Choosing fields of study is one of the vital decisions in a student’s life. Sometimes students ruminate for months on this decision. Educational institutions play a major role in this decision. According to the prompt, educational institutions should encourage their students to choose fields of study that prepare them for lucrative careers. I strongly disagree with this statement for two reasons.
To begin, choosing a lucrative career rather than interested one may affect the mental health of the student. For example, if a student is interested in ceramics but chose computer science because of abundant and profitable career options, he might not be interested in the subjects and do mediocre work on it. Since he is not enjoying what he is doing, he might be stressful and depressed. According to many researches, professional happiness affects a person’s overall health. In order to be happy and healthy, educational institutes should encourage their students to choose the fields of study that they are interested in rather the lucrative ones.
Further, the jobs that are hot today may die tomorrow. For example, nuclear engineering was in great demand during world war. Many of the most powerful countries invested in nuclear powerplants and weapons which in turn created a lot of high paying jobs for students. Students could get into high paying nuclear engineer jobs right after college. But today, people are aware of the problems created by the nuclear powerplants and opting more green solutions because of which the popularity of nuclear engineering gradually decreased. So, today’s lucrative career may be dead career in future. It would be better if students choose to learn the subjects that they are interested in and prioritize what they want over what’s trending in the present world.
Choosing a lucrative career over interested one is bad professionally, physically and mentally. Educational institutes should not encourage their students to take fields of study that will prepare them for lucrative careers.
Votes
Essay reference notes: This topic is refereed from another essay topic, developed by user: albertonian
Essay Categories
Grammar and spelling errors:
Line 3, column 582, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...y’s lucrative career may be dead career in future. It would be better if students choose ...
^^^^^^^^^
Transition Words or Phrases used:
but, if, may, so, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 23.0 33.0505617978 70% => OK
Preposition: 42.0 58.6224719101 72% => OK
Nominalization: 2.0 12.9106741573 15% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1726.0 2235.4752809 77% => OK
No of words: 322.0 442.535393258 73% => More content wanted.
Chars per words: 5.3602484472 5.05705443957 106% => OK
Fourth root words length: 4.23607819155 4.55969084622 93% => OK
Word Length SD: 2.85671074237 2.79657885939 102% => OK
Unique words: 165.0 215.323595506 77% => More unique words wanted.
Unique words percentage: 0.512422360248 0.4932671777 104% => OK
syllable_count: 524.7 704.065955056 75% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 47.2041596364 60.3974514979 78% => OK
Chars per sentence: 90.8421052632 118.986275619 76% => OK
Words per sentence: 16.9473684211 23.4991977007 72% => OK
Discourse Markers: 1.52631578947 5.21951772744 29% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.281683120127 0.243740707755 116% => OK
Sentence topic coherence: 0.0991884323327 0.0831039109588 119% => OK
Sentence topic coherence SD: 0.121435983186 0.0758088955206 160% => OK
Paragraph topic coherence: 0.217698620714 0.150359130593 145% => OK
Paragraph topic coherence SD: 0.111976927594 0.0667264976115 168% => OK
Essay readability:
automated_readability_index: 12.3 14.1392134831 87% => Automated_readability_index is low.
flesch_reading_ease: 55.24 48.8420337079 113% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 13.51 12.1639044944 111% => OK
dale_chall_readability_score: 8.11 8.38706741573 97% => OK
difficult_words: 75.0 100.480337079 75% => More difficult words wanted.
linsear_write_formula: 7.0 11.8971910112 59% => Linsear_write_formula is low.
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => 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: 50.0 out of 100
Scores by essay e-grader: 3.0 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.