I partially agree with the statement above. In adult life, one needs to own money by himself or herself, and needs to know how to communicate with different kinds of people. Many of the skills required can not be taught at school, and thus can not be learnt in classrooms. So having a part-time job can teach the youngsters how to be financially independent and how to get along with others.
To begin with, one of the biggest challenges young adults face is to feed themselves and to manage their fortune. Clearly schools can only teach knowledge, and the use of knowledge to earn money can only be learned by practice. By having a part-time job, not only can they experience the hardship to make a living by their own hands, but also can they learn to spend their income reasonably.
Secondly, taking a part-time job can teach the youngsters how to deal with others. Student meet friends and teachers on campus every day, but we should remember that the relationship between people in school is different from that in society. During part-time work, teenagers can meet many different kinds of people, thus picking up some skills on how to get along with others in an equal and friendly way. This is highly valuable for their further development in adulthood.
Nonetheless, one might say that taking a part-time job is likely to distract teenagers from their study at school. Indeed, doing so can interfere with one's study at some level, but it does not necessarily mean that students must totally be barred from work in part-time. It is exactly when parents are expected to offer guidance and surveillance. What is more, the students can also learn to arrange their time and to find a balance between study and work at the same time.
In conclusion, part-time job should be encouraged when teenage children are preparing for adult live, as long as it is overlooked by parents.
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Grammar and spelling errors:
Line 5, column 286, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...ring part-time work, teenagers can meet many different kinds of people, thus picking up some s...
^^^^^^^^^^^^^^
Line 7, column 152, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...ol. Indeed, doing so can interfere with ones study at some level, but it does not ne...
^^^^
Transition Words or Phrases used:
also, but, if, look, nonetheless, second, secondly, so, thus, in conclusion, to begin with, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 10.4613686534 143% => OK
Auxiliary verbs: 15.0 5.04856512141 297% => Less auxiliary verb wanted.
Conjunction : 14.0 7.30242825607 192% => OK
Relative clauses : 6.0 12.0772626932 50% => More relative clauses wanted.
Pronoun: 21.0 22.412803532 94% => OK
Preposition: 56.0 30.3222958057 185% => OK
Nominalization: 6.0 5.01324503311 120% => OK
Performance on vocabulary words:
No of characters: 1565.0 1373.03311258 114% => OK
No of words: 326.0 270.72406181 120% => OK
Chars per words: 4.80061349693 5.08290768461 94% => OK
Fourth root words length: 4.24917287072 4.04702891845 105% => OK
Word Length SD: 2.6100761766 2.5805825403 101% => OK
Unique words: 174.0 145.348785872 120% => OK
Unique words percentage: 0.533742331288 0.540411800872 99% => OK
syllable_count: 471.6 419.366225166 112% => OK
avg_syllables_per_word: 1.4 1.55342163355 90% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Interrogative: 1.0 0.116997792494 855% => Less interrogative sentences wanted.
Article: 1.0 8.23620309051 12% => OK
Subordination: 1.0 1.25165562914 80% => OK
Conjunction: 6.0 1.51434878587 396% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 2.5761589404 194% => OK
Performance on sentences:
How many sentences: 16.0 13.0662251656 122% => OK
Sentence length: 20.0 21.2450331126 94% => OK
Sentence length SD: 34.9986048829 49.2860985944 71% => OK
Chars per sentence: 97.8125 110.228320801 89% => OK
Words per sentence: 20.375 21.698381199 94% => OK
Discourse Markers: 6.5 7.06452816374 92% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 2.0 4.19205298013 48% => OK
Sentences with positive sentiment : 7.0 4.33554083885 161% => OK
Sentences with negative sentiment : 2.0 4.45695364238 45% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.27373068433 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0661520589873 0.272083759551 24% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0274453500948 0.0996497079465 28% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0142141767972 0.0662205650399 21% => Sentences are similar to each other.
Paragraph topic coherence: 0.0443185418019 0.162205337803 27% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0138829738815 0.0443174109184 31% => 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: 11.4 13.3589403974 85% => Automated_readability_index is low.
flesch_reading_ease: 68.1 53.8541721854 126% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 8.7 11.0289183223 79% => OK
coleman_liau_index: 10.56 12.2367328918 86% => OK
dale_chall_readability_score: 7.73 8.42419426049 92% => OK
difficult_words: 64.0 63.6247240618 101% => OK
linsear_write_formula: 8.0 10.7273730684 75% => OK
gunning_fog: 10.0 10.498013245 95% => OK
text_standard: 8.0 11.2008830022 71% => OK
What are above readability scores?
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Write the essay in 20 minutes.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.