It is suggested that primary children should learn how to grow vegetables and keep animals. Do the advantages outweigh the disadvantages?
It is appreciated that learning to grow vegetables and raise animals. While I personally concur that would be a positive development, it also has several drawbacks that are worth discussing.
On the one hand, for the reasons of time consumption and health concerns, I believe that learning these skills can bring negligible adverse effects. To begin with, the process of growing vegetables and keeping animals would be time-consuming; thus, children would not have enough time for revising the old lessons at school. Besides, from a medical perspective, flora and fauna contain an excessive load of detrimental microorganisms, so if schoolchildren, who have a vulnerable immune system, receive prolonged exposure to them, they may be more prone to infectious diseases. Take rabies, for example. It is a fatal zoonosis disease caused by a virus spread by an infected animal biting another animal or person. Once symptoms appear, no treatments are effective.
On the other hand, grasping the knowledge of cultivating vegetables and keep animals would be advantageous to children in terms of developing good qualities and learning to put academic theories into practice, which outweigh the demerits. Initially, as growing veggies and raising animals are practical skills that take up a tremendous amount of time and dedication, children would accumulate a sense of responsibility and patience. Besides, these activities can help children attain the capability of applying theories to practical situations. This is derived from the fact that taking care of veggies and animals requires a wide range of knowledge from the school curriculum. For example, without measuring and counting, which are essential mathematical concepts involved in gardening, children may not be able to complete their tasks, such as estimating the needed distance between two rows of lettuce.
In conclusion, as for the aforementioned explanations, although learning to grow vegetables and keep animals have both advantages and disadvantages, my verdict is that the benefits outweigh the minimal obstacles.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-01-25 | Nina Tsarevich | 56 | view |
| 2023-07-24 | pwlihnkt | 89 | view |
| 2023-07-09 | hieu13092006 | 78 | view |
| 2022-12-07 | yufdtrdfyt | 67 | view |
| 2022-06-08 | quytnee | 78 | view |
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Transition Words or Phrases used:
also, besides, if, may, so, thus, while, as for, for example, in conclusion, such as, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 13.1623246493 99% => OK
Auxiliary verbs: 9.0 7.85571142285 115% => OK
Conjunction : 14.0 10.4138276553 134% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 19.0 24.0651302605 79% => OK
Preposition: 36.0 41.998997996 86% => OK
Nominalization: 5.0 8.3376753507 60% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1768.0 1615.20841683 109% => OK
No of words: 317.0 315.596192385 100% => OK
Chars per words: 5.57728706625 5.12529762239 109% => OK
Fourth root words length: 4.21953715646 4.20363070211 100% => OK
Word Length SD: 3.13048849293 2.80592935109 112% => OK
Unique words: 195.0 176.041082164 111% => OK
Unique words percentage: 0.615141955836 0.561755894193 110% => OK
syllable_count: 551.7 506.74238477 109% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 1.0 2.52805611222 40% => OK
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 68.9815488492 49.4020404114 140% => OK
Chars per sentence: 126.285714286 106.682146367 118% => OK
Words per sentence: 22.6428571429 20.7667163134 109% => OK
Discourse Markers: 8.42857142857 7.06120827912 119% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More 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: 0.25087621543 0.244688304435 103% => OK
Sentence topic coherence: 0.0836036729163 0.084324248473 99% => OK
Sentence topic coherence SD: 0.0901918221453 0.0667982634062 135% => OK
Paragraph topic coherence: 0.170106691636 0.151304729494 112% => OK
Paragraph topic coherence SD: 0.0657211045063 0.056905535591 115% => OK
Essay readability:
automated_readability_index: 16.2 13.0946893788 124% => 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: 15.38 12.4159519038 124% => OK
dale_chall_readability_score: 9.96 8.58950901804 116% => OK
difficult_words: 105.0 78.4519038076 134% => OK
linsear_write_formula: 12.0 9.78957915832 123% => 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: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 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.