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Nowadays parents in many countries give their children more freedom than in the past. Is this a positive or negative trend?

#parents #countries #children #freedom #trend
It is observed that these days, most
parents
 are lenient. In connection with
this
 view,
children
 all over the world have been given more
freedom
 compared to the past. I endorse
this
 perspective
due to
 the potential positive consequences it poses. First and foremost,
this
 kind of parenting style can enhance
children
’s living satisfaction and emotional stability since
parents
 respect their personal aptitude
instead
 of suppressing or confining them.
For example
, if the
parents
 apply only monotonous regulating standards,
such
 as a good school grade in textbook-based study, like math and science, their
children
 could feel cramped and unhappy.
On the other hand
, if
parents
 allow the
children
 to do their
favorite
Change the spelling
favourite
show examples
 activities,
children
 can be more creative and flexible people. Aside from that they can find out their own natural affinity over the interests, experiencing various opportunities which they choose. Another reason commonly put forward is that
parents
 can teach
children
 independence and responsibility followed by
freedom
 of choice. To be more specific,
children
 can acquire independence by self-decision-making, with their
freedom
 guaranteed. At the same time, they can learn how to fulfil their duties, not counting on their
parents
.
For instance
, if
children
 choose to go to bed late at night, they have to be responsible for their behaviour the following morning and go to school on time.
Likewise
,
children
 can grow up as a less reliant person who can substantially redress their own problems. In a nutshell, though some people still cling to maintain
overall
 restraint to their
children
, giving
freedom
 is more beneficial to
children
.
Submitted by moonmond15 on

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task response
Ensure that the examples are more specific and relevant to the main points. Try to provide more concrete and diverse examples to support your ideas.
coherence cohesion
The logical structure of the essay is well-developed. Ensure that each paragraph is linked cohesively to the previous one, and use a wider variety of cohesive devices such as linking words and transition phrases.
lexical resource
Use a wider range of vocabulary and try to incorporate more complex and specialized terminology to enhance the lexical resource. Ensure that the connections between words and ideas are more precise and specific.
grammatical range
Work on sentence structures, and ensure that sentence variety is utilized effectively. Address grammatical errors and complex sentence structures to improve the grammatical range.

Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

  • Summary
  • Restatement of thesis
  • Prediction or recommendation

Example:

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

  • In conclusion
  • To conclude
  • To summarize
  • Finally
  • In a nutshell
  • In general

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