Some people believe that unpaid community service should be a compulsory part of high school programmes (for example working for a charity, improving the neighbourhood or teaching sports to younger children). To what extent do you agree or disagree?
Recently, the issue of young people's education has become the subject of heated debate. Some people assert that secondary school students should be forced to undertake unpaid community service, while others argue otherwise. Personally, I believe that both arguments should be given equal weight. In the following essay, the evidence supporting this contention will be discussed alongside relevant examples.
On the one hand, it seems difficult to refute the idea that there are a number of advantages that can be derived from obligatory volunteering for teenagers. Perhaps the principal benefit is that teenage boys and girls can develop skills that will be invaluable in their studies and future career, meaning that they can gain responsibility as well as social skills. To be more specific, not only can pupils strengthen social bonds, but they are also able to feel a sense of belonging to our society. In addition, adolescents who have experience of voluntary activities will be more likely to find well-paying and prestigious employment opportunities with greater ease owing to their communication skills considering that the majority of large companies have a predisposition to hire employees who have the ability to empathise with others.
On the other hand, it seems short-sighted to contend that voluntary work merely brings with it positives. The most oft-cited argument against such a view is that the youth often experience high levels of stress since devotion to volunteering deprives students of a chance to partake in leisure activities that help them let off steam. Furthermore, obliged to participate in volunteering exerts a negative influence on pupils' academic performance. To provide a hypothetical example, if it were not for mandatory community service, young people could spend a huge amount of time revising for the exam. In light of the above, I also find these persuasive.
In conclusion, it is undeniable that there are a variety of opinions about this topic. However, after considering this matter in a careful manner, it can be concluded that each side of the debate has its strengths, as discussed above.
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| 2024-11-06 | phannhi1511@ | 56 | view |
| 2024-11-06 | Nhi3132006 | 56 | view |
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| 2024-11-06 | ankhanhvien | 56 | view |
| 2024-11-06 | trangiangtie | 73 | view |
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Grammar and spelling errors:
Line 8, column 127, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a careful manner" with adverb for "careful"; eg, "in a hasty manner" with "hastily".
... However, after considering this matter in a careful manner, it can be concluded that each side of ...
^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, furthermore, however, if, second, so, then, well, while, in addition, in conclusion, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 13.1623246493 114% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 4.0 10.4138276553 38% => More conjunction wanted.
Relative clauses : 15.0 7.30460921844 205% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 32.0 24.0651302605 133% => Less pronouns wanted
Preposition: 51.0 41.998997996 121% => OK
Nominalization: 13.0 8.3376753507 156% => OK
Performance on vocabulary words:
No of characters: 1809.0 1615.20841683 112% => OK
No of words: 339.0 315.596192385 107% => OK
Chars per words: 5.33628318584 5.12529762239 104% => OK
Fourth root words length: 4.29091512845 4.20363070211 102% => OK
Word Length SD: 2.96812042614 2.80592935109 106% => OK
Unique words: 209.0 176.041082164 119% => OK
Unique words percentage: 0.616519174041 0.561755894193 110% => OK
syllable_count: 583.2 506.74238477 115% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 9.0 4.76152304609 189% => OK
Performance on sentences:
How many sentences: 15.0 16.0721442886 93% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 70.0137764221 49.4020404114 142% => OK
Chars per sentence: 120.6 106.682146367 113% => OK
Words per sentence: 22.6 20.7667163134 109% => OK
Discourse Markers: 8.33333333333 7.06120827912 118% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 4.0 3.9879759519 100% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.143908409547 0.244688304435 59% => OK
Sentence topic coherence: 0.0444096592262 0.084324248473 53% => OK
Sentence topic coherence SD: 0.0522540089295 0.0667982634062 78% => OK
Paragraph topic coherence: 0.081093195785 0.151304729494 54% => OK
Paragraph topic coherence SD: 0.0566939433281 0.056905535591 100% => OK
Essay readability:
automated_readability_index: 15.0 13.0946893788 115% => OK
flesch_reading_ease: 40.69 50.2224549098 81% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.1 11.3001002004 116% => OK
coleman_liau_index: 13.99 12.4159519038 113% => OK
dale_chall_readability_score: 9.62 8.58950901804 112% => OK
difficult_words: 105.0 78.4519038076 134% => OK
linsear_write_formula: 8.5 9.78957915832 87% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 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.