Schools should focus on academic success and passing examinations. Skills such as cookery, dressmaking and woodwork should not be taught at school as it is better to learn these from family and friends. To what extent do you agree or disagree?
Opinions are divided as to whether school should place emphasis on academic subjects or practical skills. Proponents of the former reckon that skills like cooking, dressmaking and woodwork should be honed through conversation with friends and parents. As far as I am concerned, equal importance should be attached to the cultivation of such life skills and the improvement of academic performance.
On the one hand, it is conceivable why some educational institutions prioritize enhancing students’ grades and exam results. The first driving force is that academic performance lays a solid foundation for successful careers when students enter the job market. In Vietnam, for instance, top-tier universities require students to take final exams to ensure their full understanding of subjects. The higher grade achieved by students, the better they grasp the knowledge. This could be a precursor to their fruitful career development afterwards, as they have a solid theory-based background to excel in their field. This is especially true for doctors, whose jobs necessitate a profound insight into chemistry and biology, examined by their excellent academic records for these subjects at school. Therefore, that academic success and test results are the prominent focus at school seems justifiable.
On the other hand, I strongly advocate for the incorporation of practical skills into the school curriculum. This is mainly because students could learn how to lead an independent life with the formation of skills related to cooking or artistry. When young adults turn 18 and live far away from their parents, they are obliged to manage daily tasks on their own. Therefore, without proper training in cooking or sewing clothes, students might face immense hurdles in life. Moreover, schools should shoulder the responsibility for honing student’s soft skills as many do not have assistance from peers or family members. Single-parent households, for example, with no father to teach DIY skills, or households in which parents are occupied with a colossal workload are prime dysfunctional family types in which parental involvement in rearing their offspring is nearly absent. This is a testament to why the training of these areas should be the accountability of educational institutions in lieu of families.
In conclusion, I strongly believe that school should focus equally on academic excellence and practical skill development, as most children do not have the chance to learn fundamental practical skills at home. By integrating both aspects into the curriculum, schools can better prepare students for success in their future careers and independent lives.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-12-04 | khanhkhanhlhp | 56 | view |
| 2023-09-27 | thflinh | 78 | view |
| 2023-09-27 | thflinh | 78 | view |
| 2023-09-25 | quynhanh22 | 61 | view |
| 2023-09-20 | phuoc1302 | 73 | view |
- Nowadays many people decide to have their first child in their later life What are the reasons Do you think the advantages of this outweigh the disadvantages 89
- Schools should focus on academic success and passing examinations Skills such as cookery dressmaking and woodwork should not be taught at school as it is better to learn these from family and friends To what extent do you agree or disagree 84
Grammar and spelling errors:
Line 1, column 22, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
Opinions are divided as to whether school should place emphasis on academi...
^^^^^^^^^^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ent focus at school seems justifiable. On the other hand, I strongly advocate f...
^^^
Transition Words or Phrases used:
first, if, moreover, so, therefore, as to, for example, for instance, in conclusion, 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: 10.0 7.85571142285 127% => OK
Conjunction : 14.0 10.4138276553 134% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 25.0 24.0651302605 104% => OK
Preposition: 54.0 41.998997996 129% => OK
Nominalization: 16.0 8.3376753507 192% => OK
Performance on vocabulary words:
No of characters: 2268.0 1615.20841683 140% => OK
No of words: 409.0 315.596192385 130% => OK
Chars per words: 5.54523227384 5.12529762239 108% => OK
Fourth root words length: 4.49708221141 4.20363070211 107% => OK
Word Length SD: 3.00209653689 2.80592935109 107% => OK
Unique words: 238.0 176.041082164 135% => OK
Unique words percentage: 0.581907090465 0.561755894193 104% => OK
syllable_count: 680.4 506.74238477 134% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 5.43587174349 166% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 7.0 4.76152304609 147% => OK
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 39.4806309677 49.4020404114 80% => OK
Chars per sentence: 119.368421053 106.682146367 112% => OK
Words per sentence: 21.5263157895 20.7667163134 104% => OK
Discourse Markers: 5.36842105263 7.06120827912 76% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 12.0 8.67935871743 138% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 3.4128256513 176% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.297094548776 0.244688304435 121% => OK
Sentence topic coherence: 0.0900369115747 0.084324248473 107% => OK
Sentence topic coherence SD: 0.075994079969 0.0667982634062 114% => OK
Paragraph topic coherence: 0.200949422503 0.151304729494 133% => OK
Paragraph topic coherence SD: 0.0639736480889 0.056905535591 112% => OK
Essay readability:
automated_readability_index: 15.5 13.0946893788 118% => OK
flesch_reading_ease: 41.7 50.2224549098 83% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 14.91 12.4159519038 120% => OK
dale_chall_readability_score: 9.66 8.58950901804 112% => OK
difficult_words: 129.0 78.4519038076 164% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 10.0 10.7795591182 93% => 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.