Governments should offer college and university education free of charge to all students.
Governments should offer college and university education free of charge to all students.
It should not need to be stated that a government must not undertake such funding when it lacks the resources -- though there can be an exception to this rule if educational resources are scarce and the country is so poor that there are not enough students even to use those resources fully.
The great change for the better that education can cause in the standards of living in a country within the span of a single generation is evident in many countries. Governments all over the world realize that education is the prime means of improving the human resources of a country. In many countries, schooling is sought to be made mandatory and free in order to encourage parents to send their children to school, governments offer incentives, such as free lunches for students, to induce to send their children and to attract children to schools. No government can argue against educating its people.
There is no reason why the same idea cannot be extended to university education. The argument that the financial burden may prove to be unbearable is not tenable. After all opportunities for university education are severely limited as compared to high school. Naturally, the rare opportunity to study in a university is open only to the few most meritorious students. This has the advantages of limiting the expenditure and also of ensuring that the money is spent for the higher education of the most observing students.
The goal of free college and university education for all seems to be too idealistic, and for that reason many may consider it impossible to achieve. however, governments spend astronomical amounts on the most Quixotic enterprises, like putting a man on the moon; free meals for everyone, or old age pensions for everyone. While the first idea is purposeless, the others offer no more than temporary relief from misery. All of them are inconsequential in the long run. On the other hand, free university and college education to young, intelligent students who have untapped potential for contributing to the advancement of every sphere of a nation's life will yield great and long-lasting returns within a few decades.
A historical example of this is the Meiji Reconstruction that took place in Japan from 1868 onwards. the emperor Meiji and his advisor, desiring to raise Japan to a status equal to the western countries, sent hundreds of young students to European and American universities at government expense to study and assimilate the technologies and ideas of the West and to Japan to implement them. returning from the west, within a few decades these students transformed the country, a medieval one ruled by samurai warlords, into a modern state with a parliament. the edge Japan gained then has persisted for over a century. Japan has one of the strongest economies in the world, the most intelligent and fully educated population, and reputation for innovation for innovation and hard work.
This example well illustrates how education is the best way to enrich a society. Closer to home: in 19th century India, the king of Travancore (the modern Indian state of Kerala) made universal school education free and mandatory for all children in the kingdom. In those days, there were hardly any colleges and universities; now the state has a literacy rate close to one hundred percent as compared to the average of about sixty percent for the whole of India. lacking enough opportunities at home, the people of Kerala, thanks to literacy, were able to migrate to other states in India and to other centuries to make people to participate in this process of social transformation and accelerate it for everyone's good; this more than compensates for the initial cost, and the effects continue and snowball.
Therefore, free education -- even college and university education -- is a desirable policy for a government to pursue.
Grammar and spelling errors:
Line 9, column 107, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun may seems to be uncountable; consider using: 'much may', 'a good deal of may'.
Suggestion: much may; a good deal of may
... be too idealistic, and for that reason many may consider it impossible to achieve. howe...
^^^^^^^^
Line 9, column 151, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: However
... may consider it impossible to achieve. however, governments spend astronomical amounts...
^^^^^^^
Line 9, column 643, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'nations'' or 'nation's'?
Suggestion: nations'; nation's
...to the advancement of every sphere of a nations life will yield great and long-lasting ...
^^^^^^^
Line 11, column 102, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
... took place in Japan from 1868 onwards. the emperor Meiji and his advisor, desiring...
^^^
Line 11, column 392, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Returning
...he West and to Japan to implement them. returning from the west, within a few decades the...
^^^^^^^^^
Line 11, column 559, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
... into a modern state with a parliament. the edge Japan gained then has persisted fo...
^^^
Line 11, column 742, Rule ID: PHRASE_REPETITION[1]
Message: This phrase is duplicated. You should probably leave only 'for innovation'.
Suggestion: for innovation
...lly educated population, and reputation for innovation for innovation and hard work. This example well ill...
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Line 13, column 463, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Lacking
...t sixty percent for the whole of India. lacking enough opportunities at home, the peopl...
^^^^^^^
Discourse Markers used:
['also', 'but', 'first', 'however', 'if', 'may', 'so', 'then', 'therefore', 'well', 'while', 'after all', 'such as', 'on the other hand']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.259831460674 0.240241500013 108% => OK
Verbs: 0.123595505618 0.157235817809 79% => OK
Adjectives: 0.113764044944 0.0880659088768 129% => OK
Adverbs: 0.0337078651685 0.0497285424764 68% => OK
Pronouns: 0.0140449438202 0.0444667217837 32% => OK
Prepositions: 0.123595505618 0.12292977631 101% => OK
Participles: 0.0280898876404 0.0406280797675 69% => OK
Conjunctions: 2.88313243787 2.79330140395 103% => OK
Infinitives: 0.0547752808989 0.030933414821 177% => OK
Particles: 0.0 0.0016655270985 0% => OK
Determiners: 0.125 0.0997080785238 125% => OK
Modal_auxiliary: 0.0140449438202 0.0249443105267 56% => OK
WH_determiners: 0.00561797752809 0.0148568991511 38% => Some subClauses wanted starting by 'Which, Who, What, Whom, Whose.....'
Vocabulary words and sentences:
No of characters: 3965.0 2732.02544248 145% => OK
No of words: 655.0 452.878318584 145% => OK
Chars per words: 6.0534351145 6.0361032391 100% => OK
Fourth root words length: 5.05894927669 4.58838876751 110% => OK
words length more than 5 chars: 0.35572519084 0.366273622748 97% => OK
words length more than 6 chars: 0.285496183206 0.280924506359 102% => OK
words length more than 7 chars: 0.222900763359 0.200843997647 111% => OK
words length more than 8 chars: 0.161832061069 0.132149295362 122% => OK
Word Length SD: 2.88313243787 2.79330140395 103% => OK
Unique words: 325.0 219.290929204 148% => OK
Unique words percentage: 0.496183206107 0.48968727796 101% => OK
Word variations: 63.1895700922 55.4138127331 114% => OK
How many sentences: 26.0 20.6194690265 126% => OK
Sentence length: 25.1923076923 23.380412469 108% => OK
Sentence length SD: 79.2350726987 59.4972553346 133% => OK
Chars per sentence: 152.5 141.124799967 108% => OK
Words per sentence: 25.1923076923 23.380412469 108% => OK
Discourse Markers: 0.538461538462 0.674092028746 80% => OK
Paragraphs: 8.0 4.94800884956 162% => OK
Language errors: 8.0 5.21349557522 153% => OK
Readability: 53.7419260129 51.4728631049 104% => OK
Elegance: 2.40163934426 1.64882698954 146% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.380544056802 0.391690518653 97% => OK
Sentence sentence coherence: 0.0963331088414 0.123202303941 78% => OK
Sentence sentence coherence SD: 0.0663857821792 0.077325440228 86% => OK
Sentence paragraph coherence: 0.58063237294 0.547984918172 106% => OK
Sentence paragraph coherence SD: 0.219625617756 0.149214159877 147% => OK
Sentence topic coherence: 0.166828169568 0.161403998019 103% => OK
Sentence topic coherence SD: 0.191871125941 0.0892212321368 215% => OK
Paragraph paragraph coherence: 0.378799526501 0.385218514788 98% => OK
Paragraph paragraph coherence SD: 0.170643334133 0.0692045440612 247% => OK
Paragraph topic coherence: 0.328364662896 0.275328986314 119% => OK
Paragraph topic coherence SD: 0.262842597536 0.0653680567796 402% => Less connections among paragraphs
Task Achievement:
Sentences with positive sentiment : 15.0 10.4325221239 144% => OK
Sentences with negative sentiment : 6.0 5.30420353982 113% => OK
Sentences with neutral sentiment: 5.0 4.88274336283 102% => OK
Positive topic words: 14.0 7.22455752212 194% => OK
Negative topic words: 5.0 3.66592920354 136% => OK
Neutral topic words: 3.0 2.70907079646 111% => OK
Total topic words: 22.0 13.5995575221 162% => OK
What are sentences with positive/Negative/neutral sentiment?
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Less content wanted. Write the essay in 30 minutes.
Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 Out of 6
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Note: This is not the final score. 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.