Some people believe that academic subjects such as chemistry, physics, and history should be taught in schools, while others believe that students will derive more benefit from studying practical subjects, such as motor mechanics and cooking.
The debate about what subjects should be included has always been a debatable topic. Many people think that practical subjects provide more knowledge to students. Others reject this notion and believe that both academic and practical subjects are beneficial to students. In my opinion, later proposition appears to be more rational. The following essay would further elaborate both practical and academic subjects are equally beneficial with justifying reasons and thus lead to a plausible conclusion.
To start with, it is believed that from various factors that learners gain more benefits when studying practical subjects. Firstly, if students are exposed to so many skills, they would prepare for their future careers. For example, if children are taught how simple machines work at school, they are more likely to choose the career in a mechanical field later in life. Secondly, students could apply what they have learned through practical sessions after classes. The best example is that students after learning basic dishes recipe, they immediately start cooking for families at home.
On the other hand, I firmly believe that academic subjects are also held equal importance like practical for a variety of reasons. One of the most basic features is that academic subjects create a strong solid basic foundation on which practical skills are further developed. To illustrate, teachers find difficult to explain how to fix home appliances if students are not well prepared with the fundamentals of electricity which could only be found in physics lessons. Another important value of academics, in order to get admission in top-level university or college learners students, need to have good knowledge of academic subjects.
In conclusion, both academic and practical subjects have their own benefits for the children, but I believe that more emphasis should be given to the topics which will be truly worthwhile in real life. Schools should not stuff children will only theoretical knowledge
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Grammar and spelling errors:
Line 3, column 523, Rule ID: POSSESIVE_APOSTROPHE
Message: Possible typo: apostrophe is missing. Did you mean 'dishes'' or 'dish's'?
Suggestion: dishes'; dish's
...e is that students after learning basic dishes recipe, they immediately start cooking ...
Transition Words or Phrases used:
also, but, first, firstly, if, second, secondly, so, thus, well, while, for example, in conclusion, in my opinion, to start with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 10.5418719212 161% => OK
Auxiliary verbs: 10.0 6.10837438424 164% => OK
Conjunction : 7.0 8.36945812808 84% => OK
Relative clauses : 12.0 5.94088669951 202% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 19.0 20.9802955665 91% => OK
Preposition: 39.0 31.9359605911 122% => 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: 1699.0 1207.87684729 141% => OK
No of words: 313.0 242.827586207 129% => OK
Chars per words: 5.42811501597 5.00649968141 108% => OK
Fourth root words length: 4.20616286096 3.92707691288 107% => OK
Word Length SD: 2.63546323942 2.71678728327 97% => OK
Unique words: 182.0 139.433497537 131% => OK
Unique words percentage: 0.581469648562 0.580463131201 100% => OK
syllable_count: 521.1 379.143842365 137% => OK
avg_syllables_per_word: 1.7 1.57093596059 108% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 4.6157635468 108% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 2.0 1.71428571429 117% => OK
Conjunction: 1.0 0.931034482759 107% => OK
Preposition: 6.0 3.65517241379 164% => OK
Performance on sentences:
How many sentences: 16.0 12.6551724138 126% => OK
Sentence length: 19.0 20.5024630542 93% => OK
Sentence length SD: 42.4026458491 50.4703680194 84% => OK
Chars per sentence: 106.1875 104.977214359 101% => OK
Words per sentence: 19.5625 20.9669160288 93% => OK
Discourse Markers: 9.1875 7.25397266985 127% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 1.0 5.33497536946 19% => OK
Sentences with positive sentiment : 8.0 6.9802955665 115% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 6.0 2.91625615764 206% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.294725178989 0.242375264174 122% => OK
Sentence topic coherence: 0.0969361009627 0.0925447433944 105% => OK
Sentence topic coherence SD: 0.0691248249647 0.071462118173 97% => OK
Paragraph topic coherence: 0.181255964313 0.151781067708 119% => OK
Paragraph topic coherence SD: 0.0362371614777 0.0609392437508 59% => OK
automated_readability_index: 13.9 12.6369458128 110% => OK
flesch_reading_ease: 43.73 53.1260098522 82% => OK
smog_index: 8.8 6.54236453202 135% => OK
flesch_kincaid_grade: 11.9 10.9458128079 109% => OK
coleman_liau_index: 14.21 11.5310837438 123% => OK
dale_chall_readability_score: 8.72 8.32886699507 105% => OK
difficult_words: 82.0 55.0591133005 149% => OK
linsear_write_formula: 7.0 9.94827586207 70% => OK
gunning_fog: 9.6 10.3980295567 92% => OK
text_standard: 9.0 10.5123152709 86% => OK
What are above readability scores?
Rates: 77.7777777778 out of 100
Scores by essay e-grader: 70.0 Out of 90
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.