Which one do you think is the most important factor for
a student to succeed at college or university?
Tutors in university.
The encouragement from family and friends.
High-quality education from high school.
Without a shadow of a doubt, student's success quotient plays a pivotal role in their future occupation due to the way it grounds the structure of their dominant lifestyle. However, an unanswered question in this area is that whether having an excellent educational level from high school is the principal reason for triumph or not. Despite the arguments asserting that other factors such as encouragement from family or tutors in university have more contribution and effect in student's prosperity, I believe otherwise, maintaining that the academic level and pupil's expertise grander impact. In the subsequent paragraphs, I will develop these ideas through two compelling reasons.
First and foremost, the structure and attitude of every individual toward studying is established in their school years and chiefly stabilized in their high school. As it is evident, student's studying habits are formed much ahead of their entrance to university or college, and while they got accustomed to a particular regulation at school, it would become their approach in other circumstances and different environments. In addition, changing this long-term configuration is an arduous task. We can derive that a student superior professional background must have also formed conspicuous groundwork, which will channel her to prosperity at university. I have to admit my opinion on this matter has been profoundly influenced by my personal experience. It always has been important to me to understand and grasp a lesson thoroughly, especially back at high school. Moreover, I tried as hard as I could to do all of the assignments and exams excellently. As a result, this has been the firm conviction that also led me to thrive at university.
Another reason to be mentioned is that devoid of a well-made academic background precludes a student's mastery at university. To put this in a more vivid picture, consider the growth from high school to university as an under-construction building whose foundation is the earliest years at school. If a student does not fully understand each grade and merely passes it, its ramifications are virtually inevitable, and the construction outcome will not be utilitarian, as the student's future will be. On the contrary, passing every lesson with gaining educational instruction from it will assist the student at university, owing to the connection between subjects in high school and university. My experience is a compelling example of this. I was not interested in physics class, so I did not endeavor hard to get the topics. As a result, I piled up misconceptions each year that led me to a poor grade in the university's physics class.
Reflecting upon all reasons mentioned above, I firmly believe that possing high-quality knowledge from high school is the most influential factor in a student's prosperity at university. It is highly recommended to research to gain insight into the people’s viewpoint of this question.
Grammar and spelling errors:
Line 2, column 910, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...eover, I tried as hard as I could to do all of the assignments and exams excellently. As a...
^^^^^^^^^^
Line 3, column 94, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ll-made academic background precludes a students mastery at university. To put this in a...
^^^^^^^^
Line 4, column 152, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ool is the most influential factor in a students prosperity at university. It is highly ...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, moreover, so, well, while, in addition, such as, as a result, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 48.0 43.0788530466 111% => OK
Preposition: 66.0 52.1666666667 127% => OK
Nominalization: 17.0 8.0752688172 211% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2486.0 1977.66487455 126% => OK
No of words: 470.0 407.700716846 115% => OK
Chars per words: 5.28936170213 4.8611393121 109% => OK
Fourth root words length: 4.65612321451 4.48103885553 104% => OK
Word Length SD: 3.17638981248 2.67179642975 119% => OK
Unique words: 257.0 212.727598566 121% => OK
Unique words percentage: 0.546808510638 0.524837075471 104% => OK
syllable_count: 774.0 618.680645161 125% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 57.8813392477 48.9658058833 118% => OK
Chars per sentence: 118.380952381 100.406767564 118% => OK
Words per sentence: 22.380952381 20.6045352989 109% => OK
Discourse Markers: 5.14285714286 5.45110844103 94% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.320193122079 0.236089414692 136% => OK
Sentence topic coherence: 0.0796161998618 0.076458572812 104% => OK
Sentence topic coherence SD: 0.0797389345454 0.0737576698707 108% => OK
Paragraph topic coherence: 0.202368612239 0.150856017488 134% => OK
Paragraph topic coherence SD: 0.0381728564241 0.0645574589148 59% => OK
Essay readability:
automated_readability_index: 14.7 11.7677419355 125% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 13.7 10.9000537634 126% => OK
dale_chall_readability_score: 9.4 8.01818996416 117% => OK
difficult_words: 139.0 86.8835125448 160% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
---------------------
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: 88.3333333333 out of 100
Scores by essay e-grader: 26.5 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.