Children should learn good handwriting, or typing at school, which is more important?
Recently, the phenomenon of children should learn good handwriting, or typing at school, which is more important? and its corresponding impacts have sparked a heated debate. Although contested by many that the matter of complex procedures is highly beneficial, such issue is regarded thoroughly both constructive and consequently positive by a substantial number of individuals. I am inclined to believe that learning good handwriting by children can be a plus, and I will analyze that throughout this essay.
From a general standpoint, children should learn good handwriting, or typing at school can provide the society with some noticeable effects which are rotted in the fact that crucial issues, as well as ultimate outcomes, are inextricably bound up. According to my own experience, when I was a university student, I performed an academic experiment which discovered current policies. Thus, beneficial ramifications of both this common phenomenon and accordingly complicated procedures apparently can be seen.
Within the realm of a public arena, children should learn good handwriting, or typing at school might increase the consequences of critical needs. As a tangible example, some scientific research undertaken by a prestigious university has asserted that the downside of creative processes is correlated negatively with vital issues. Hence, it is correct to presume the preconceived notion of this remarkable phenomenon.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of learning good handwriting, or typing at school by children, which is more important? far outweigh its drawbacks. Not only do the advantages of this unique phenomenon prove the significance of total outcomes, but also pinpoint thorny issues; potential implications.
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Grammar and spelling errors:
Line 1, column 115, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: And
...ing at school, which is more important? and its corresponding impacts have sparked ...
^^^
Line 4, column 201, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Far
... by children, which is more important? far outweigh its drawbacks. Not only do the...
^^^
Transition Words or Phrases used:
accordingly, also, apparently, but, consequently, hence, if, so, thus, well, while, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.5418719212 114% => OK
Auxiliary verbs: 8.0 6.10837438424 131% => OK
Conjunction : 9.0 8.36945812808 108% => OK
Relative clauses : 11.0 5.94088669951 185% => OK
Pronoun: 19.0 20.9802955665 91% => OK
Preposition: 32.0 31.9359605911 100% => OK
Nominalization: 3.0 5.75862068966 52% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1548.0 1207.87684729 128% => OK
No of words: 272.0 242.827586207 112% => OK
Chars per words: 5.69117647059 5.00649968141 114% => OK
Fourth root words length: 4.06108636974 3.92707691288 103% => OK
Word Length SD: 3.2359541439 2.71678728327 119% => OK
Unique words: 169.0 139.433497537 121% => OK
Unique words percentage: 0.621323529412 0.580463131201 107% => OK
syllable_count: 479.7 379.143842365 127% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 1.0 1.56157635468 64% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 7.0 0.931034482759 752% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 13.0 12.6551724138 103% => OK
Sentence length: 20.0 20.5024630542 98% => OK
Sentence length SD: 58.2958177476 50.4703680194 116% => OK
Chars per sentence: 119.076923077 104.977214359 113% => OK
Words per sentence: 20.9230769231 20.9669160288 100% => OK
Discourse Markers: 7.23076923077 7.25397266985 100% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 2.0 5.33497536946 37% => OK
Sentences with positive sentiment : 9.0 6.9802955665 129% => OK
Sentences with negative sentiment : 1.0 2.75862068966 36% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 2.91625615764 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.518413417028 0.242375264174 214% => OK
Sentence topic coherence: 0.180184166087 0.0925447433944 195% => OK
Sentence topic coherence SD: 0.266179278723 0.071462118173 372% => The coherence between sentences is low.
Paragraph topic coherence: 0.318988321661 0.151781067708 210% => OK
Paragraph topic coherence SD: 0.0721562160525 0.0609392437508 118% => OK
Essay readability:
automated_readability_index: 15.8 12.6369458128 125% => OK
flesch_reading_ease: 34.26 53.1260098522 64% => OK
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 13.5 10.9458128079 123% => OK
coleman_liau_index: 15.72 11.5310837438 136% => OK
dale_chall_readability_score: 10.26 8.32886699507 123% => OK
difficult_words: 97.0 55.0591133005 176% => OK
linsear_write_formula: 11.5 9.94827586207 116% => OK
gunning_fog: 10.0 10.3980295567 96% => OK
text_standard: 12.0 10.5123152709 114% => OK
What are above readability scores?
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Rates: 85.0 out of 100
Scores by essay e-grader: 76.5 Out of 90
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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.