“The best way to teach is to praise positive
actions and ignore negative ones.”
Write a response in which you discuss the
extent to which you agree or disagree with the
recommendation and explain your reasoning
for the position you take. In developing and
supporting your position, describe specific
circumstances in which adopting the
recommendation would or would not be
advantageous and explain how these examples
shape your position.
Condoning a wrong act is equivalent to accepting it as a felicitous action. Certainly, if someone fails to acknowledge his/her bad actions, he, with all certainty, is likely to keep repeating unacceptable deeds. Silence, surely, is not a way to tackle negative behavior of people. The appropriate way to deal with bad actions of others is to sit them down and explain why some action is wrong and what they can do to fix it, e.g., acknowledge the wrong they did. This way of dealing with the issue is very efficacious specially when we are dealing with kids, however in some cases, the negative actions are more deleterious, for instance robbery, burglary, or killing. Such acts call for serious consequences, and punishments or penalties should be imposed on the guilty.
In order to corroborate my stance, let’s take example of kids. School going kids often cause grave issues both for parents and teachers. They get into fights with their classmates, behave disrespectfully towards their elders, some even go to the extent of watching adult content on the internet and do drugs. All of these issues cannot be addressed by staying “silent” on the issue. If anything, this response is going to make things worse. For instance, my nephew once got into a quarrel with his friend and punched his face because his classmate broke his pencil. After the incidence, my brother talked to my nephew and explained him why his action was really bad and how he affected the lives of people around him. He took his son to the school the next day and asked his son to apologize for his actions. By doing this exercise, my nephew not only learned to reflect back on his actions but also tried to fix it. If my brother had just ignored his kid’s behavior, he would have no shame in hitting his classmates, and would have considered his act plausible.
There’s no doubt that perpetual carping and castigating is not a tool to modify behavior of recalcitrant kids. Children should be treated gently. Addressing a negative action does not always have to involve punishment. However, many socially and constitutionally unacceptable behavior cannot be mitigated by mere ignorance or apology, there must be some penalty involved. Traffic laws for instance impose fine on people who violate traffic rules. It is of the fear of penalty that makes drivers follow the law and helps in reducing road accidents. Same follows for more severe crimes. For instance, if courts stop punishing the guilty, the murderer, the rapist, and the system of justice and execution is rolled back, the world will turn into a battlefield.
Appreciating good acts is a viable strategy for the promotion of virtuous behavior and general encouragement. However, it cannot undermine the requisite for genuine feedback about prudent acts. Humans learn from mistakes. If there are no mistakes, or none that one can identify himself, he is unlikely to retrospect and improve. For instance, if some kid is solving a math problem, and he makes the same mistake over and over, and his teacher does not point out his mistakes, he is not going to learn anything.
To conclude, appreciation of good acts is as momentous as acknowledgement of the wrong. All laws revolve around this phenomenon. IF someone points out our mistakes, it not only helps us in abstaining from doing it again, but also helps us in reshaping our behavior. The only challenge is to figure out how much penalty, if any, is to be imposed for violation of certain rules.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-09-20 | Ramzah Rehman | 50 | view |
| 2019-09-20 | Ramzah Rehman | 16 | view |
| 2019-05-18 | db10 | 66 | view |
| 2019-04-14 | jcrew169 | 66 | view |
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Transition Words or Phrases used:
also, but, e.g., however, if, really, so, for instance, no doubt, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 57.0 33.0505617978 172% => Less pronouns wanted
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2929.0 2235.4752809 131% => OK
No of words: 592.0 442.535393258 134% => OK
Chars per words: 4.94763513514 5.05705443957 98% => OK
Fourth root words length: 4.93265142912 4.55969084622 108% => OK
Word Length SD: 2.81118232667 2.79657885939 101% => OK
Unique words: 319.0 215.323595506 148% => OK
Unique words percentage: 0.538851351351 0.4932671777 109% => OK
syllable_count: 917.1 704.065955056 130% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 6.0 4.99550561798 120% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 8.0 1.77640449438 450% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 33.0 20.2370786517 163% => OK
Sentence length: 17.0 23.0359550562 74% => The Avg. Sentence Length is relatively short.
Sentence length SD: 46.0125347237 60.3974514979 76% => OK
Chars per sentence: 88.7575757576 118.986275619 75% => OK
Words per sentence: 17.9393939394 23.4991977007 76% => OK
Discourse Markers: 2.39393939394 5.21951772744 46% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 6.0 10.2758426966 58% => More positive sentences wanted.
Sentences with negative sentiment : 23.0 5.13820224719 448% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.067175228015 0.243740707755 28% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0182567344342 0.0831039109588 22% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0273952979667 0.0758088955206 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0329779218088 0.150359130593 22% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0298028117452 0.0667264976115 45% => 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: 10.9 14.1392134831 77% => Automated_readability_index is low.
flesch_reading_ease: 62.68 48.8420337079 128% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 8.7 12.1743820225 71% => OK
coleman_liau_index: 11.13 12.1639044944 92% => OK
dale_chall_readability_score: 8.59 8.38706741573 102% => OK
difficult_words: 154.0 100.480337079 153% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 8.8 11.2143820225 78% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 Out of 6
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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.