It is important for children to learn the difference between right and wrong at an early age. Punishment is necessary to help them learn this distinction. To what extent do you agree or disagree with this opinion? What sort of punishment should parents and teachers be allowed to use to teach good behavior to children?
There is an opinion asserting that the ability to differentiate right and wrong from early ages for offspring is of paramount importance, and even punishing is essential in this respect. I, for one, understand that children are better to be learned how to adopt the right behavior. Punishment, however, can be a moot point whether it is truly vital or not, and if it is, it seems that not severe ones should be permitted to be employed.
To begin with, there exist some compelling reasons behind the fact that punishing children to understand the difference between right and wrong is both technically and morally wrong. First and foremost, teachers and parents should act as role models. Should children be surrounded with acceptable behavior of people around them, they are bound to immitate those actions that they see and hear. Here, investing in teachers and parents’ way of treating their young children would contribute to not needing to consider punishment at all. Second, being innocent and craving others’ kindness constantly, any means of punishment would be aking to deeply hurting them. Thus, any act of punishing these young boys and girls would have negative effects on them.
However, parents and teachers could still apply some means of not severe punishment. Firstly, any sort of physical punishment should be banned. That being said, putting efforts into teaching them by implementing verbal communication instead of other forms is more logical. Showing them what they are doing wrong by absolute kindness in conjunction with complimentary words of their prior nice behavior or achievements are salient illustrations in this regard. Secondly, if it is absolutely required to stand in front of a child’s unaceptable action, not allowing them to do the activity that piques their interests for a short period of time can be practical.
In conclusion, I am entirely against this notion that children should be punished to learn what good and bad is. Instead, I advocate the training of fathers and mothers, as well as instructors, first in terms of how to cope with children’s problems.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-01-08 | hau le | 67 | view |
| 2022-10-10 | hannie10112002 | 78 | view |
| 2021-11-12 | mahyarr | 89 | view |
| 2021-11-12 | mahyarr | 89 | view |
| 2021-05-08 | Mahdi_Farhani | 67 | view |
- A local college wants people with a job to come and talk to students about what it is like to work You would like to come forward and talk to the students about your job Write a letter to the principal of the college In your letter explain what you would 89
- You are not satisfied with the changing rooms in a sports centre that you visit Write a letter to the manager What the problem is How you feel about the problem What steps you want the manager to take 78
- More and more people are migrating to cities in search of a better life but cities can be extremely difficult Explain some of the difficulties of living in a city How can governments make urban life better for everyone 89
- Your office building doesn t have parking available Write a letter to the manager In your letter Explain the problem Suggest a solution Say why parking will benefit all employees 73
- In developing countries tourism can have negative effects on their local environment and culture so it should be banned To what extent do you agree or disagree with this statement 84
Grammar and spelling errors:
Line 3, column 627, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...that piques their interests for a short period of time can be practical. In conclusion, I am ...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, first, firstly, however, if, second, secondly, so, still, thus, well, in conclusion, sort of, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 13.1623246493 182% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 16.0 10.4138276553 154% => OK
Relative clauses : 8.0 7.30460921844 110% => OK
Pronoun: 31.0 24.0651302605 129% => Less pronouns wanted
Preposition: 47.0 41.998997996 112% => OK
Nominalization: 8.0 8.3376753507 96% => OK
Performance on vocabulary words:
No of characters: 1773.0 1615.20841683 110% => OK
No of words: 343.0 315.596192385 109% => OK
Chars per words: 5.16909620991 5.12529762239 101% => OK
Fourth root words length: 4.30351707066 4.20363070211 102% => OK
Word Length SD: 2.796661572 2.80592935109 100% => OK
Unique words: 205.0 176.041082164 116% => OK
Unique words percentage: 0.597667638484 0.561755894193 106% => OK
syllable_count: 521.1 506.74238477 103% => OK
avg_syllables_per_word: 1.5 1.60771543086 93% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 0.0 2.52805611222 0% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 42.8901212402 49.4020404114 87% => OK
Chars per sentence: 110.8125 106.682146367 104% => OK
Words per sentence: 21.4375 20.7667163134 103% => OK
Discourse Markers: 7.75 7.06120827912 110% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 7.0 3.9879759519 176% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.332480852173 0.244688304435 136% => OK
Sentence topic coherence: 0.103950979624 0.084324248473 123% => OK
Sentence topic coherence SD: 0.0751494329104 0.0667982634062 113% => OK
Paragraph topic coherence: 0.198227578755 0.151304729494 131% => OK
Paragraph topic coherence SD: 0.0169855386709 0.056905535591 30% => 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: 13.6 13.0946893788 104% => OK
flesch_reading_ease: 58.62 50.2224549098 117% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 10.3 11.3001002004 91% => OK
coleman_liau_index: 12.71 12.4159519038 102% => OK
dale_chall_readability_score: 9.1 8.58950901804 106% => OK
difficult_words: 96.0 78.4519038076 122% => OK
linsear_write_formula: 13.5 9.78957915832 138% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 14.0 10.7795591182 130% => OK
What are above readability scores?
---------------------
Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 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.