Teenagers should receive lessons on principles of personal finance, such as investing and debt. To what extent do you agree with this statement?
Recently, the phenomenon of studying financial courses in schools and their corresponding impact has sparked a heated debate. Although contested by many that the matter of financial knowledge is highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that understanding the concept of budgeting can be a plus, and I will analyze that throughout this essay.
From a social standpoint, learning money management skills by youngs can provide society with some noticeable effects which are rooted in the fact that the merits of saving money, as well as managing credit cards and debts, are inextricably bound up. According to my own experience, when I was a university student, I performed an academic experiment that discovered budgeting teaches awareness to students. Thus, beneficial ramifications of both making financial decisions and learning the way of saving money apparently can be seen.
Within the realm of economics, a lack of education about financial problems might increase the consequences of unsecured life. Moreover, the fundamental aspects of an unhealthy lifestyle could relate to this reality that the demerits of depression and mental illnesses pertain to the stress of financial issues. As a tangible example, some scientific research undertaken by Harvard University has asserted 40% of American households have credit card debt. Hence, it is correct to presume the preconceived notion of nurturing an aware generation.
To conclude, while there are several compelling arguments, I profoundly believe that the benefits of teaching money management skills to teenagers far outweigh its drawbacks. Not only do the advantages of responsible adolescents prove the significance of boosting the level of financial information, but also pinpoint the healthy life implications.
Transition Words or Phrases used:
also, apparently, but, hence, if, moreover, so, thus, well, while, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.5418719212 85% => OK
Auxiliary verbs: 6.0 6.10837438424 98% => OK
Conjunction : 7.0 8.36945812808 84% => OK
Relative clauses : 9.0 5.94088669951 151% => OK
Pronoun: 18.0 20.9802955665 86% => OK
Preposition: 39.0 31.9359605911 122% => OK
Nominalization: 8.0 5.75862068966 139% => OK
Performance on vocabulary words:
No of characters: 1602.0 1207.87684729 133% => OK
No of words: 284.0 242.827586207 117% => OK
Chars per words: 5.64084507042 5.00649968141 113% => OK
Fourth root words length: 4.10515524023 3.92707691288 105% => OK
Word Length SD: 3.17057864352 2.71678728327 117% => OK
Unique words: 188.0 139.433497537 135% => OK
Unique words percentage: 0.661971830986 0.580463131201 114% => OK
syllable_count: 504.9 379.143842365 133% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 23.0 20.5024630542 112% => OK
Sentence length SD: 40.4378810303 50.4703680194 80% => OK
Chars per sentence: 133.5 104.977214359 127% => OK
Words per sentence: 23.6666666667 20.9669160288 113% => OK
Discourse Markers: 6.41666666667 7.25397266985 88% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 7.0 6.9802955665 100% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 3.0 2.91625615764 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0546557734713 0.242375264174 23% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0169344855551 0.0925447433944 18% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0145503549373 0.071462118173 20% => Sentences are similar to each other.
Paragraph topic coherence: 0.0314864391532 0.151781067708 21% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0108743403632 0.0609392437508 18% => 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: 17.0 12.6369458128 135% => OK
flesch_reading_ease: 31.21 53.1260098522 59% => Flesch_reading_ease is low.
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 14.6 10.9458128079 133% => OK
coleman_liau_index: 15.73 11.5310837438 136% => OK
dale_chall_readability_score: 10.89 8.32886699507 131% => OK
difficult_words: 110.0 55.0591133005 200% => OK
linsear_write_formula: 14.5 9.94827586207 146% => OK
gunning_fog: 11.2 10.3980295567 108% => OK
text_standard: 15.0 10.5123152709 143% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 11.1111111111 out of 100
Scores by essay e-grader: 10.0 Out of 90
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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.