At some universities, students take part in making decisions about the issues that affect daily life of everyone on campus. But at some universities, experts are hired to make these decisions, and students are almost never involved. Which approach do you prefer and why?
In recent decades, a large proportion of universities have been attempting to let students get involve in decision-making process. There is a controversial issue in regard to whether or not university should hire experts to make important decision. Although numerous students contend that this policy helps them to have more participation in the activities intensively related to their day-to-day life, I, to a great extent, take the opposite perspective, and I believe that students have the right to determine most influential changes which affect their life directly. My reasons are manifold, among which the most conspicuous ones are substantiated in the following paragraphs.
To commence with, the first exquisite point to be mentioned is that nobody is more aware of matters related to students living in campus. Although at first blush, it seems that experts and other authorities possess a great deal of information to solve the possible problems, it is implausible that they know all difficulties students face. As a matter of fact, people who spend a large percentage of their time in university and dormitory can easily distinguish the most crusial problems each of which influences the student's life. In addition to the fact that students encounter myriad problems by themselves, they enjoy a close relationship with other students, so they are quickly informed about the newest problematic issues. For instance, experts do not pay time sitting in cafeteria as much as students since they mostly are in their office, and they try to make a plan about how to spend the budget. Hence, utilizing students' viewpoints, university can find any deficiency in cafeteria
Beyond a shadow of a doubt, hiring some experts in order to helping the university costs a lot. In other words, it is a waste of money, on the ground that almost all matters can be solved by the students and authorities. For this reason, there is no need to allocate a portion of budget for this expense. Moreover, they can allot money, which is saved with neglecting the experts, on facilitating different parts of campus. For example, a majority of students are jobless, and they are looking for some part-time job. Therefore, if university asks them to make contribution in making decisions as a kind of job, they would have the opportunity to be paid some money. Furthermore, since they are not expert, university do not have to spend some much; and consequently, both take advantage of this situation.
To sum up, considering the aforementioned arguments, we may draw the conclusion that students can decide whatever is necessary for their campus life. Not only does it more economical, but it also contributes to a better understanding of students' daily problems. Overall, the best approach is asking students' point of view for resolving the most challenges in university.
Grammar and spelling errors:
Line 3, column 518, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...l problems each of which influences the students life. In addition to the fact that stud...
^^^^^^^^
Line 5, column 808, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... both take advantage of this situation. To sum up, considering the aforementione...
^^^^^
Line 7, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...guments, we may draw the conclusion that students can decide whatever is necessar...
^^
Transition Words or Phrases used:
also, but, consequently, first, furthermore, hence, if, look, may, moreover, so, therefore, for example, for instance, in addition, kind of, as a matter of fact, in other words, in regard to, to sum up, to a great extent
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 37.0 43.0788530466 86% => OK
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2402.0 1977.66487455 121% => OK
No of words: 464.0 407.700716846 114% => OK
Chars per words: 5.17672413793 4.8611393121 106% => OK
Fourth root words length: 4.64119157421 4.48103885553 104% => OK
Word Length SD: 2.9942597679 2.67179642975 112% => OK
Unique words: 251.0 212.727598566 118% => OK
Unique words percentage: 0.540948275862 0.524837075471 103% => OK
syllable_count: 756.9 618.680645161 122% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 12.0 4.94265232975 243% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 53.1839435916 48.9658058833 109% => OK
Chars per sentence: 126.421052632 100.406767564 126% => OK
Words per sentence: 24.4210526316 20.6045352989 119% => OK
Discourse Markers: 11.5789473684 5.45110844103 212% => Less transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.290295180766 0.236089414692 123% => OK
Sentence topic coherence: 0.086922482134 0.076458572812 114% => OK
Sentence topic coherence SD: 0.0363874042258 0.0737576698707 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.171493603775 0.150856017488 114% => OK
Paragraph topic coherence SD: 0.0293266479116 0.0645574589148 45% => 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: 15.2 11.7677419355 129% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.06 10.9000537634 120% => OK
dale_chall_readability_score: 8.98 8.01818996416 112% => OK
difficult_words: 122.0 86.8835125448 140% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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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.