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 supporting your position, be sure to address the most compelling
reasons and/or examples that could be used to challenge your position.
The speaker asserts that educational institutions should actively encourage their students to choose fields of study that will help them to secure lucrative careers. From my perspective, it is true that the students should consider their career prospects when they choose the fields they study in, However, it is hasty to claim that they should be all encouraged to merely choose majors which seem beneficial to their lucrative careers.
For starters, we shall admit that when the students make decisions regarding the fields they learn in, they should take the career prospects and the potential financial benefits into consideration. First, it is helpful for them to make a living with decent salaries in the near future. It is undeniable that some majors actually have excellent prospects, such as Computers and Laws, while some disadvantageous majors do exist, such as Philosophy and Archaeology which are likely to engender the jobless after they graduate. Many students cannot arbitrarily decide to study in one field without caring about whether it will prepare them for lucrative careers other than those who come from well-to-do families. Otherwise, it may impose heavy burden on their families due to the possible difficulties to seek for jobs. Hence, the statement raise valid points for claiming that the students should care about the financial factors when making such decisions.
However, we should avoid taking the statement to the extreme. Even though the financial factor is indispensable when the students choose their majors, we cannot absurdly conclude that the educational institutions should actively encourage their students to choose fields of study that will be conducive to the lucrative careers without considering other factors. First, the students’ individual conditions, such as their interest and intelligence, are also indispensable when choosing majors. For instance, if they choose some popular majors like computers or laws while neglecting their own interest and intelligence, they may fail to gain satisfying scores in the examination due to the limitation of themselves. As a result, they may be discouraged by their poor condition in the study and reluctant to dedicate themselves to it. So they will not find lucrative jobs as their classmates due to the lack of professional knowledge in this field. Besides, none of us can ensure that the fields seem popular currently will be always advantageous when securing lucrative jobs. For example, the majors such as Translation and Economic are no longer as competitive in the job market as before. If the students choose the fields that seem popular currently while overlooking the other factors, once the fields are no longer popular, they might regret doing so.
What’s more, except for the career prospects and individual interest, whether can the students secure lucrative jobs is also decided by a myriad other factors, such as the ability and the condition of the labour market. As for the ability, it is not ascertained that the graduates will find lucrative jobs as long as they choose such fields without eligible competence. When the employers choose qualified candidates, the ability is a factor which must be considered. The students who have poor ability and insufficient professional skills may fail to find jobs, even though they choose popular fields. In addition, as for the condition of job market, if it has been saturated because too many students study in the same field, the graduates may face the extremely fierce competition in it. What’s worse, it may engender the disorder of the labour market, causing an uneven condition that some fields have been saturated while the others lack the labour force.
Overall, the statement raises valid points to some extent. However, it is too extreme in many aspects.
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Grammar and spelling errors:
Line 13, column 157, Rule ID: A_PLURAL
Message: Don't use indefinite articles with plural words. Did you mean 'factor'?
... jobs is also decided by a myriad other factors, such as the ability and the condition ...
Transition Words or Phrases used:
actually, also, besides, first, hence, however, if, look, may, regarding, so, well, while, as for, except for, for example, for instance, in addition, such as, as a result, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 26.0 12.4196629213 209% => Less auxiliary verb wanted.
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 25.0 11.3162921348 221% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 60.0 33.0505617978 182% => Less pronouns wanted
Preposition: 60.0 58.6224719101 102% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 3244.0 2235.4752809 145% => OK
No of words: 608.0 442.535393258 137% => Less content wanted.
Chars per words: 5.33552631579 5.05705443957 106% => OK
Fourth root words length: 4.9656475924 4.55969084622 109% => OK
Word Length SD: 2.78350124037 2.79657885939 100% => OK
Unique words: 264.0 215.323595506 123% => OK
Unique words percentage: 0.434210526316 0.4932671777 88% => More unique words wanted or less content wanted.
syllable_count: 994.5 704.065955056 141% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 8.0 4.99550561798 160% => OK
Subordination: 10.0 3.10617977528 322% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 63.9345415249 60.3974514979 106% => OK
Chars per sentence: 129.76 118.986275619 109% => OK
Words per sentence: 24.32 23.4991977007 103% => OK
Discourse Markers: 7.32 5.21951772744 140% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.30099674156 0.243740707755 123% => OK
Sentence topic coherence: 0.0933577077875 0.0831039109588 112% => OK
Sentence topic coherence SD: 0.0889915416083 0.0758088955206 117% => OK
Paragraph topic coherence: 0.186497936043 0.150359130593 124% => OK
Paragraph topic coherence SD: 0.117280578674 0.0667264976115 176% => OK
automated_readability_index: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.99 12.1639044944 115% => OK
dale_chall_readability_score: 8.46 8.38706741573 101% => OK
difficult_words: 140.0 100.480337079 139% => OK
linsear_write_formula: 19.0 11.8971910112 160% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.