Educational institutions should actively encourage their students to choose fields of study that will prepare them for lucrative careers.Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supp

Indeed, the educational institutes play a vital role in counselling of the students. The decision, which courses to take up and which to not, can have a life long impact from the career perspective. But it would not be difficult to find a consensus that educational institutions are meant to tech students other lessons as well such as leading a social and meaningful life, rather than just tempting students for all the monetary benefits post their education. We will have an actual insight through the points discussed in following paragraphs.

First of all, instead of diverting the interest of students to money, the educational institutions should encourage them to pursue the studies in their field of interests. Let us assume, that even if a student who does not have his interest in a particular subject is lured to study it just because of all the money he is going to make after his or her education. What are there any chances that he is going to succeed? In my opinion the success rate narrows because of the required grueling effort to study ponderous subjects. And even if he does study those mundane subjects, will he be able to match the potential and expertise of the student who has studies in his area of interest? A recently conducted survey shows that over last few decades, the students have been forced to study course out of their interests either due to the dreams of their parents or being tempted by the high paying jobs. Most of the persuaded student end up dropping the college or face hardship while securing a job. After learning the outcomes of forcing students into field of study other than their interest, the government has started several programs to teach parents about the possible outcomes and dissuading parents to avoid such actions.

Secondly, the students, whom institutions are encouraging to follow the money, are going to a part of the society and system of a nation. What picture will that covet society depict to future generations? Another perspective that stands against the argument is analysis of the demand of market. Consider, for example that a student opted for a course that had larger number of job offerings and high salary at the time when the student has opted for a particular course. But by the time the he or she has finished his/her education the market trends change and the salary offered is much less than he anticipated. Wouldn’t that student be vulnerable to such market trends. On the other hand, if that student had pursed his area of interest, he would have been confident and motivated to achieve his goal.

Lastly, one might argue that the ultimate goal of the education is making money. But had it been such way there would not have been people who have even resigned from a reputed job to follow their dreams. Instead of encouraging students to lucrative jobs the educational institutions should teach them to be virtuous and how to satiate themselves by targeting their goal of interest.

Average: 7.5 (1 vote)
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Grammar and spelling errors:
Line 5, column 59, Rule ID: ALLOW_TO[1]
Message: Did you mean 'following'? Or maybe you should add a pronoun? In active voice, 'encourage' + 'to' takes an object, usually a pronoun.
Suggestion: following
...ents, whom institutions are encouraging to follow the money, are going to a part of the s...
Line 5, column 488, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'he'?
Suggestion: the; he
...or a particular course. But by the time the he or she has finished his/her education t...

Transition Words or Phrases used:
but, first, if, lastly, second, secondly, so, well, while, for example, such as, first of all, in my opinion, on the other hand

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 18.0 11.3162921348 159% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2475.0 2235.4752809 111% => OK
No of words: 508.0 442.535393258 115% => OK
Chars per words: 4.87204724409 5.05705443957 96% => OK
Fourth root words length: 4.74751043592 4.55969084622 104% => OK
Word Length SD: 2.62585365457 2.79657885939 94% => OK
Unique words: 257.0 215.323595506 119% => OK
Unique words percentage: 0.505905511811 0.4932671777 103% => OK
syllable_count: 766.8 704.065955056 109% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK

Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 56.0149957785 60.3974514979 93% => OK
Chars per sentence: 112.5 118.986275619 95% => OK
Words per sentence: 23.0909090909 23.4991977007 98% => OK
Discourse Markers: 5.77272727273 5.21951772744 111% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.207681996877 0.243740707755 85% => OK
Sentence topic coherence: 0.0608140714183 0.0831039109588 73% => OK
Sentence topic coherence SD: 0.0563185252789 0.0758088955206 74% => OK
Paragraph topic coherence: 0.132763353391 0.150359130593 88% => OK
Paragraph topic coherence SD: 0.0279116059645 0.0667264976115 42% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.

Essay readability:
automated_readability_index: 13.1 14.1392134831 93% => Automated_readability_index is low.
flesch_reading_ease: 56.59 48.8420337079 116% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 11.26 12.1639044944 93% => OK
dale_chall_readability_score: 8.51 8.38706741573 101% => OK
difficult_words: 120.0 100.480337079 119% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?

Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:

para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.

Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 Out of 6
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.