Parents give their children weekly money to buy whatever they want. Some people think this can cause bad habits and ideas about money in children. Others think the opposite. What’s your opinion?
In the modern era, a teenager has played a prominent role in all societies. Because it is of paramount importance, researchers have always searched for ways to better grow a teenager. Some people may hold the view that parents must pay the amount of money to children for everything they want to buy. However, some others may take the opposite viewpoint and believe that giving weekly money to teenagers make several drawback effect on teenagers. I content that fathers and mothers had better give an amount of money to their teenagers. In the following paragraphs, I will delve into the most outstanding reasons.
The first important factor to be mentioned is that teenagers learn how to control and manage their money. To elaborate on my point, when parents give an amount of money to their children, children would respond to a fee, and they must make a plane or manage for spending currency. In this situation, if teenagers spend all the money before a market day, parents would not pay extra money to them. Hence, they learn how to manage to spend their money, and this ability help them in future to better manage and spend their currency. Furthermore, as their parents pay them a few currencies, they would like to attain extra money for spending so that they would follow for a part-time job. The part-time job helps a teenager learn a new profession; also, they attain a salary. But, if parents do not give them an amount of currency, teenagers may not learn how must manage their fee. Indeed, they would not learn this ability.
Another reason which deserves some word here is that children learn how they can save their money. To shed more light on this matter, when children have a few amounts of currency, they try to increase their money. So, they try to learn how to save money. They start to accumulate currency for several months, and they prevent to buy useless things or goods. When they earn a lot of fees, they have the ability to buy worthwhile things. I believe that saving money can prevent teenager to buy things that they will not use them. This ability has several positive points. For example, if a teenager learns to save currency, they will use this ability for the future. She will try to save money for several month or years, and then she would buy a house or car.
All in all, considering the aforementioned reasons lead us to the conclusion that parents had better pay an amount of money to their children. I believe that teenagers not only learn how to manage their money but also learn how to save their money for spending the best purpose.
- TPO 41 70
- TPO 40 73
- Students of a university have a long break between university semesters; the university requires all students to do one of the following for one month during the break: ۱٫ Students must take a course on the subject that has no direct connection to their 70
- TPO 31 - Integrated Writing Task 85
- TPO 11 80
Grammar and spelling errors:
Line 19, column 697, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun month seems to be countable; consider using: 'several months'.
Suggestion: several months
... future. She will try to save money for several month or years, and then she would buy a hous...
^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, hence, however, if, may, so, then, while, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 4.0 15.1003584229 26% => More to be verbs wanted.
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2168.0 1977.66487455 110% => OK
No of words: 455.0 407.700716846 112% => OK
Chars per words: 4.76483516484 4.8611393121 98% => OK
Fourth root words length: 4.61852021839 4.48103885553 103% => OK
Word Length SD: 2.38594686077 2.67179642975 89% => OK
Unique words: 192.0 212.727598566 90% => More unique words wanted.
Unique words percentage: 0.421978021978 0.524837075471 80% => More unique words wanted or less content wanted.
syllable_count: 650.7 618.680645161 105% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 33.375440072 48.9658058833 68% => OK
Chars per sentence: 86.72 100.406767564 86% => OK
Words per sentence: 18.2 20.6045352989 88% => OK
Discourse Markers: 3.36 5.45110844103 62% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 21.0 11.8709677419 177% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.287708325743 0.236089414692 122% => OK
Sentence topic coherence: 0.102495416123 0.076458572812 134% => OK
Sentence topic coherence SD: 0.0678751649018 0.0737576698707 92% => OK
Paragraph topic coherence: 0.201687259756 0.150856017488 134% => OK
Paragraph topic coherence SD: 0.0209073490617 0.0645574589148 32% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 10.1 11.7677419355 86% => Automated_readability_index is low.
flesch_reading_ease: 70.13 58.1214874552 121% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 7.9 10.1575268817 78% => OK
coleman_liau_index: 10.33 10.9000537634 95% => OK
dale_chall_readability_score: 7.03 8.01818996416 88% => OK
difficult_words: 72.0 86.8835125448 83% => More difficult words wanted.
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 Out of 30
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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.