of recycling glass bottles. 56
- Nowadays the way many people interact with each other has changed because of technology In what ways has technology affected the types of relationships people make Has this become a positive or negative development 84
- Successful companies use advertisement to make more sales.What can make an advertisement very effective?Do you think this is a bad thing or a good thing for the society? 78
- Some countries achieve international sports by building specialized facilities to train top athletes instead of providing sports facilities that everyone can use Do you think this is positive or negative development 95
Grammar and spelling errors:
Line 2, column 171, Rule ID: ADDED_BONUS[1]
Message: This phrase might be redundant. Use simply 'bonus'.
Suggestion: bonus
...ore experience of problem solving is an added bonus of having children manage their time. F...
^^^^^^^^^^^
Transition Words or Phrases used:
also, first, if, nevertheless, nonetheless, second, so, still, then, thus, for example, in fact, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2289.0 1977.66487455 116% => OK
No of words: 452.0 407.700716846 111% => OK
Chars per words: 5.06415929204 4.8611393121 104% => OK
Fourth root words length: 4.61088837703 4.48103885553 103% => OK
Word Length SD: 2.63150766717 2.67179642975 98% => OK
Unique words: 238.0 212.727598566 112% => OK
Unique words percentage: 0.526548672566 0.524837075471 100% => OK
syllable_count: 714.6 618.680645161 116% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 42.2354914106 48.9658058833 86% => OK
Chars per sentence: 109.0 100.406767564 109% => OK
Words per sentence: 21.5238095238 20.6045352989 104% => OK
Discourse Markers: 5.2380952381 5.45110844103 96% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.363341199171 0.236089414692 154% => OK
Sentence topic coherence: 0.109309908548 0.076458572812 143% => OK
Sentence topic coherence SD: 0.0736241333953 0.0737576698707 100% => OK
Paragraph topic coherence: 0.216540027499 0.150856017488 144% => OK
Paragraph topic coherence SD: 0.0387795631978 0.0645574589148 60% => OK
Essay readability:
automated_readability_index: 13.2 11.7677419355 112% => 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: 12.07 10.9000537634 111% => OK
dale_chall_readability_score: 8.31 8.01818996416 104% => OK
difficult_words: 104.0 86.8835125448 120% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
---------------------
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 Out of 30
---------------------
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.