Writing Task 2 (an essay)
Some practical skills such as money management should be taught in high school. Do you agree or disagree? Give your opinion and real life examples.
In high school, a number of practical skills such as controlling outcome and income are supposed to be taught. In according to the issue, this essay will explain further information about my perspectives.
I personally agree and do appreciate to the statement which was believed that calculating money should be taught in high school. Nonetheless, from my point of view, this method is supposed to be rendered to the people since they were still being a pupil in elementary school. Besides in school, this method, additionally, is supposed to be given in home as well because I do believe that giving insight of monitoring money in home will render more impacts rather than in school. By conferring this endeavour, the children, I do believe, will obtain numerous benefits and fewer drawbacks.
In regarding to the argument above, there are several upsides of teaching individuals about monitoring money. First and foremost, this attempt is able to make an adolescent having a positive habit of spending their money to the things that they need to buy. They, secondly, are able to derive a knowledge about acquiring money is not as simple as they thought. Last but not least, this, moreover, makes their future being more independent because they were able to monitor and spend their money properly.
By way of conclusion, teaching people about controlling money is one of the effective ways to make their future life better, particularly, about their shopping habit. Therefore, in order to make individuals have an improved habit of spending money, they have to be taught about managing money since they were still being juveniles either in their home or in their school.
- Many museums and historical sites are mainly visited by tourists but not local people.Why is this the case and what can be done to attract more local people to visit these places? 67
- The maps summarise the changes to Liverpool john moores university from 2010 to 2016 84
- Bar Chart : home and international students, 2010 – 2012. 73
- Line graph : wheat exports 1985 – 1990. (Canada, Australia, European community) 100
- The maps : summarise the changes to Liverpool john moores university from 2010 to 2016. 67
Transition Words or Phrases used:
besides, but, first, if, moreover, nonetheless, regarding, second, secondly, so, still, therefore, well, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 13.1623246493 152% => OK
Auxiliary verbs: 5.0 7.85571142285 64% => OK
Conjunction : 7.0 10.4138276553 67% => OK
Relative clauses : 4.0 7.30460921844 55% => More relative clauses wanted.
Pronoun: 26.0 24.0651302605 108% => OK
Preposition: 49.0 41.998997996 117% => OK
Nominalization: 3.0 8.3376753507 36% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1406.0 1615.20841683 87% => OK
No of words: 276.0 315.596192385 87% => More content wanted.
Chars per words: 5.09420289855 5.12529762239 99% => OK
Fourth root words length: 4.07593519647 4.20363070211 97% => OK
Word Length SD: 2.71422037214 2.80592935109 97% => OK
Unique words: 149.0 176.041082164 85% => More unique words wanted.
Unique words percentage: 0.539855072464 0.561755894193 96% => OK
syllable_count: 440.1 506.74238477 87% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 9.0 4.76152304609 189% => OK
Performance on sentences:
How many sentences: 12.0 16.0721442886 75% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 35.7673811671 49.4020404114 72% => OK
Chars per sentence: 117.166666667 106.682146367 110% => OK
Words per sentence: 23.0 20.7667163134 111% => OK
Discourse Markers: 9.33333333333 7.06120827912 132% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.228726639 0.244688304435 93% => OK
Sentence topic coherence: 0.0950256668866 0.084324248473 113% => OK
Sentence topic coherence SD: 0.0843149867899 0.0667982634062 126% => OK
Paragraph topic coherence: 0.149277453768 0.151304729494 99% => OK
Paragraph topic coherence SD: 0.0584618419966 0.056905535591 103% => OK
Essay readability:
automated_readability_index: 14.0 13.0946893788 107% => OK
flesch_reading_ease: 48.13 50.2224549098 96% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.3 11.3001002004 109% => OK
coleman_liau_index: 12.54 12.4159519038 101% => OK
dale_chall_readability_score: 8.5 8.58950901804 99% => OK
difficult_words: 65.0 78.4519038076 83% => More difficult words wanted.
linsear_write_formula: 11.5 9.78957915832 117% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
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Rates: 61.797752809 out of 100
Scores by essay e-grader: 5.5 Out of 9
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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.