Some people believe that college students should consider only their own talents and interests when choosing a field of study. Others believe that college students should base their choice of a field of study on the availability of jobs in that field.
Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.
Which criterion should be given more weight when college students are assessing the field of study? There are two seemingly contradictory views on this question. One sides argues that college students should put propriety on their talent while the other proclaim that the job-oriented should be first considered. However, both these views have merit, I argue that they are not constituting an irreconcilable dichotomy. Therefore, I tend to presume that this two seemingly irrelevant choices can be combined.
On one hand, I concede that the job-oriented majors cater for the demand of market and therefore college students should take it into consideration deliberately. In other words, those major can create personal value in the job market by virtue of the fact that it provides skills and knowledge which directly links with the highly want of company. In addition, for some students with financial difficulties, major on the availability of jobs can offer them dreaming jobs as soon as possible, which can be transferred in to money, solving the urgent problems. For example, fields of study such as accounting, human resource and fundamental social practice, in accordance with the basic demand of almost every enterprise in the society, can accelerate their process of hunting for a high-paid job. In the contrary, some theoretic subjects like philosophy, quantum physics or sociology cannot be turned into a compromising career in a confined period. Thus, it is advisable for college students to choose field of study based on the job availability, especially for those in need of quick money.
In the great contrast, students who believe that choosing major should depend on their talent and interests should be greatly encouraged with both substantial and reputation because their choices represents what university study and spirit ought to be. In other words, I assumes that, if we just want to learn a job-oriented major and turn it into a well-paid job, there is no need for us to enter university, because the ordinary school focusing on practical skills can also impetus to do so. As a result, this assumption brings back to the very rudimentary question, which is, why we enter in to university? From my point of view, the answer should be self-exploration and self-consciousness. From this perspective, college student’s individual preference should be emphasized precedent during the campus time. That being said, the process of choosing major is equate to the struggling of self-enlightenment, and the result, whatever is our interest or talent, should be something that will let us shine. Only in this way can we acknowledge what we should learn and how we should do in the university. Therefore, if possible, choosing interest-oriented major should be highly advocated in the university, due to its imperfection of the meaning of further study in university.
In conclusion, the above-stated examination of the two view discloses my appreciation for both of them. Nevertheless, this is not to say that I suggest appraising these two perspective in isolation. Rather, I would like to view the process of choosing field as a continuum that includes choosing field based on interest and talent as well as job availability. That being said, transformation of interest-oriented to meet the demand of job-availability in the career market might need more deliberation during the process of study.
Grammar and spelling errors:
Line 4, column 1003, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...dvisable for college students to choose field of study based on the job availability,...
^^^^^
Line 6, column 272, Rule ID: NON3PRS_VERB[1]
Message: The pronoun 'I' must be used with a non-third-person form of a verb: 'assume'
Suggestion: assume
...d spirit ought to be. In other words, I assumes that, if we just want to learn a job-or...
^^^^^^^
Line 6, column 655, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean ''?
... my point of view, the answer should be self-exploration and self-consciousness. From this persp...
^^^^^^^^^^^^^^^^
Line 6, column 860, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to major'
Suggestion: to major
...hat being said, the process of choosing major is equate to the struggling of self-enl...
^^^^^
Line 7, column 253, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...ld like to view the process of choosing field as a continuum that includes choosing f...
^^^^^
Line 7, column 297, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...d as a continuum that includes choosing field based on interest and talent as well as...
^^^^^
Line 7, column 435, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... interest-oriented to meet the demand of job-availability in the career market mi...
^^
Transition Words or Phrases used:
also, first, however, if, nevertheless, so, therefore, thus, well, while, for example, in addition, in conclusion, such as, as a result, as well as, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 27.0 12.4196629213 217% => Less auxiliary verb wanted.
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 51.0 33.0505617978 154% => Less pronouns wanted
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2884.0 2235.4752809 129% => OK
No of words: 545.0 442.535393258 123% => OK
Chars per words: 5.29174311927 5.05705443957 105% => OK
Fourth root words length: 4.83169070408 4.55969084622 106% => OK
Word Length SD: 3.21989857335 2.79657885939 115% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.499082568807 0.4932671777 101% => OK
syllable_count: 891.9 704.065955056 127% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 53.0355660528 60.3974514979 88% => OK
Chars per sentence: 125.391304348 118.986275619 105% => OK
Words per sentence: 23.6956521739 23.4991977007 101% => OK
Discourse Markers: 7.08695652174 5.21951772744 136% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.352831330661 0.243740707755 145% => OK
Sentence topic coherence: 0.0992593883912 0.0831039109588 119% => OK
Sentence topic coherence SD: 0.0963692968713 0.0758088955206 127% => OK
Paragraph topic coherence: 0.217721381359 0.150359130593 145% => OK
Paragraph topic coherence SD: 0.0336691368624 0.0667264976115 50% => OK
Essay readability:
automated_readability_index: 15.3 14.1392134831 108% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.7 12.1639044944 113% => OK
dale_chall_readability_score: 8.86 8.38706741573 106% => OK
difficult_words: 141.0 100.480337079 140% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 9.0 11.7820224719 76% => 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: 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.