There is a difference in opinions about the availability of higher education to people. While some argue it should be offered to young students who achieve highest marks, others think it ought to be accessible to all learners regardless of their age and school performance. In this essay, I will discuss both viewpoints and state my own thinking.
On the one hand, there are various reasons for limited tertiary education admission. First, as those with highest marks are usually intelligent and hard-working, they are deserved to be accepted into universities. Some argue that it reflects how determination and perseverance can be paid off in the long run, which will help people learn to value time and avoid procrastination. Second, it will guarantee that graduates are highly educated and find work easily in this knowledge-based society. For instance, most jobs nowadays require a certain level of skills and knowledge to comprehend industrial and technological tasks, students who show excellent achievement are more likely to succeed in workplace. Finally, limited admission to universities can prove helpful in resources exploitation. To illustrate, schools will find it easy to focus their educational capital and effort on high-quality personnel.
On the other hand, universal entry into higher education can be explanable with some reasons. First, age does not relate well to intellectual potential of an individual. Intelligence level peaks variedly amongst individuals, which seems to be impossible to conclude which age people are at to be suitable for studying. A prodigy who can produce meaningful output to the level of an adult expert should not be impeded by age restriction in education. Second, I believe academic results should not be the ultimate intellectual measurement when seeking university students. As there are multiple intelligence types, according to neuropsychologist and education Howard Gardner, one single test can not determine comprehensively whether a student is qualified to move to university or not. For instance, students with great linguistic intelligence may not perform well in mathematics tests, but they are excellent at interpreting and communicating in language, and vice versa.
In conclusion, it seems to me that it would be inappropriate to limit the number of entries into higher education although there are some viable reasons for this standpoint.
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- The older generations tend to have very traditional ideas about how people should live think and behave However some people believe that these ideas are not helpful in preparing younger generations for modern life To what extent do you agree or disagree w 50
- Some people believe that sport is an essential part of school life for children while others feel it should be purely optional Discuss these opposing views and give your own opinion 84
- More and more qualified people are moving from poor to rich countries to fill vacancies in specialist areas like engineering computing and medicine Some people believe that by encouraging the movement of such people rich countries are stealing from po 84
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Grammar and spelling errors:
Line 1, column 149, Rule ID: THE_SUPERLATIVE[2]
Message: A determiner is probably missing here: 'achieve the highest'.
Suggestion: achieve the highest
...should be offered to young students who achieve highest marks, others think it ought to be acce...
^^^^^^^^^^^^^^^
Line 3, column 102, Rule ID: THE_SUPERLATIVE[2]
Message: A determiner is probably missing here: 'with the highest'.
Suggestion: with the highest
...ry education admission. First, as those with highest marks are usually intelligent and hard-...
^^^^^^^^^^^^
Transition Words or Phrases used:
but, finally, first, if, may, second, so, well, while, for instance, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 13.1623246493 160% => OK
Auxiliary verbs: 15.0 7.85571142285 191% => OK
Conjunction : 14.0 10.4138276553 134% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 22.0 24.0651302605 91% => OK
Preposition: 51.0 41.998997996 121% => OK
Nominalization: 20.0 8.3376753507 240% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2046.0 1615.20841683 127% => OK
No of words: 370.0 315.596192385 117% => OK
Chars per words: 5.52972972973 5.12529762239 108% => OK
Fourth root words length: 4.38581623665 4.20363070211 104% => OK
Word Length SD: 3.24015167966 2.80592935109 115% => OK
Unique words: 218.0 176.041082164 124% => OK
Unique words percentage: 0.589189189189 0.561755894193 105% => OK
syllable_count: 651.6 506.74238477 129% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 1.0 2.52805611222 40% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 18.0 16.0721442886 112% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 45.4131921879 49.4020404114 92% => OK
Chars per sentence: 113.666666667 106.682146367 107% => OK
Words per sentence: 20.5555555556 20.7667163134 99% => OK
Discourse Markers: 5.61111111111 7.06120827912 79% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 15.0 8.67935871743 173% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.193686270718 0.244688304435 79% => OK
Sentence topic coherence: 0.0562364744635 0.084324248473 67% => OK
Sentence topic coherence SD: 0.0503138824141 0.0667982634062 75% => OK
Paragraph topic coherence: 0.113059143472 0.151304729494 75% => OK
Paragraph topic coherence SD: 0.0799788895036 0.056905535591 141% => OK
Essay readability:
automated_readability_index: 14.9 13.0946893788 114% => OK
flesch_reading_ease: 34.26 50.2224549098 68% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.5 11.3001002004 119% => OK
coleman_liau_index: 14.79 12.4159519038 119% => OK
dale_chall_readability_score: 9.83 8.58950901804 114% => OK
difficult_words: 122.0 78.4519038076 156% => OK
linsear_write_formula: 8.5 9.78957915832 87% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
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Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 Out of 9
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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.