Governments should offer a free university education to any student who has been admitted to a university but who cannot afford the tuition.
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.
With the country’s ballooning student debt, governments must judiciously consider ways for students to attend college in a more frugal manner. One such policy is offering a free education to those who have been admitted but cannot afford the tuition. This would not include other fees like housing and food, but it would unburden families from quite financially. Although this policy sounds great in writing and for political followers, it is one that government should not implement: It is too expensive, there is no certainty the in its returns on risk, and it overextends the government’s power.
This policy is indubitably too difficult to pay and consequentially should not be implemented. Governments sometimes forget that we must aim for a balanced budget, namely one that earns as much (or more) revenue as it does expentidures. When the government spends more than it earns, it goes into debt/ When that debt continues to grow, it can become insolvent. This would be a fiscal nightmare, as many of those students would carry the burden because, ironically, they would not be able to continue their studies; who would pay? The question is begged: Would we want students to only complete their 2nd or 3rd year, only to find that, because of bankruptcy, they cannot continue?
Additionally, this policy assumes that all students attending college graduate, enter the economy, and contribute significantly more so than high school students. However, there is no certainty the returns outweigh the risk itself. Each year, 20% of students drop out because of family, financial, or personal reasons. In other words, they cannot—or may not—complete their studies. Ironically, the so-called students that we want contributing by getting a college education wind up working at a job that does not require one. Yet again, we must ask ourselves the following: Is this the result we want?
Finally, governments should not offer a free university education because they, in fact, cannot. It is an overextension of what they are permitted to do. The Constitution states that Congress must oversee interstate commerce. While some students do come from other states, e.g. a Texan coming to Binghamton University (which is located in New York), most students typically attend a college in their own state. By letting Congress offer a free university education in writing, we are legally allowing Congress to bypass that law. Whether this is a moral issue or not is a moot point; in law, we must follow what is written in code, and if we want to change that writing, we must go through a long process of amending it.
It is important to note that the idea of a free university education is not universally a bad idea. There are plenty of students across the nation that cannot afford a free university education. are deserving of one, and have potential for financial success with a degree. These are the next generation’s lawyers, entrepreneurs, and scientists. They will change our world. Additionally, after a certain year, they may no longer need support from the government because they may start work on-campus that covers the expenses—or even get support from a company they interned for. In other words, they slowly are cosseted off of government support. That being said, we simply cannot risk these few individuals, who are the outliers, let us make fiscal decision when most likely will not become so successful.
May it be said again: Government should not offer a free university education to any student admitted to a university but cannot afford the tuition. It sounds great but is impractical to implement. It is too difficult financially, takes on too large a financial risk, and is even a legal issue. Even if implemented, who knows which states would sue the federal government? Instead of encouraging a college education by offering free tuition, should we not consider high school-based classes that tailor toward certain industries, like woodworking or accounting? This would instead prepare them for work in a field that would later qualify them for a college education. These non-student, qualified professionals would be ready for college many years. Courses like accounting, sales management, human resource management, and culinary are all fields that need individuals, and students can enter those careers with the thought that maybe they will return to college—or maybe they won’t. If government is so concerned about college education, then they should realize that what matters most is not the college education; it is the preparation for a career—and that is just as possible in a high school setting.
Post date | Users | Rates | Link to Content |
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2018-12-04 | Nguyen Duy Nghi | 66 | view |
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Grammar and spelling errors:
Line 9, column 196, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Are
...not afford a free university education. are deserving of one, and have potential fo...
^^^
Line 9, column 196, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...not afford a free university education. are deserving of one, and have potential for financia...
^^^^^^^^^^^^^
Transition Words or Phrases used:
but, e.g., finally, however, if, may, so, then, while, in fact, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 37.0 19.5258426966 189% => OK
Auxiliary verbs: 40.0 12.4196629213 322% => Less auxiliary verb wanted.
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 30.0 11.3162921348 265% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 85.0 33.0505617978 257% => Less pronouns wanted
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 30.0 12.9106741573 232% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3911.0 2235.4752809 175% => OK
No of words: 754.0 442.535393258 170% => Less content wanted.
Chars per words: 5.18700265252 5.05705443957 103% => OK
Fourth root words length: 5.24013935268 4.55969084622 115% => OK
Word Length SD: 2.9616429925 2.79657885939 106% => OK
Unique words: 358.0 215.323595506 166% => OK
Unique words percentage: 0.474801061008 0.4932671777 96% => OK
syllable_count: 1197.9 704.065955056 170% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 27.0 6.24550561798 432% => Less pronouns wanted as sentence beginning.
Article: 4.0 4.99550561798 80% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 11.0 1.77640449438 619% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 38.0 20.2370786517 188% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 54.2801864649 60.3974514979 90% => OK
Chars per sentence: 102.921052632 118.986275619 86% => OK
Words per sentence: 19.8421052632 23.4991977007 84% => OK
Discourse Markers: 2.05263157895 5.21951772744 39% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 18.0 10.2758426966 175% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.243121212229 0.243740707755 100% => OK
Sentence topic coherence: 0.0671665695298 0.0831039109588 81% => OK
Sentence topic coherence SD: 0.0893520835486 0.0758088955206 118% => OK
Paragraph topic coherence: 0.139634516422 0.150359130593 93% => OK
Paragraph topic coherence SD: 0.0601249936576 0.0667264976115 90% => OK
Essay readability:
automated_readability_index: 12.9 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 52.19 48.8420337079 107% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 12.82 12.1639044944 105% => OK
dale_chall_readability_score: 8.18 8.38706741573 98% => OK
difficult_words: 172.0 100.480337079 171% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.