Some people say that teachers and parents should decide what assignment or activities children should do after school. Others say that children should make these decisions on their own. Which view do you agree with and why?
Different people hold different perspectives about whether adults have the right to decide what activities children should do after school. I believe that letting children make their own decisions is more ideal and reasonable. My reasons are as follows.
To begin with, children care about their grades, so letting children determine their assignments can undoubtedly help them earn a better score. For example, my friend Todd had the freedom to choose what he wanted to learn after school, so he decided to study social studies and English nearly every day because he realized that he was not good at those subjects. Contrarily, he was already skillful and talented in math, so he naturally spent less time on them. In the long run, Todd earned good grades on nearly all subjects. On the other hand, my friend Jane was horrible at liberal arts. Unfortunately, both of her parents were math teachers, so she was assigned innumerable math worksheets by his parents every week. Eventually, even though Jane acquired a fabulous score on math, she still got Cs and Ds on Geography, English, and Spanish. Letting children choose after-class homework makes them acquire a better score.
In addition, adults should teach kids how to become independent, and allowing them to make their schedule after school enables them to b8ecome more independent. For instance, my brother assigned himself housework after his school ended every day. Therefore, he learned how to do the laundry, wash the dishes, and cook meals when he was only 10 years old. Furthermore, when he went on a field trip with his classmates, many of his friends asked him for help on various chores. As a result, he became one of the most independent children in his class. On the contrary, my cousin was forced to go to math, piano, and English cram school after he finished his class. Consequently, even though he frequently got first place, he had problems cleaning his room even though he was already a 16-year-old boy. Apparently, if children were allowed to choose what they wish to do, they could become more independent.
Last but not least, educators should emphasize students’ happiness. Yet, not letting children decide what they want to do after school will make them feel unhappy. Take me as an example. My middle school teacher required us to do community service for hours after 16 o’clock every day. To be more specific, we spent nearly an hour merely cleaning trash and leaves on campus. As a result, we often feel exhausted after walking through the whole campus every day. Moreover, after smelling too much unpleasant garbage, we often feel sick and disgusted. Contrarily, my sister often played board games with her friends after school. My sister made lots of friends and maintained good connections with them. As a result, she felt content with her school life. Conspicuously, granting children the right to determine what activities they can do after school will make them happier.
In conclusion, I maintain that letting children do what they want to do after school is a better option. After all, parents and teachers must focus on kids’ grades, educate them on how to become independent, and ensure that they are happy all the time.
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Transition Words or Phrases used:
apparently, but, consequently, first, furthermore, if, moreover, so, still, therefore, after all, as for, for example, for instance, in addition, in conclusion, as a result, on the contrary, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 68.0 43.0788530466 158% => Less pronouns wanted
Preposition: 65.0 52.1666666667 125% => 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: 2696.0 1977.66487455 136% => OK
No of words: 538.0 407.700716846 132% => OK
Chars per words: 5.01115241636 4.8611393121 103% => OK
Fourth root words length: 4.81610080973 4.48103885553 107% => OK
Word Length SD: 2.6067592032 2.67179642975 98% => OK
Unique words: 278.0 212.727598566 131% => OK
Unique words percentage: 0.516728624535 0.524837075471 98% => OK
syllable_count: 795.6 618.680645161 129% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 20.0 9.59856630824 208% => Less pronouns wanted as sentence beginning.
Article: 0.0 3.08781362007 0% => OK
Subordination: 9.0 3.51792114695 256% => Less adverbial clause wanted.
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 32.0 20.6003584229 155% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.7112205149 48.9658058833 79% => OK
Chars per sentence: 84.25 100.406767564 84% => OK
Words per sentence: 16.8125 20.6045352989 82% => OK
Discourse Markers: 6.96875 5.45110844103 128% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 16.0 11.8709677419 135% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.273851334765 0.236089414692 116% => OK
Sentence topic coherence: 0.0756453316664 0.076458572812 99% => OK
Sentence topic coherence SD: 0.0773507907927 0.0737576698707 105% => OK
Paragraph topic coherence: 0.193828755052 0.150856017488 128% => OK
Paragraph topic coherence SD: 0.0827862752066 0.0645574589148 128% => OK
Essay readability:
automated_readability_index: 10.6 11.7677419355 90% => Automated_readability_index is low.
flesch_reading_ease: 63.7 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.4 10.1575268817 83% => OK
coleman_liau_index: 11.48 10.9000537634 105% => OK
dale_chall_readability_score: 7.66 8.01818996416 96% => OK
difficult_words: 110.0 86.8835125448 127% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 8.4 10.0537634409 84% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 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.