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Students generally prefer to choose the period they are supposed to study and the period they are free to have fun. They should be allowed to do their time management. Do you agree or disagree?

#students #period #study #fun #time #management
The majority of
students
 want to manage their
time
 by themselves. They require to choose when they need to study or let's say play video games and etc., (other leisure
time
 activities). It is agreed that managing your own
time
 resources is quite important or even compulsory. In my opinion, it is an important skill and it can make
students
 very responsible and motivated towards education. First and foremost, I concur to think that
students
 will be more responsible
about
Change preposition
for
show examples
 their studies. From my point of
view
Add a comma
,view
show examples
 independence will make them understand their responsibilities, and what they should do for their
future
 life. I mean the certain tasks that
students
 need to accomplish. Once I
have
Unnecessary verb
apply
show examples
read a statement about a woman that gave full
independency
Correct your spelling
independence
show examples
 to their children in every aspect of their life. The first few months they were naughty and did not
accomplished
Change the verb form
accomplish
show examples
 their studies or chores, but after
the
Correct article usage
a
show examples
 certain period of
time
 they understood their responsibilities, and without any reminders did
everyting
Correct your spelling
everything
 they had to.
Therefore
, they became more
reponsible
Correct your spelling
responsible
about
Change preposition
for
show examples
 their life, education and
future
.
Secondly
, it can make them more motivated towards studying. Because in
this
 case, they will define by themselves their tasks and manage their
time
, as I mentioned before.
For instance
, I like to be able to study when I want, not when my parents tell me. I know that
otherwise
Add a comma
,otherwise
show examples
 I will not do that. I will not feel motivated enough for studying,
due
Correct word choice
and due
show examples
 to
this
 reason my parents stopped telling me
anyting
Correct your spelling
anything
 about my studies and
time
managment
Correct your spelling
management
.
Hence
,
students
 need freedom
otherwise
 they will not do
anyting
Correct your spelling
anything
, even if
this
 decision will contrast
to
Change preposition
with
show examples
 their
future
 plans. In conclusion,
students
 do not need to be told what they need to do and when.
Therefore
, having the ability to manage your
time
 is quite an important skill.
Proabaly
Correct your spelling
Probably
 in the
future
Add a comma
,future
show examples
 more parents will follow
this
 way of parenting their
offsprings
Fix the agreement mistake
offspring
show examples
.
Submitted by Ayan on

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To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

  • Paragraph 1 - Introduction
    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
  • Paragraph 2 - First supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 4 - Conclusion
    • Sentence 1 - Summary
    • Sentence 2 - Restatement of thesis
    • Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

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