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 claim. In devoting and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
It is completely agreeable that schools must prepare their students for the non-academic aspects of adulthood with a great importance. Lionizing the non-academic education imparted to the students would be of great help to the students who will be entering the real world after passing out. We can all agree on the fact that the real world is comparatively too bizarre for someone coming out of the shell of innocence after passing out from school. Every aspect of the real world and adulthood is based heavily on non academic education and the students must be prepared to face them however daunting it may seem initially.
One of the most important aspects where schools must prepare their students to be more accustomed and understanding of the world after school is to encourage and nurture critical thinking. Students must be able enough to take decisions on bolstered by their ability to think and analyze any situation. If students are served with choice based reasoning all along the curriculum then they might always tend to rely heavily on choices or may falter when not provided any, which is true in most cases in adulthood and the real world. As visionary and well renowned scientist Neil deGrasse Tyson said that children must be trained to think critically while they are pursuing their education so that when they enter the real world they are ready to innovate and make their way around challenges by themselves.
Another aspect where schools should prepare their students is to clarify the understanding of students in concepts like Morality, which show up in the form of daily life questions or problems, where one must choose the moral and the righteous path. The definition of morality and real life situations must be emulated and provided to students as tasks so as to illustrate a toned down version of the realworld they are going to face as they progress into adulthood.
Similar important concepts that directly affect the human aspects for example concepts in Sex Education must be inculcated in them with proper exposition. This would make the students more responsible in their actions and prevent the seeding of licentious behaviors. The current scenario of growing teenage pregnancies and abortions and increasing number of single parent childhood can be tackled to a great extent if the students are made to understand the gravity of morality and sex education in life and that how they can affect human lives in a better way.
The real world and adulthood brings with it the quotidian dealings and negotiations and with better non-academic buttressing by the schools in subjects like professional communication, can help students to fend for themselves in this world. Moreover these form of non-academic teachings helps underpin the academic aspects by maintaining professionalism at work, to communicate better with a team and to lead a team upfront and being a better team leader. Thus I think we all agree that the responsibility to inculcate non academic aspects of adulthood should be and must be taken up by the schools positively, helping their beneficiaries achieve a bit more in life other than the academic aspect of it.
Grammar and spelling errors:
Line 3, column 352, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...lated and provided to students as tasks so as to illustrate a toned down version of the ...
^^^^^^^^
Line 5, column 241, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Moreover,
...s to fend for themselves in this world. Moreover these form of non-academic teachings he...
^^^^^^^^
Line 5, column 456, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...upfront and being a better team leader. Thus I think we all agree that the responsib...
^^^^
Transition Words or Phrases used:
but, however, if, may, moreover, so, then, thus, well, while, as to, for example, i think, in most cases, to a great extent
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2648.0 2235.4752809 118% => OK
No of words: 523.0 442.535393258 118% => OK
Chars per words: 5.06309751434 5.05705443957 100% => OK
Fourth root words length: 4.78217453174 4.55969084622 105% => OK
Word Length SD: 2.79578641157 2.79657885939 100% => OK
Unique words: 242.0 215.323595506 112% => OK
Unique words percentage: 0.462715105163 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 818.1 704.065955056 116% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 16.0 20.2370786517 79% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 32.0 23.0359550562 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 54.8611528657 60.3974514979 91% => OK
Chars per sentence: 165.5 118.986275619 139% => OK
Words per sentence: 32.6875 23.4991977007 139% => OK
Discourse Markers: 7.6875 5.21951772744 147% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.272622559861 0.243740707755 112% => OK
Sentence topic coherence: 0.109588996768 0.0831039109588 132% => OK
Sentence topic coherence SD: 0.0637525422679 0.0758088955206 84% => OK
Paragraph topic coherence: 0.163151364249 0.150359130593 109% => OK
Paragraph topic coherence SD: 0.0515991445608 0.0667264976115 77% => OK
Essay readability:
automated_readability_index: 18.7 14.1392134831 132% => OK
flesch_reading_ease: 39.0 48.8420337079 80% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.8 12.1743820225 130% => OK
coleman_liau_index: 12.66 12.1639044944 104% => OK
dale_chall_readability_score: 8.82 8.38706741573 105% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 14.8 11.2143820225 132% => 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.