Educational institutions should actively encourage their students to choose fields of study that will prepare them for lucrative careers.
The employment issue has become a problem not only for young graduates but also for the whole society. Many young college students fail to find jobs after graduating from schools, and therefore some people argue that it is better for college students to choose subjects that will help them get jobs rather than choose subjects they are interested in. However, I do not agree with this opinion.
Admittedly, pursuing a high quality of life is the target of many college students, and therefore taking classes that can help them get jobs will help them achieve this goal. Some cold subjects, such as anthropology, can give students the opportunity to broaden their horizons, but such subjects may not be useful when students intend to find decent jobs. By contrast, some courses, such as marketing, are quite popular and accepted by many interviewers, and if students take such courses, they will obtain knowledge which is necessary when they enter the workforce. Nevertheless, even if some practical courses can assist students to land jobs, that should not be the only criterion when students choose what subjects they want to take.
To begin with, interest is the most effective motivation factor for students’ study. When college students are encouraged to take courses that will help them secure employment, their own interests may not be taken into consideration. The result is that when students get bored of the courses they take, nothing will support them to continue their study. In contrast, if students choose subjects actively, at least, their curiosity and enthusiasm will function well when they feel exhausted or bored, and it is noteworthy that such curiosity and enthusiasm are not created by others, but by themselves. Therefore, encouraging students to take courses that arouse their interests will help students continue to study even if they encounter difficulties.
In addition, college students may fail to get jobs even if they take some courses that seem to help them to get jobs. Take the history of beepers, or pagers, as an example. When beepers were developed in the last century, the devices became popular among the public in a short time, and at that moment, knowing how to repair beepers can help people earn a huge amount of money. However, if students really chose to take a course and learn how to repair beepers, before they finished the course, they would find that the first version of the mobile phone appeared as well. Subsequently, in a even shorter time, beepers were replaced by mobile phones. The instance of beepers actually implies that some courses may turn out to be useful at a given time point, but whether these courses will be useful in the future actually remains uncertain.
In conclusion, it is meaningless to encourage college students to deliberately choose courses that will help their employment, because interest functions better than other things in terms of stimulating people to study, and whether those courses will still be helpful when students graduate is also a question.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-08-21 | wopona8219 | 58 | view |
| 2023-08-21 | wopona8219 | 58 | view |
| 2023-08-21 | TiOluwani97 | 83 | view |
| 2023-07-05 | PranaviN | 50 | view |
| 2023-05-25 | shashank__hegde | 33 | view |
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Grammar and spelling errors:
Line 5, column 272, Rule ID: BORED_OF[1]
Message: Did you mean 'bored with'?
Suggestion: bored with
...n. The result is that when students get bored of the courses they take, nothing will sup...
^^^^^^^^
Line 7, column 590, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...hone appeared as well. Subsequently, in a even shorter time, beepers were replace...
^
Transition Words or Phrases used:
actually, also, but, first, however, if, may, nevertheless, really, so, still, therefore, thus, well, at least, in addition, in conclusion, in contrast, such as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 22.0 11.3162921348 194% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 54.0 58.6224719101 92% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2556.0 2235.4752809 114% => OK
No of words: 499.0 442.535393258 113% => OK
Chars per words: 5.12224448898 5.05705443957 101% => OK
Fourth root words length: 4.72634191566 4.55969084622 104% => OK
Word Length SD: 2.65178197876 2.79657885939 95% => OK
Unique words: 231.0 215.323595506 107% => OK
Unique words percentage: 0.462925851703 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 774.0 704.065955056 110% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 10.0 1.77640449438 563% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 68.5469287455 60.3974514979 113% => OK
Chars per sentence: 134.526315789 118.986275619 113% => OK
Words per sentence: 26.2631578947 23.4991977007 112% => OK
Discourse Markers: 9.21052631579 5.21951772744 176% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.21952242105 0.243740707755 90% => OK
Sentence topic coherence: 0.081274543523 0.0831039109588 98% => OK
Sentence topic coherence SD: 0.0638536211059 0.0758088955206 84% => OK
Paragraph topic coherence: 0.149166844244 0.150359130593 99% => OK
Paragraph topic coherence SD: 0.0681821381045 0.0667264976115 102% => OK
Essay readability:
automated_readability_index: 15.8 14.1392134831 112% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 8.22 8.38706741573 98% => OK
difficult_words: 104.0 100.480337079 104% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
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.