College students should be encouraged to pursue subjects that interest them rather than the courses that seem most likely to lead to jobs.
In the modern era of innovation and technology where knowledge is the key, with the help of this key one able to find and unlock undiscovered as well as enigmatic locks of problems in the life at various stages. Therefore students can get that knowledge colleges are offering various courses to make accessible that key to students. Some are more likely to turn into a vocation providing greater reward than others and therefore colleges trying to encourage that on the students rather than pursuing which interest them most. It is more beneficial to the student in choosing interest encouraging curiosity and inventiveness and also feeling of satisfaction and content.
History states that human has been actively serving best in its interest over the other things which may be required and important as well but largely dominated by the interest. Person serving its interest performs to the best his abilities and therefore making great contributions. For example Thomas Edison didn't like conventional education system but experimenting with several things interested him the most which was not part of schooling system. He left school in pursuit of its interest and after many efforts he managed to invent the light bulb which illuminated the world in days ever after and was written as revolutionary inventor. Had he been the part of school which didn't interested him a bit and didn't pursued his interest, he would have never been able to discover such revolutionary breakthroughs.
Moreover, it is found that most of the development of brain happens in the early age of higher education. Students in the high school and college are more likely to understand how the world operates, understanding phenomenons at their best and therefore more likely to develop abilities that will bring innovation in the world. In these years, their curiosity and audacity to learn should be converged in the direction in which they are most interested and passionate about, helping them succeed. They shouldn't be restrained by the colleges or high school dogmas to learn every subject they are supposed to learn and resulting discouragement in curiosity and audacity to invent in age they would otherwise make the best out of it.
In contrast, it would seem more obvious to pursue studying fields in which they can get jobs easily and more likely then any other of their interest which are not as promising. Choosing courses that will easily help to find the job will eventually restrict the success of the student in that particular branch which he chose over their interest because lack of interest to learn and discover new things would never effectively help them as it would have been the case with their field of interest. Exemplified by, a student who is interested in studying business and management and not interested in playing music would most likely to perform worse and resulting in discouragement. Instead of it giving him that time in understanding and exploring what he like will greatly help him and encourage him to succeed spectacularly than otherwise. It can be the same case in pursuing courses that would most likely to land job than doing what interest most, resulting eventually in mental stress and feeling of failure.
In conclusion, all colleges should offer students to pursue their interest rather than encouraging certain subjects that will help find vocation easily but eventually producing bad results. The case in which student's interest would leave him financial instability and continuous pressure but in the end with the help him giving feeling of content and will be left out from miserable life.
Grammar and spelling errors:
Line 1, column 213, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...problems in the life at various stages. Therefore students can get that knowledge college...
^^^^^^^^^
Line 1, column 576, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to interest'
Suggestion: to interest
...e beneficial to the student in choosing interest encouraging curiosity and inventiveness...
^^^^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... feeling of satisfaction and content. History states that human has been activ...
^^^^^
Line 5, column 311, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...ontributions. For example Thomas Edison didnt like conventional education system but ...
^^^^^
Line 5, column 682, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...r. Had he been the part of school which didnt interested him a bit and didnt pursued ...
^^^^^
Line 5, column 713, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...ol which didnt interested him a bit and didnt pursued his interest, he would have nev...
^^^^^
Line 9, column 504, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: shouldn't
...onate about, helping them succeed. They shouldnt be restrained by the colleges or high s...
^^^^^^^^
Line 13, column 118, Rule ID: LESS_MORE_THEN[1]
Message: Did you mean 'than'?
Suggestion: than
...hey can get jobs easily and more likely then any other of their interest which are n...
^^^^
Line 13, column 768, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...standing and exploring what he like will greatly help him and encourage him to su...
^^
Line 17, column 323, Rule ID: ADVISE_VBG[9]
Message: The verb 'help' is used with infinitive: 'to give' or 'give'.
Suggestion: to give; give
...essure but in the end with the help him giving feeling of content and will be left out...
^^^^^^
Transition Words or Phrases used:
also, but, if, may, moreover, so, then, therefore, well, as to, for example, in conclusion, in contrast, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 32.0 14.8657303371 215% => Less conjunction wanted
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 3054.0 2235.4752809 137% => OK
No of words: 594.0 442.535393258 134% => OK
Chars per words: 5.14141414141 5.05705443957 102% => OK
Fourth root words length: 4.93681225224 4.55969084622 108% => OK
Word Length SD: 2.75849084277 2.79657885939 99% => OK
Unique words: 263.0 215.323595506 122% => OK
Unique words percentage: 0.442760942761 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 938.7 704.065955056 133% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 46.3432843031 60.3974514979 77% => OK
Chars per sentence: 152.7 118.986275619 128% => OK
Words per sentence: 29.7 23.4991977007 126% => OK
Discourse Markers: 5.75 5.21951772744 110% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 10.0 7.80617977528 128% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.353817271168 0.243740707755 145% => OK
Sentence topic coherence: 0.117584553502 0.0831039109588 141% => OK
Sentence topic coherence SD: 0.0910068823359 0.0758088955206 120% => OK
Paragraph topic coherence: 0.212323003191 0.150359130593 141% => OK
Paragraph topic coherence SD: 0.0636587205033 0.0667264976115 95% => OK
Essay readability:
automated_readability_index: 17.6 14.1392134831 124% => OK
flesch_reading_ease: 42.04 48.8420337079 86% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.12 12.1639044944 108% => OK
dale_chall_readability_score: 8.29 8.38706741573 99% => OK
difficult_words: 121.0 100.480337079 120% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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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.