Some students work while studying. This often results in lacking time for education and constantly feeling under pressure. What do you think are the causes of this? What solutions can you suggest?
Recently, the phenomenon of working while studying and its corresponding impact has sparked a heated debate. Although contested by many that the matter of having a job while being a student is highly beneficial, such issue is regarded thoroughly both positive and constructive by a substantial number of individuals. I am inclined to believe that having concentrations on the study and postpone any working prospects can be a plus, and I will analyze that throughout this essay.
From a social standpoint, simultaneously working and studying can provide society with some noticeable effects which are rooted in the fact that increasing some distractions, as well as earning some money for tuition fees, are inextricably bound up. According to my own experience, when I was a university student, I performed an academic experiment which discovered spending some time on careers. Thus, beneficial ramifications of neglecting the other purposes for studying and job opportunities apparently can be seen.
Within the realm of financial issues, having a job and studying at the same time might increase the consequences of providing some budget for studying. Moreover, fundamental aspects of educational skills relate to this reality that the demerits of any vocational experiences pertain to working as an intern. As a tangible example, some scientific research undertaken by a prestigious university has asserted that the downside of working and studying is correlated negatively with the lack of productivity in both. Hence, it is correct to presume the preconceived notion of this remarkable phenomenon.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of focusing on courses and working after graduation far outweigh its drawbacks. Not only do the advantages of reducing any distraction prove the significance of studying, but also pinpoint understanding any lessons implications.
Transition Words or Phrases used:
also, apparently, but, hence, if, moreover, so, thus, well, while, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.5418719212 104% => OK
Auxiliary verbs: 5.0 6.10837438424 82% => OK
Conjunction : 10.0 8.36945812808 119% => OK
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 19.0 20.9802955665 91% => OK
Preposition: 37.0 31.9359605911 116% => OK
Nominalization: 6.0 5.75862068966 104% => OK
Performance on vocabulary words:
No of characters: 1659.0 1207.87684729 137% => OK
No of words: 297.0 242.827586207 122% => OK
Chars per words: 5.58585858586 5.00649968141 112% => OK
Fourth root words length: 4.15134772569 3.92707691288 106% => OK
Word Length SD: 3.27515117178 2.71678728327 121% => OK
Unique words: 185.0 139.433497537 133% => OK
Unique words percentage: 0.622895622896 0.580463131201 107% => OK
syllable_count: 524.7 379.143842365 138% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 1.0 1.56157635468 64% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 24.0 20.5024630542 117% => OK
Sentence length SD: 43.9238608908 50.4703680194 87% => OK
Chars per sentence: 138.25 104.977214359 132% => OK
Words per sentence: 24.75 20.9669160288 118% => OK
Discourse Markers: 6.41666666667 7.25397266985 88% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 8.0 6.9802955665 115% => OK
Sentences with negative sentiment : 1.0 2.75862068966 36% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 2.91625615764 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.201297967694 0.242375264174 83% => OK
Sentence topic coherence: 0.0676948097684 0.0925447433944 73% => OK
Sentence topic coherence SD: 0.0213125561198 0.071462118173 30% => Sentences are similar to each other.
Paragraph topic coherence: 0.112477849492 0.151781067708 74% => OK
Paragraph topic coherence SD: 0.0361939318055 0.0609392437508 59% => OK
Essay readability:
automated_readability_index: 17.3 12.6369458128 137% => OK
flesch_reading_ease: 30.2 53.1260098522 57% => Flesch_reading_ease is low.
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 15.0 10.9458128079 137% => OK
coleman_liau_index: 15.44 11.5310837438 134% => OK
dale_chall_readability_score: 10.73 8.32886699507 129% => OK
difficult_words: 111.0 55.0591133005 202% => Less difficult words wanted.
linsear_write_formula: 14.5 9.94827586207 146% => OK
gunning_fog: 11.6 10.3980295567 112% => OK
text_standard: 15.0 10.5123152709 143% => OK
What are above readability scores?
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Rates: 85.0 out of 100
Scores by essay e-grader: 76.5 Out of 90
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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.