The school administration has received additional funding and has decided to use the money to fund a new course that teaches practical skills. Which of the following courses do you think the school should create?
A. a class on how to use social media
B. a class on how to save money
C. a class on how to cook
It is essential to provide students with a comprehensive curriculum when a school district could have a new budget for new courses. The school administration could create several new classes with attention on the practical side, such as appropriate social media behavior, correct options of saving money, and vital ability to cook food. I am confident the school’s principles should create a class of saving money because pupils could hone this skill, which would help them avoid impulsive purchases, save funds for their education, and establish retirement accounts.
Clearly, schools and education departments should think more about learners' practical skills with their money, but not only about how to earn money, but also about who to save money. Why is it important? Children from elementary to high school do not know who to avoid impulsive purchases when they have money. It would be better whether teachers prepare several examples for kids, such as saving money from Christmas and Birthdays and buying something valuable than buying useless things with less money. When money burns the hole in the pocket, and they want to spend them, it is inappropriate for kids.
Indeed, adolescents should start to think about their further and higher education. While other teenagers prefer to buy candies and cookies, students who anticipated in the unique course how to save money could invest in their education. In the United States, children could start to gather and invest their money into a 529 account, a particular account where they can double contributions in 15 years. This course could establish an excellent behavior to marshal money for one colossal goal.
Equally important by thinking not only about the short-term goals but also about the long-term goals. When children could start to think about saving money for their aims, they could learn more about saving money for retirement. Educators could teach students how to earn money when they are teens and simultaneously use Individual Retirement Accounts (IRA). After these lessons, they will implement all rules of saving money for a life when they would be 65 and older.
In the final analysis, it appears that school districts' superintendents should create a class on how to save money for kids. So, we could find many advantages of this decision, such as saving money for a long-term goal, investing funds for college, and gathering money for a wonderful life when they would be seniors.
- Learning about the past has no value for those living in the present 90
- The diagram shows the manufacturing process of bricks Describe the process 78
- The internet means that people do not need to travel to foreign countries to understand how others live Do you agree or disagree 60
- A recent study reveals that people especially young people are reading far less literature novels plays and poems than they used to This is troubling because the trend has unfortunate effects for the reading public for culture In general and for the futur 84
- The pie charts provide information on how money was spent by an American average household in 1970 and in 2004 89
Grammar and spelling errors:
Line 2, column 159, Rule ID: ABOUT_WHO_TO[1]
Message: Did you mean 'about whom to'?
Suggestion: about whom to
... only about how to earn money, but also about who to save money. Why is it important? Childr...
^^^^^^^^^^^^
Line 4, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Equally,
... marshal money for one colossal goal. Equally important by thinking not only about th...
^^^^^^^
Transition Words or Phrases used:
also, but, if, so, while, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 15.1003584229 46% => More to be verbs wanted.
Auxiliary verbs: 20.0 9.8082437276 204% => Less auxiliary verb wanted.
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 44.0 52.1666666667 84% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2067.0 1977.66487455 105% => OK
No of words: 399.0 407.700716846 98% => OK
Chars per words: 5.18045112782 4.8611393121 107% => OK
Fourth root words length: 4.46933824581 4.48103885553 100% => OK
Word Length SD: 2.59861439596 2.67179642975 97% => OK
Unique words: 209.0 212.727598566 98% => OK
Unique words percentage: 0.52380952381 0.524837075471 100% => OK
syllable_count: 605.7 618.680645161 98% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 50.867171494 48.9658058833 104% => OK
Chars per sentence: 114.833333333 100.406767564 114% => OK
Words per sentence: 22.1666666667 20.6045352989 108% => OK
Discourse Markers: 1.83333333333 5.45110844103 34% => More transition words/phrases wanted.
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.228438118035 0.236089414692 97% => OK
Sentence topic coherence: 0.0814710973088 0.076458572812 107% => OK
Sentence topic coherence SD: 0.0624552298977 0.0737576698707 85% => OK
Paragraph topic coherence: 0.140731735941 0.150856017488 93% => OK
Paragraph topic coherence SD: 0.0593917323812 0.0645574589148 92% => OK
Essay readability:
automated_readability_index: 14.1 11.7677419355 120% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 12.76 10.9000537634 117% => OK
dale_chall_readability_score: 8.41 8.01818996416 105% => OK
difficult_words: 93.0 86.8835125448 107% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
---------------------
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.