Educational institutions should dissuade students from pursuing fields of study in which they are unlikely to succeed.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
Education is often times pivotal to the success of an individual. Many times the quality of an education determines the level of success one can achieve, however, there are some other factors that often play a part to the success of an individual. One major one is the nature of course studied. In today’s world, it is not uncommon to see successful doctors or lawyers making over a million dollars a year. Hence, there is a debate ongoing, the crux of the debate is, should schools discourage students from studying non-lucrative courses or should they push them towards courses where the probability is high. In my opinion, I believe it would be erroneous to implement an educational policy that pushes students towards perceived lucrative courses. In this essay, I will explain my reasons in three paragraphs.
Firstly, the mercurial nature of the job market makes it such that a course that is lucrative today might not be lucrative tomorrow. In the 1900s, nuclear engineering was considered to be a rising field, and nuclear engineers were paid premium wages for their services. However, nuclear engineering has declined tremendously since then and today, many nuclear engineers have had to migrate from this course towards adjoining courses. Also, people who were in the tertiary institution studying nuclear engineering had to find other majors or disciplines during their undergraduate study which made a lot of them spend extra years in school. If we examine this example, we would see that there would be a massive consequence if a policy that prods students towards lucrative careers is implemented. Many would be left frustrated when their course becomes less lucrative.
Furthermore, not every student has the strengths required to study certain courses. For instance, a student who is gifted in the arts would most likely not be able to cope with the technical rigidity and rigour involved in studying engineering. Hence, pushing such a student towards an engineering course because it is more lucrative would create a situation where the student would become disinterested in school altogether. This would rob the world of exceptional individuals that could have existed if they were not forced into lucrative fields. Imagine a world where Picasso was forced to study medicine or law or engineering, the world would have been robbed of an artistic genius.
In addition, it would probably lead to an increase in the number of incompetent and unhappy professionals in lucrative fields. Some studies have proven that people generally perform better at jobs they are interested or passionate about. If happiness is pivotal to the performance output of individuals at jobs, should we not encourage people to pursue their passion(s), rather than what the world feels is lucrative?
In conclusion, while many argue that at the end of the day, the aim of a job is to put food on our tables. Hence, education should drive people towards careers that are more likely to provide for our needs. However, there have been many cases where people in “less lucrative” fields have made millions and people in “more lucrative” fields have ended up impoverished. Therefore, what metrics are we going to use to determine which student will end up on which side of prosperity? If we cannot determine with absolute certainty that a student will be successful if he chooses a particular course, then this policy will be a futile effort.
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Grammar and spelling errors:
Line 9, column 409, Rule ID: USE_TO_VERB[1]
Message: Did you mean 'used'?
Suggestion: used
...Therefore, what metrics are we going to use to determine which student will end up ...
^^^
Line 9, column 639, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...en this policy will be a futile effort.
^^^^^
Transition Words or Phrases used:
also, first, firstly, furthermore, hence, however, if, so, then, therefore, while, as for, for instance, in addition, in conclusion, of course, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 32.0 19.5258426966 164% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 42.0 33.0505617978 127% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2888.0 2235.4752809 129% => OK
No of words: 563.0 442.535393258 127% => OK
Chars per words: 5.1296625222 5.05705443957 101% => OK
Fourth root words length: 4.87110059796 4.55969084622 107% => OK
Word Length SD: 2.79164797177 2.79657885939 100% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.483126110124 0.4932671777 98% => OK
syllable_count: 914.4 704.065955056 130% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 42.8067938257 60.3974514979 71% => OK
Chars per sentence: 111.076923077 118.986275619 93% => OK
Words per sentence: 21.6538461538 23.4991977007 92% => OK
Discourse Markers: 6.03846153846 5.21951772744 116% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.130610085425 0.243740707755 54% => OK
Sentence topic coherence: 0.0389645615638 0.0831039109588 47% => OK
Sentence topic coherence SD: 0.0323327615426 0.0758088955206 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.0760501059074 0.150359130593 51% => OK
Paragraph topic coherence SD: 0.0195283999466 0.0667264976115 29% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 13.6 14.1392134831 96% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.47 12.1639044944 103% => OK
dale_chall_readability_score: 8.32 8.38706741573 99% => OK
difficult_words: 130.0 100.480337079 129% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.