It is widely accepted that moral behaviour should be taught to children at early age, and punishment is considered as a good method to reinforce these values. While I agree that punishments are effective to teach children certain things, in my opinion, the type of punishment meted out makes a difference to its effectivity.
It is important to make children realise their mistakes through timely reprimandation of their actions. Only when children are punished, that they understand that their thoughts and leading actions have consequences. For example, a child may hit his friend or sibling while playing. However, it is only when he is reprimanded for his actions that he realises hurting others is not right thing to do. Thus, next time he learns to mend his behaviour. As opposed to this, if his behavior goes unnoticed or is ignored, then the child will continue with his behaviour and may become violent in his adult life.
On the other hand, it is important that punishments fit the unfit behaviour. Children are quite impressionable at young age and any extreme or abusive actions imposed on them may affect their emotional development in future. For example, if a child receives thrashing for stealing a cookie from kitchen because he was hungry it can have negative implications. The child may learn that it is alright to hit someone for any mistakes and may continue stealing in absence of parents.
Since parents and teachers are responsible for teaching good from bad, it is vital for them to exercise discretion while punishing children. In my view, corporal punishments or verbal scoldings should be avoided as form of punishments as they can have negative effects as stated earlier. Instead, other firm but less harsh forms such as curtailment of child priveleges such as TV watching or playing time can be more effective. Teachers can also implement similar strategies like making child perform extra duties or assigining extra homework. This will serve as a positive reinforcement for children and can be even more effective in instilling right behaviour in them.
To conclude, I would like to reiterate my opinion that punishments can definitely be used to teach children positive values. However, it should not include any physical or verbal form, but instead follow other firm techniques.
- The graph below shows the quantities of goods transported in UK between 1974 and 2002 by four different modes of transport. 78
- The graph below shows average carbon dioxide emissions per person in the United Kingdom, Sweden, Italy and Portugal between 1967 and 2007.Summarize the information by selecting and reporting the main features, and make comparisons where relevant. 67
- The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute information on the weather in order to produce reliable forecasts.Write a report for a university lecturer describing the information shown below. 61
- Nowadays the way many people interact with each other has changed because of technology. In what ways has technology affected the types of relationships people make? Has this become a positive or negative development? 78
- Many governments think that economic progress is their most important goal. Some people, however, think that other types of progress are equally important for a country. Discuss both these views and give your own opinion. 73
Grammar and spelling errors:
Line 1, column 244, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... to teach children certain things, in my opinion, the type of punishment meted ou...
^^
Line 3, column 530, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... unnoticed or is ignored, then the child will continue with his behaviour and may...
^^
Line 5, column 215, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
... may affect their emotional development in future. For example, if a child receives thra...
^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, may, so, still, then, thus, while, as for, for example, such as, in my view, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 13.1623246493 152% => OK
Auxiliary verbs: 17.0 7.85571142285 216% => Less auxiliary verb wanted.
Conjunction : 16.0 10.4138276553 154% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 44.0 24.0651302605 183% => Less pronouns wanted
Preposition: 37.0 41.998997996 88% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 1949.0 1615.20841683 121% => OK
No of words: 379.0 315.596192385 120% => OK
Chars per words: 5.14248021108 5.12529762239 100% => OK
Fourth root words length: 4.41224685777 4.20363070211 105% => OK
Word Length SD: 2.82139856975 2.80592935109 101% => OK
Unique words: 205.0 176.041082164 116% => OK
Unique words percentage: 0.540897097625 0.561755894193 96% => OK
syllable_count: 600.3 506.74238477 118% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 5.43587174349 166% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 5.0 2.10420841683 238% => Less adverbial clause wanted.
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 19.0 20.2975951904 94% => OK
Sentence length SD: 30.9197872081 49.4020404114 63% => OK
Chars per sentence: 102.578947368 106.682146367 96% => OK
Words per sentence: 19.9473684211 20.7667163134 96% => OK
Discourse Markers: 6.21052631579 7.06120827912 88% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 9.0 3.9879759519 226% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.221874085243 0.244688304435 91% => OK
Sentence topic coherence: 0.068878869943 0.084324248473 82% => OK
Sentence topic coherence SD: 0.0478281537274 0.0667982634062 72% => OK
Paragraph topic coherence: 0.127203097476 0.151304729494 84% => OK
Paragraph topic coherence SD: 0.04699487784 0.056905535591 83% => OK
Essay readability:
automated_readability_index: 12.8 13.0946893788 98% => OK
flesch_reading_ease: 52.19 50.2224549098 104% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 10.7 11.3001002004 95% => OK
coleman_liau_index: 12.53 12.4159519038 101% => OK
dale_chall_readability_score: 8.66 8.58950901804 101% => OK
difficult_words: 98.0 78.4519038076 125% => OK
linsear_write_formula: 8.0 9.78957915832 82% => OK
gunning_fog: 9.6 10.1190380762 95% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
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Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 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.