Some people believe that no one should be allowed to continue working after the age of 65. However, others say there shouldn't be a limitation on age and anyone should be allowed to work regardless of their age. Discuss both views, give your own opinion and give relevant examples.
Certain individuals think that working after the age of 65 should be limited
although
others do not agree with this
idea. From my perspective, it is difficult to coordinate with someone who is too aged and it should be completely avoided. In this
essay, both ideas will be discussed to explore the reasons for such
types of ideologies.
To begin
with, any individual after the age of 65 has lesser knowledge of the techniques used at workplaces nowadays. The technology has changed in a lot of ways and the younger population can easily adapt to such
kinds of transformations. However
, it is a daunting task for an old person to learn the working of technical equipments
used at the Change the wording
equipment
types of equipment
pieces of equipment
workplaces
. To exemplify, many old Fix the agreement mistake
workplace
people
do not understand the use of computers and knowledge of it is compulsory these days to perform tasks. Therefore
, employers know this
fact and do not invest in the training of the old people
and prefer the young individuals. Besides
this
, the
old Correct article usage
apply
people
are only preferred for manual tasks that need only little
use of Correct article usage
a little
the
modern technology.
Correct article usage
apply
On the contrary
, some employers favour the role of experience and trust which the old employees have established after serving the organizations for years. Their knowledge helps businesses not only to grow but also
to avoid the
past failures from happening. Correct article usage
apply
Additionally
, many recruiters cannot find labour due to
the shortages or people
do not want to work in that field. Thus
, retention of an old worker is the utmost important factor for an owner. For example
, in the agriculture sector, the young populace is not interested to participate
. So, the aged Change preposition
in participating
people
already working are retained to ensure the availability of labour.
In conclusion, due to
the
technological transformations, many older workers are failing at learning the newer techniques introduced at the Correct article usage
apply
workplaces
. Fix the agreement mistake
workplace
In contrast
, certain employers have to hold the aged workforce because of the inavailability
of the young labour. Correct your spelling
unavailability
availability
Overall
, I believe that youngsters are better at learning any modifications easily so they should be preferred.Submitted by Kiran on
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task response
To further strengthen your argument, elaborate on the points made by providing more detailed examples or statistics. This will provide more depth to the essay and make your argument more convincing.
coherence and cohesion
Ensure that all your points are linked together in a logical order. This will help the reader follow your argument seamlessly from start to finish.
introduction and conclusion
You provided a well-structured introduction and conclusion which framed your essay nicely.
task response
You included relevant examples to support your points, making your essay more compelling.
Support ideas with relevant, specific examples
Examples make your writing easier to understand by illustrating points more effectively.
Examples, if used properly, not only help you get higher marks for ‘Task Response’ but also for ‘Coherence’.
When giving examples it is best to put them after your main idea or topic sentence. They can be used in the middle of supporting sentences or they can be used to start a new sentence. There is no rule for where exactly to give examples in essays, logically they would come after your main idea/topic sentence or just after a supporting sentence.
Linking words for giving examples:
- for example
- for instance
- to illustrate this
- to give a clear example
- such as
- namely
- to illustrate
- take, for example
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