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 lack of time due to 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 constructive by a substantial number of individuals. I believe that reducing the pressure by having concentrations on the study and postpone working can be a plus, and I will analyze that throughout this essay.
From a social standpoint, being under pressure due to simultaneously working and studying can provide society with some noticeable effects which are rooted in the fact that causing distractions, as well as earning money for tuition fees, are inextricably bound up. According to my own experience, when I was a university student, I performed an experiment which discovered spending time on careers. Thus, beneficial ramifications of 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 despite being time-consuming might increase the consequences of earning budgets 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 believe that the benefits of having enough time by focusing on education and working after graduation outweigh its drawbacks. Not only do the advantages of reducing distractions prove the significance of studying, but pinpoint understanding issues implications.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | yasamin.gharib62 | 85 | view |
| 2019-06-18 | Nasir-RZN | 88 | view |
| 2019-03-03 | javanbakhttt@yahoo.com | 88 | view |
| 2019-03-03 | javanbakhttt@yahoo.com | 88 | view |
| 2019-02-04 | arami | 80 | view |
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Transition Words or Phrases used:
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 : 13.0 10.5418719212 123% => OK
Auxiliary verbs: 5.0 6.10837438424 82% => OK
Conjunction : 9.0 8.36945812808 108% => OK
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 19.0 20.9802955665 91% => OK
Preposition: 43.0 31.9359605911 135% => OK
Nominalization: 6.0 5.75862068966 104% => OK
Performance on vocabulary words:
No of characters: 1664.0 1207.87684729 138% => OK
No of words: 299.0 242.827586207 123% => OK
Chars per words: 5.5652173913 5.00649968141 111% => OK
Fourth root words length: 4.1583189471 3.92707691288 106% => OK
Word Length SD: 3.28198122593 2.71678728327 121% => OK
Unique words: 181.0 139.433497537 130% => OK
Unique words percentage: 0.605351170569 0.580463131201 104% => OK
syllable_count: 522.9 379.143842365 138% => OK
avg_syllables_per_word: 1.7 1.57093596059 108% => 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: 46.3167686217 50.4703680194 92% => OK
Chars per sentence: 138.666666667 104.977214359 132% => OK
Words per sentence: 24.9166666667 20.9669160288 119% => OK
Discourse Markers: 5.91666666667 7.25397266985 82% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 6.0 6.9802955665 86% => OK
Sentences with negative sentiment : 4.0 2.75862068966 145% => OK
Sentences with neutral sentiment: 2.0 2.91625615764 69% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.22086584587 0.242375264174 91% => OK
Sentence topic coherence: 0.0747049604952 0.0925447433944 81% => OK
Sentence topic coherence SD: 0.0222176932294 0.071462118173 31% => Sentences are similar to each other.
Paragraph topic coherence: 0.127826092762 0.151781067708 84% => OK
Paragraph topic coherence SD: 0.0204123634041 0.0609392437508 33% => 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: 17.3 12.6369458128 137% => OK
flesch_reading_ease: 38.66 53.1260098522 73% => OK
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 13.8 10.9458128079 126% => OK
coleman_liau_index: 15.32 11.5310837438 133% => OK
dale_chall_readability_score: 10.48 8.32886699507 126% => OK
difficult_words: 107.0 55.0591133005 194% => OK
linsear_write_formula: 14.5 9.94827586207 146% => OK
gunning_fog: 11.6 10.3980295567 112% => OK
text_standard: 12.0 10.5123152709 114% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 72.0 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.