Parents give their children (primary school students) weekly money to buy whatever they want. Some people think this can cause bad habits and ideas about money in children while others think the opposite. Which opinion do you agree with and why?
Pocket money has always been regarded by parents as a way to teach children the lesson about money management. As a result, many kids receive a bit of money every week to spend freely and they will be the beneficiaries.
First of all, the freedom in shopping decides the righteous concept of buying. Although some people may rebut that the younger children get in touch with money, the more worship towards money they would form, this is greatly demonize the weekly money. Even at a very young age, children still need to be entitled to free choices particularly in shopping. Once being satisfied at that moment, they will not have extravagant hopes. We have witnessed so many cases in consistent with the fact. Many shopaholics originate from the upsetting incidents in childhood when their demands were refused or limited by parents’ excuse of money monster. They believe that even a little bit of money would spoil the kids dragging them to the hell of greed, which is ridiculous. Instead, children in this case often become out of control when holding money on their own.
Also, weekly money ensures the rational money management. With finite money, if the kids are about to buy desired commodities, they will have to make a plan. It is always the case that cheaper products have no difficulty to realize, but for the other exceeding the budget, they must learn how to deposit the coins into the required number. During the process, their habit of saving can be fostered and some may even develop the thoughts to increase the weekly money. For example, my younger brother, only 10 years old, has been given 1 dollar every week since he was only 5. Aiming to buy his favorite model plane about 500 dollars, he has already saved the money up to 250 dollars. In order to meet the price as soon as possible, he makes a deal with my uncle that the prize he gets in school competition could be transferred to a bonus around 10 dollars. Finally, not only does he earn enough money for the model, but also progresses in academic learning as well as the ability in managing money. For young kids who are in formative period, such capability is extremely essential and the accompanying effect may last for long. When he grows up, he shows great talent in earning money and planning finance seems a piece of cake for him, compared with his contemporaries who are still green hand in that field.
At this point, it is reasonable for some to query the meaning of weekly money to kids. However, I believe the impact is definitely positive as mentioned.
- Do you agree or disagree with the following statement Can two people be good friends if one person has more money than the other 91
- Do you agree or disagree with the following statement Nowadays parents can learn more from their children than their children can learn from their parents 60
- cheatgrass 80
- Imagine that you have been given the opportunity to advise the government of a city or region area that you are familiar with to spend more money on ONE thing to benefit the city or region Which ONE of these do you believe would be the most beneficial for 94
- Government should not provide financial support to artists For example painters writer musicians and the government should let them support themselves 85
Grammar and spelling errors:
Line 2, column 225, Rule ID: BEEN_PART_AGREEMENT[2]
Message: Consider using a past participle here: 'demonized'.
Suggestion: demonized
... money they would form, this is greatly demonize the weekly money. Even at a very young ...
^^^^^^^^
Line 2, column 665, Rule ID: LITTLE_BIT[1]
Message: Reduce redundancy by using 'little' or 'bit'.
Suggestion: little; bit
...money monster. They believe that even a little bit of money would spoil the kids dragging ...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, however, if, may, so, still, well, for example, as a result, as well as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 7.0 13.8261648746 51% => More conjunction wanted.
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 35.0 43.0788530466 81% => OK
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2102.0 1977.66487455 106% => OK
No of words: 446.0 407.700716846 109% => OK
Chars per words: 4.7130044843 4.8611393121 97% => OK
Fourth root words length: 4.5955099915 4.48103885553 103% => OK
Word Length SD: 2.45120081779 2.67179642975 92% => OK
Unique words: 256.0 212.727598566 120% => OK
Unique words percentage: 0.57399103139 0.524837075471 109% => OK
syllable_count: 655.2 618.680645161 106% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 37.8222244343 48.9658058833 77% => OK
Chars per sentence: 95.5454545455 100.406767564 95% => OK
Words per sentence: 20.2727272727 20.6045352989 98% => OK
Discourse Markers: 5.09090909091 5.45110844103 93% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.278740743207 0.236089414692 118% => OK
Sentence topic coherence: 0.0844934635464 0.076458572812 111% => OK
Sentence topic coherence SD: 0.0697249686351 0.0737576698707 95% => OK
Paragraph topic coherence: 0.176596933188 0.150856017488 117% => OK
Paragraph topic coherence SD: 0.0486049249609 0.0645574589148 75% => OK
Essay readability:
automated_readability_index: 10.9 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 10.04 10.9000537634 92% => OK
dale_chall_readability_score: 8.38 8.01818996416 105% => OK
difficult_words: 106.0 86.8835125448 122% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => 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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.