For the students (aged 5-10), is it better to take a break for every one hour of instruction or let them focus on lessons for a longer period of time?
It is crystal clear that education and training is a fundamental area that needs to pay attention to government and parents for elarly students. They are sensitive, intact, intricate and energetic that it is critically considerate strategies for learning. It is plausible to lack of sufficient attention maybe damaged at primary levels in schools caused negative consequence such as decrease the efficiency of learning and ingnore the school. I strongly agree that the students at early age should a break after one hours of instruction. I will elaborate my explanation by a couple of reasons in the following paragraphs.
In the first viewpoint, I believe early children can not tolerate long class at with suffice concerntraction and productivity. Ownig to these fact, the children will being exhausted and frustrated by longer classes and distracted to teacher’s lecture because the not wrouthed to sitting on a sit. Moreover, they are very energetic and naughty that the teacher clould not control of their behavior and class. Moreover, they can fresh their sense and charge energy for next class during some short breaks.
Another noteworthy point in corroborating my stance that is losing the temption to continue eduction. This negative aspect of long class increase the chance of abandon the learning by children. Most of children interseted to playing and intertaiment whole of their time but teachers can hold the student by persuasive methods. Hence, sitting and continue long time classes will spoiled the enthusicat of students at last minutes of class, decreae the prouductivity and efficiency of learnig. My own experience is a compelling example to elucidate o to my reasons. I have a cousin that is nearly 6 years old. She is studying at first levels of school. At early of beginning of her education, she is very inthusiatic go to school. She like to play with friends in break and eating some food and cooky but his class so long but after whithat lead to exhausting and frustrating. Afterwards, she losed her temption to continue school even his parent enforced to participate the classes. Had the teachers of school’s supervisor took more break, she did not lost his temtion for education.
To draw a comprehensive conclusion, I definetly prefer to choose more break for studnets. The leaders and who is in concern for childrens education should take organized measures to increase the productivity, efficiency, and creativity in the schools. It is partially accessable by in a facile way by ginving more break more and schedulded breaks in order increase temption and energy during the class.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2022-05-09 | neriman | 76 | view |
| 2020-11-19 | Maziyeh Khavari1390 | 80 | view |
| 2020-11-19 | Maziyeh Khavari1390 | 76 | view |
| 2020-08-18 | zg1122 | 76 | view |
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Grammar and spelling errors:
Line 2, column 423, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... decrease the efficiency of learning and ingnore the school. I strongly agree tha...
^^
Line 2, column 514, Rule ID: ONE_PLURAL[1]
Message: Don't use the numeral 'one' with plural words. Did you mean 'one hour', 'an hour', or simply 'hours'?
Suggestion: one hour; an hour; hours
...dents at early age should a break after one hours of instruction. I will elaborate my exp...
^^^^^^^^^
Line 2, column 624, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...of reasons in the following paragraphs. In the first viewpoint, I believe early ...
^^^^
Line 3, column 137, Rule ID: THIS_NNS[2]
Message: Did you mean 'this fact' or 'these facts'?
Suggestion: this fact; these facts
...cerntraction and productivity. Ownig to these fact, the children will being exhausted and ...
^^^^^^^^^^
Line 3, column 291, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
... because the not wrouthed to sitting on a sit. Moreover, they are very energetic and ...
^^^^^
Line 3, column 409, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Two successive sentences begin with the same adverb. Reword the sentence or use a thesaurus to find a synonym.
...ot control of their behavior and class. Moreover, they can fresh their sense and charge ...
^^^^^^^^
Line 4, column 195, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'Most of', you should use 'the' ('Most of the children') or simply say ''Most children''.
Suggestion: Most of the children; Most children
...ce of abandon the learning by children. Most of children interseted to playing and intertaiment ...
^^^^^^^^^^^^^^^^
Line 4, column 379, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'spoil'
Suggestion: spoil
...ing and continue long time classes will spoiled the enthusicat of students at last minu...
^^^^^^^
Line 4, column 821, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ome food and cooky but his class so long but after whithat lead to exhausting and...
^^
Line 4, column 1053, Rule ID: DID_BASEFORM[1]
Message: The verb 'did' requires the base form of the verb: 'lose'
Suggestion: lose
...supervisor took more break, she did not lost his temtion for education. To draw a c...
^^^^
Line 5, column 282, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a facile way" with adverb for "facile"; eg, "in a hasty manner" with "hastily".
... schools. It is partially accessable by in a facile way by ginving more break more and scheduld...
^^^^^^^^^^^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...temption and energy during the class.
^^^^^^^^
Transition Words or Phrases used:
but, first, hence, may, moreover, so, thus, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 18.0 8.0752688172 223% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2207.0 1977.66487455 112% => OK
No of words: 425.0 407.700716846 104% => OK
Chars per words: 5.19294117647 4.8611393121 107% => OK
Fourth root words length: 4.54043259262 4.48103885553 101% => OK
Word Length SD: 2.95764237914 2.67179642975 111% => OK
Unique words: 232.0 212.727598566 109% => OK
Unique words percentage: 0.545882352941 0.524837075471 104% => OK
syllable_count: 672.3 618.680645161 109% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 38.2618576948 48.9658058833 78% => OK
Chars per sentence: 95.9565217391 100.406767564 96% => OK
Words per sentence: 18.4782608696 20.6045352989 90% => OK
Discourse Markers: 2.21739130435 5.45110844103 41% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 12.0 5.5376344086 217% => Less language errors wanted.
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.162459613197 0.236089414692 69% => OK
Sentence topic coherence: 0.0449365798693 0.076458572812 59% => OK
Sentence topic coherence SD: 0.0542760464143 0.0737576698707 74% => OK
Paragraph topic coherence: 0.10802513902 0.150856017488 72% => OK
Paragraph topic coherence SD: 0.0495011807101 0.0645574589148 77% => OK
Essay readability:
automated_readability_index: 12.3 11.7677419355 105% => OK
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 12.82 10.9000537634 118% => OK
dale_chall_readability_score: 8.8 8.01818996416 110% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 9.0 10.247311828 88% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.