Schools should do more to prepare students for the non-academic aspects of adulthood.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and sup porting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
It is often said that school is our second home. The things one does not learn at the home are taught to students at school. This includes the non-academic aspects which help the students to become a responsible and a sensible human being in the coming future. Schools should do more to prepare students for the non-academic aspects of adulthood because some things learned at school are often strongly imbibed in the minds and eventually stay with them till the end.
Schools are the abode of education where the primary focus is to make the student well educated for a promising and bright future. But, if the schools do not take any part for making and teaching the students how to become a better human being the school somewhat deviates from their secondary agenda. Non-academic aspects encompass everything other than academics. The most important being the values of becoming a truly humble human being. For instance, in a comparison of two schools where in one school the students are taught the importance of values and one where the school primarily only focuses on the academics part, the janitor in the latter school does not get the respect because of the students’ thinking that that kind of work is not of a particular standard and hence the person doing that job does not deserve respect, whereas the other school students having a value education class daily know that each and every person is to respected irrespective of the person’s profession.
Nowadays, academics is not everything, a person when viewed in a society is deeply venerated if he is kind to everyone and has no hatred for any human being. In contrast, even a CEO of any multi-national company may not be respected for the person he is. For instance consider a person interviewing two graduates for a position in the company, he or she not only looks at the academic achievements but also other aspects and most importantly how that candidate treats others. This kind of things cannot be taught at college or corporate levels. These values need to be bombarded into the minds at very young age and that can be effectively done at the schools. Thus the schools play a major role in developing the non-academic aspects of adulthood in students.
However, the other angle from which the scenario can be looked at is that many schools may think that in the current market with so much competition in each and every field, the major part that is played in any individual’s success is of academics. The more informative and knowledgeable people will be able to cruise through the difficulties faced when one enters the real world. Rather than focusing more or providing more time for the non-academics aspect, the main aim of the schools would be to enhance the academics factors of the students which will help them to excel in their adult life.
However, this issue is a very complex one and no easy answers can reduce the intensity of the matter. Is the knowledge of a person more important than ones individual values that he or she lives by? The answer to this will vary from person to person. In the end an early preparation would certainly help the students if the schools do more for the non-academic aspects of adulthood.
Grammar and spelling errors:
Line 3, column 663, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...can be effectively done at the schools. Thus the schools play a major role in develo...
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Line 3, column 763, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...demic aspects of adulthood in students. However, the other angle from which the ...
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Transition Words or Phrases used:
also, but, hence, however, if, look, may, second, so, thus, well, whereas, for instance, in contrast, kind of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 19.5258426966 154% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 28.0 33.0505617978 85% => OK
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2679.0 2235.4752809 120% => OK
No of words: 555.0 442.535393258 125% => OK
Chars per words: 4.82702702703 5.05705443957 95% => OK
Fourth root words length: 4.85370353223 4.55969084622 106% => OK
Word Length SD: 2.70874399876 2.79657885939 97% => OK
Unique words: 254.0 215.323595506 118% => OK
Unique words percentage: 0.457657657658 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 843.3 704.065955056 120% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 107.146690211 60.3974514979 177% => OK
Chars per sentence: 121.772727273 118.986275619 102% => OK
Words per sentence: 25.2272727273 23.4991977007 107% => OK
Discourse Markers: 4.95454545455 5.21951772744 95% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
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: 0.258040309538 0.243740707755 106% => OK
Sentence topic coherence: 0.0858347371458 0.0831039109588 103% => OK
Sentence topic coherence SD: 0.0828862359654 0.0758088955206 109% => OK
Paragraph topic coherence: 0.167369962477 0.150359130593 111% => OK
Paragraph topic coherence SD: 0.0459722558822 0.0667264976115 69% => OK
Essay readability:
automated_readability_index: 13.9 14.1392134831 98% => OK
flesch_reading_ease: 54.56 48.8420337079 112% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 11.03 12.1639044944 91% => OK
dale_chall_readability_score: 7.95 8.38706741573 95% => OK
difficult_words: 108.0 100.480337079 107% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => 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.