Is the choice to study in fields with lucrative careers beneficial to students? Probably most people would answer yes since a lucrative career could enable students with the ability to live on themselves. Then should educational institutions encourage their students to choose those fields? Some may agree on this, while others may contend that such actions by educational institutions would do harm to students' personal development if students are not interested in those fields. In my view, educational institutions should provide eclectic resources and leave to students themselves the choice of which field to study.
First of all, to study in a field with promising lucrative career does benefit to college students. For many students, the study in colleges is their last period of learning, after which they would begin to work in the society and live on their own. As a result, they need to equip themselves with sufficient knowledge and skills in the college years to ensure themselves competitive in the job market. Students who have majored in the fields with abundant job opportunities and high salaries, like the artificial intelligence field these years, tend to gain a larger probability in general than other students once they graduate from colleges. In this way, the positive effect of the encouragement to choose fields with a lucrative prospect from higher educational institutions on students is unquestionably reasonable.
However, fields with the best money prospect varies with time. In human society, the greater the demand for talents from a specific field is, the higher the wages of people in that field could be, which has been proven by history. The demand for specific talents, thereby, follows the latest advancement of technology throughout the world. In the second half of the twentieth century, when integrated circuits was invented and related industries began to boom, electronic graduates could often get jobs with satisfactory salaries. While in the last 5 years, when artificial intelligence is attracting the whole world's attention, graduates from related backgrounds are valued by the largest companies like Google and Facebook. It cannot be guaranteed what technology prevails now would continue to flourish after 20 years. So there exist risks if educational institutions recommend all the students to study the hottest fields.
Furthermore, discrepancies exists among students and their talents as well as interests differentiate with each other, which indicates that all the students learning similar courses might not lead to a positive result. For instance, a student might be interested in human history, it would be tough for the students to follow the recommendations of institutions to learn finance principles. A student gifted in chemistry may found computer science courses rather boring. Students studying disciplines beyond their interest or talent might be confronted with confidence problems and lose enthusiasm for learning. Their precious time in school might also be wasted, which if spent in their favorite subjects might lead to outstanding prowess. To avoid such cases, educational institutions shall provide students with chances to select of the field to study, so that their study plan would fit themselves most.
In sum, students should be given the chance to choose which field to study and educational institutions need to provide sufficient resources in various field to meet the demands of students. In this way students could be supplied with sufficient resources and able to utilize their talent and interest to lead to satisfactory career.
Grammar and spelling errors:
Line 1, column 301, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'agrees'.
Suggestion: agrees
...udents to choose those fields? Some may agree on this, while others may contend that ...
^^^^^
Line 5, column 612, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'worlds'' or 'world's'?
Suggestion: worlds'; world's
...al intelligence is attracting the whole worlds attention, graduates from related backg...
^^^^^^
Line 7, column 372, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to finance'
Suggestion: to finance
...ecommendations of institutions to learn finance principles. A student gifted in chemist...
^^^^^^^
Line 7, column 671, Rule ID: IF_IS[2]
Message: Did you mean 'is'?
Suggestion: is
...e in school might also be wasted, which if spent in their favorite subjects might ...
^^
Transition Words or Phrases used:
also, first, furthermore, however, if, may, second, so, then, thus, well, while, for instance, in general, as a result, as well as, first of all, in my view
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 95.0 58.6224719101 162% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 3068.0 2235.4752809 137% => OK
No of words: 563.0 442.535393258 127% => OK
Chars per words: 5.44937833037 5.05705443957 108% => OK
Fourth root words length: 4.87110059796 4.55969084622 107% => OK
Word Length SD: 2.88826004155 2.79657885939 103% => OK
Unique words: 282.0 215.323595506 131% => OK
Unique words percentage: 0.500888099467 0.4932671777 102% => OK
syllable_count: 912.6 704.065955056 130% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 46.0886797381 60.3974514979 76% => OK
Chars per sentence: 122.72 118.986275619 103% => OK
Words per sentence: 22.52 23.4991977007 96% => OK
Discourse Markers: 6.24 5.21951772744 120% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 20.0 10.2758426966 195% => 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: 0.314617146202 0.243740707755 129% => OK
Sentence topic coherence: 0.106663234139 0.0831039109588 128% => OK
Sentence topic coherence SD: 0.0729556360809 0.0758088955206 96% => OK
Paragraph topic coherence: 0.204984182827 0.150359130593 136% => OK
Paragraph topic coherence SD: 0.0577683920597 0.0667264976115 87% => OK
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 14.63 12.1639044944 120% => OK
dale_chall_readability_score: 8.77 8.38706741573 105% => OK
difficult_words: 144.0 100.480337079 143% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.