Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
Since the last economic crisis that whipped the capitalist system and made the profits of lots of sectors, such as construction, drop dramatically, the difficulty of finding a job has risen sharply, as lots of workstations were destroyed in order to guarantee the survivability of companies. This, in my opinion, is the main reason that has lent educational institutions to advise their students not to study some degrees. However, I am convinced that the number of work possibilities in which you can get involved by becoming an expert in a specific field of study should not define what you study, and, as a consequence from this, I completely disagree with the statement.
To support this, it is clear that no one has a crystal ball that shows the future when it is rubbed, like in many fantastic movies and novels about magicians. To predict what jobs will be needed in the future is impossible, as the development in technology is rushing changes in society. For example, there are many measures that are being taken to accelerate the disappearance of internal combustion engines in propulsion applications, mainly in cars. This can lead to the lack of need for this kind of engines’ designers. However, ten years ago it was implausible that an alternate mean of propulsion would overcome its use, and engineers specialized in those motors were highly demanded. From this example, it can be inferred that educational institutions might not be correctly advising their students when they tell them not to get involved in some fields of study.
However, it is undeniable that there are many fields of study in which people find it really hard to work on something related to it. To exemplify this, the rate of unemployment in people who have studied philology is nearly thrice that of biology, and more than ten times the one of engineering. This is mainly because of the economic system in which we live in, namely capitalism, which only gives value to jobs that create loads of economic benefit, without considering the impact on society that jobs related to culture have. In this sense, it is clear that, unless a change in the way of thinking in the population takes place, it is easier to earn a living studying something related to a field of study that produces a lot of economic benefits, so the advice given by educational institutions is justified.
In conclusion, although it is irrefutable that there are fields of study which lend people more job opportunities, I think that this reason is not enough for educational institutions to dissuade students from studying what they want, as it is possible that the field they are selecting is really demanded in the future, and brings society a cultural heritage that is not valuable in economic terms, but rather in social terms.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
| 2020-01-20 | maneesha ch | 50 | view |
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Transition Words or Phrases used:
but, however, if, really, so, for example, i think, in conclusion, kind of, such as, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 6.0 14.8657303371 40% => More conjunction wanted.
Relative clauses : 26.0 11.3162921348 230% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 53.0 33.0505617978 160% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2334.0 2235.4752809 104% => OK
No of words: 472.0 442.535393258 107% => OK
Chars per words: 4.94491525424 5.05705443957 98% => OK
Fourth root words length: 4.6610686524 4.55969084622 102% => OK
Word Length SD: 2.8784007777 2.79657885939 103% => OK
Unique words: 242.0 215.323595506 112% => OK
Unique words percentage: 0.512711864407 0.4932671777 104% => OK
syllable_count: 747.9 704.065955056 106% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 14.0 20.2370786517 69% => 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: 33.0 23.0359550562 143% => The Avg. Sentence Length is relatively long.
Sentence length SD: 87.0695241793 60.3974514979 144% => OK
Chars per sentence: 166.714285714 118.986275619 140% => OK
Words per sentence: 33.7142857143 23.4991977007 143% => OK
Discourse Markers: 7.0 5.21951772744 134% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 4.0 10.2758426966 39% => More positive sentences wanted.
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.22419739157 0.243740707755 92% => OK
Sentence topic coherence: 0.0718122085236 0.0831039109588 86% => OK
Sentence topic coherence SD: 0.0725649686477 0.0758088955206 96% => OK
Paragraph topic coherence: 0.148153043711 0.150359130593 99% => OK
Paragraph topic coherence SD: 0.0587271048831 0.0667264976115 88% => OK
Essay readability:
automated_readability_index: 18.7 14.1392134831 132% => OK
flesch_reading_ease: 37.98 48.8420337079 78% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 16.2 12.1743820225 133% => OK
coleman_liau_index: 11.96 12.1639044944 98% => OK
dale_chall_readability_score: 8.99 8.38706741573 107% => OK
difficult_words: 111.0 100.480337079 110% => OK
linsear_write_formula: 19.5 11.8971910112 164% => OK
gunning_fog: 15.2 11.2143820225 136% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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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
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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.