Some people who have been in prison become good citizens later. Some people think that having these people to give a talk to school students is the best way to tell them about dangers of committing a crime. Do you agree or disagree?
It is true that ex-criminals can help younger adults understand about dangers of crime because some people has become good residents later on. While some people consider that this is the most effective way to educate adolescents, I would argue that there are better methods to teach them.
On the one hand, there are some reasons why teenagers should accept advices from ex-prisoners to avoid dangers of committing crimes. Firstly, due to spending more time in prison, ex-offenders who have real-life experience to share about the difficulties that they had to face. For example, young adults could be known more about harsh prison conditions and how offenders are really treated in prisons. As a result, teenagers could be aware of the negative effects of committing crimes. Additionally, many employers are likely to be afraid of people who are used to be an offender, and this makes it more difficult for them to find a stable job. Therefore, they are able to commit crimes again such as stealing to meet their basic needs. If young adults are passed these problems from ex-criminals, they would not engage illegal acts.
On the other hand, I would argue that there are more influential ways to help younger citizens deepen their knowledge about dangers of crime. The first solution is that watching movies about crime and punishment allows teenagers to experience dangers of committing crimes. For instance, they could see the quality of food that criminals are distributed or feel that it is costly to waste of life time in prison instead of using this time for better aims. As a consequence, young adults are likely to learn more about criminal life. Furthermore, being educated by teachers and parents through their different stories, adolescents could enhance their knowledge about the tremendous results that they have to meet if they become a criminal. For instance, in the past my father told me about his friend who stole a car. As a result of this action, he could not completely find a job after being released. Finally, the governments can issue stricter laws related to juvenile crime. For example, people who commit shoplifting and pickpocketing must be sent to reform school or even received prison sentence if it is serious crime such as robbery. And this makes younger adults feel fear and do not commit crime.
In conclusion, while it is necessary to train adolescents from hands-on experience of ex-offenders, I believe that several more effective solutions should be applied.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-16 | minhnhat230602 | 73 | view |
| 2023-10-16 | minhnhat230602 | 73 | view |
| 2023-10-13 | Jenny_6902 | 72 | view |
| 2021-12-01 | daoduong3204 | 73 | view |
| 2021-05-17 | LEEANHTUAN | 67 | view |
- The table illustrates the figure of boys in two age groups participating in 5 distinct sports in the UK in year 2000 81
- The two maps below show an island, before and after the construction of some to tourist facilities. 84
- Owning a gun 73
- Some people think sending criminals to prison is not an effective way to deal with them Education and training are better To what extent do you agree or disagree 57
- Developments in technology have brought various environmental problems. Some believe that people need to live simpler lives to solve environmental problems. Others, however, believe technology is the way to solve these problems. Discuss both views and giv 78
Grammar and spelling errors:
Line 3, column 391, Rule ID: LIFE_TIME[1]
Message: Did you mean 'lifetime'?
Suggestion: lifetime
...d or feel that it is costly to waste of life time in prison instead of using this time fo...
^^^^^^^^^
Transition Words or Phrases used:
but, finally, first, firstly, furthermore, if, really, so, therefore, while, for example, for instance, in conclusion, such as, as a result, it is true, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 13.1623246493 182% => OK
Auxiliary verbs: 13.0 7.85571142285 165% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 14.0 7.30460921844 192% => OK
Pronoun: 40.0 24.0651302605 166% => Less pronouns wanted
Preposition: 55.0 41.998997996 131% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 2091.0 1615.20841683 129% => OK
No of words: 413.0 315.596192385 131% => OK
Chars per words: 5.06295399516 5.12529762239 99% => OK
Fourth root words length: 4.50803742585 4.20363070211 107% => OK
Word Length SD: 2.67135078253 2.80592935109 95% => OK
Unique words: 218.0 176.041082164 124% => OK
Unique words percentage: 0.52784503632 0.561755894193 94% => More unique words wanted or less content wanted.
syllable_count: 653.4 506.74238477 129% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 6.0 2.10420841683 285% => Less adverbial clause wanted.
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.76152304609 84% => OK
Performance on sentences:
How many sentences: 20.0 16.0721442886 124% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 39.6441672885 49.4020404114 80% => OK
Chars per sentence: 104.55 106.682146367 98% => OK
Words per sentence: 20.65 20.7667163134 99% => OK
Discourse Markers: 8.5 7.06120827912 120% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 5.0 8.67935871743 58% => More positive sentences wanted.
Sentences with negative sentiment : 14.0 3.9879759519 351% => Less negative sentences wanted.
Sentences with neutral sentiment: 1.0 3.4128256513 29% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.247889026576 0.244688304435 101% => OK
Sentence topic coherence: 0.0742078710083 0.084324248473 88% => OK
Sentence topic coherence SD: 0.0624077168512 0.0667982634062 93% => OK
Paragraph topic coherence: 0.157143197608 0.151304729494 104% => OK
Paragraph topic coherence SD: 0.103697679366 0.056905535591 182% => OK
Essay readability:
automated_readability_index: 12.7 13.0946893788 97% => OK
flesch_reading_ease: 51.18 50.2224549098 102% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 11.1 11.3001002004 98% => OK
coleman_liau_index: 12.07 12.4159519038 97% => OK
dale_chall_readability_score: 8.34 8.58950901804 97% => OK
difficult_words: 97.0 78.4519038076 124% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
---------------------
Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
---------------------
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.