Surveys conducted in 1982 and 2002 show different pictures of what motivate students to choose a college or university in the UK.
The bar charts compare the causes for British students to choose a college or university in two different years, 1982 and 2002.
The availability of suitable courses and degrees was the most important factors that students would consider when they chose schools in both years, although the percentage fell from 40% in 1982 to about one third in 2002. They also viewed the reputation of the institution as critical, with a quarter of the students interviewed chose this in 2002, rising from a mere 5% two decades ago. Amenities, social activities and sports facilities ranked third in 2002. There was almost one-fifth of the students chose it in 2002, compared with only 5% in 1982.
Location was also a significant consideration, although the percentage of students rating this dropped slightly from 19% to 16% in 2002. On the contrary, costs, having been the second most crucial determinants in 1982, experienced a sharp decline from 28% to just 5% during the twenty years. The factor that received the least attention was admission criteria in both years (chosen by 3 per cent and 2 per cent of the students respectively).
Overall, the ability to provide suitable courses and degrees was considered the most essential factor in the two years, although saw a slight decrease. People who valued amenities, social activities and sports facilities, as well as the reputation of the school, had a dramatic rise, while those who laid emphasis on costs and location have decreased. And the proportion of students choosing admission criteria as important factors remained steady at a low level.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-08-21 | J a Hermione | 84 | view |
| 2019-04-08 | fuchuanjie | 84 | view |
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- Advertising aimed at children should be banned To what extent do you agree or disagree 79
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- Educators should base their assessment of students' learning not on students' grasp of facts but on the ability to explain the ideas, trends, and concepts that those facts illustrate. 75
Grammar and spelling errors:
Line 7, column 263, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...as well as the reputation of the school, had a dramatic rise, while those who lai...
^^
Transition Words or Phrases used:
also, if, second, so, third, well, while, as well as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 6.0 7.0 86% => OK
Auxiliary verbs: 1.0 1.00243902439 100% => OK
Conjunction : 9.0 6.8 132% => OK
Relative clauses : 5.0 3.15609756098 158% => OK
Pronoun: 8.0 5.60731707317 143% => Less pronouns wanted
Preposition: 37.0 33.7804878049 110% => OK
Nominalization: 8.0 3.97073170732 201% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1336.0 965.302439024 138% => OK
No of words: 261.0 196.424390244 133% => OK
Chars per words: 5.11877394636 4.92477711251 104% => OK
Fourth root words length: 4.0193898071 3.73543355544 108% => OK
Word Length SD: 2.76237505273 2.65546596893 104% => OK
Unique words: 145.0 106.607317073 136% => OK
Unique words percentage: 0.555555555556 0.547539520022 101% => OK
syllable_count: 386.1 283.868780488 136% => OK
avg_syllables_per_word: 1.5 1.45097560976 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 1.53170731707 65% => OK
Article: 4.0 4.33902439024 92% => OK
Subordination: 5.0 1.07073170732 467% => Less adverbial clause wanted.
Conjunction: 1.0 0.482926829268 207% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 3.36585365854 59% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 11.0 8.94146341463 123% => OK
Sentence length: 23.0 22.4926829268 102% => OK
Sentence length SD: 41.6605725571 43.030603864 97% => OK
Chars per sentence: 121.454545455 112.824112599 108% => OK
Words per sentence: 23.7272727273 22.9334400587 103% => OK
Discourse Markers: 6.27272727273 5.23603664747 120% => OK
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 1.0 1.69756097561 59% => OK
Sentences with positive sentiment : 5.0 3.70975609756 135% => OK
Sentences with negative sentiment : 2.0 1.13902439024 176% => OK
Sentences with neutral sentiment: 4.0 4.09268292683 98% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.182641273606 0.215688989381 85% => OK
Sentence topic coherence: 0.0802593246921 0.103423049105 78% => OK
Sentence topic coherence SD: 0.0854158689467 0.0843802449381 101% => OK
Paragraph topic coherence: 0.142894111403 0.15604864568 92% => OK
Paragraph topic coherence SD: 0.108828187285 0.0819641961636 133% => OK
Essay readability:
automated_readability_index: 14.6 13.2329268293 110% => OK
flesch_reading_ease: 56.59 61.2550243902 92% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 11.1 10.3012195122 108% => OK
coleman_liau_index: 12.71 11.4140731707 111% => OK
dale_chall_readability_score: 8.47 8.06136585366 105% => OK
difficult_words: 61.0 40.7170731707 150% => OK
linsear_write_formula: 14.5 11.4329268293 127% => OK
gunning_fog: 11.2 10.9970731707 102% => OK
text_standard: 15.0 11.0658536585 136% => OK
What are above readability scores?
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Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 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.