Some students take one year off between school and university. Do the advantages outweigh the disadvantages?
Introduction:
Taking a gap year between finishing school and starting university is becoming increasingly popular among students around the world. This period, often referred to as a "gap year," allows students to engage in various activities such as traveling, working, volunteering, or pursuing personal interests. While some argue that taking a year off can delay academic progress and career development, I believe the advantages of a gap year outweigh the disadvantages. This essay will discuss both perspectives and explain why the benefits of taking a gap year are more significant.
Body Paragraph 1: Advantages of Taking a Gap Year
One of the primary advantages of taking a gap year is the opportunity for personal growth and development. During this time, students can explore new cultures, learn new skills, and gain valuable life experiences that are not typically available in a classroom setting. For example, traveling to a foreign country can help students develop independence, adaptability, and intercultural communication skills, which are highly valuable in today's globalized world. Additionally, a gap year can provide students with the chance to discover their interests and passions, which can lead to more informed decisions about their future education and career paths.
Moreover, a gap year can also be beneficial for mental health and well-being. After years of intense academic study, many students feel burnt out and in need of a break. A gap year can offer a much-needed respite, allowing students to recharge and return to their studies with renewed energy and focus. This break can lead to improved academic performance and increased motivation when they eventually start university.
Body Paragraph 2: Disadvantages of Taking a Gap Year
On the other hand, there are some potential disadvantages to taking a gap year. One concern is that students may lose academic momentum, making it more difficult for them to adjust to the rigorous demands of university life. The extended break from structured learning can result in a decline in academic skills and knowledge retention. Furthermore, there is a risk that students may become too comfortable during their time off and decide not to pursue higher education at all.
Another disadvantage is the financial burden that a gap year can impose. Traveling or participating in various programs can be expensive, and not all students have the financial resources to support such activities. In some cases, students may need to work to save money for their gap year, which can delay their university education and entry into the workforce.
Body Paragraph 3: Weighing the Advantages and Disadvantages
Despite these drawbacks, I believe that the advantages of taking a gap year outweigh the disadvantages. The personal growth, life experiences, and skills gained during a gap year can have a profound impact on a student's future. Many universities and employers recognize the value of a gap year and appreciate the maturity and global perspective it can provide. Additionally, the financial burden of a gap year can be mitigated through careful planning, scholarships, and choosing cost-effective activities.
In terms of losing academic momentum, it is worth noting that many students return from a gap year more focused and determined to succeed in their studies. The time spent away from formal education can enhance a student's appreciation for learning and provide clarity on their academic and career goals.
Conclusion:
In conclusion, while there are some potential disadvantages to taking a gap year, such as loss of academic momentum and financial strain, the advantages far outweigh them. A gap year offers students a unique opportunity for personal growth, skill development, and mental rejuvenation. These benefits can lead to greater success and satisfaction in their future academic and professional endeavors. Therefore, I believe that taking a year off between school and university can be a highly valuable and enriching experience for students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-08-25 | pezhmanlamei | 67 | view |
| 2021-06-04 | ankur25 | 78 | view |
| 2019-07-30 | preet kaur | 73 | view |
| 2019-07-30 | preet kaur | 73 | view |
| 2019-07-30 | preet kaur | 73 | view |
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Grammar and spelling errors:
Line 3, column 168, 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
...orld. This period, often referred to as a 'gap year,' allows students t...
^
Line 3, column 184, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: ,
...d, often referred to as a 'gap year,' allows students to engage in vari...
^
Line 3, column 406, Rule ID: EN_GB_SIMPLE_REPLACE
Message: I is a common American expression, in British English it is more common to use: I
Suggestion: I
...ademic progress and career development, I believe the advantages of a gap year ou...
^
Line 19, column 26, Rule ID: EN_GB_SIMPLE_REPLACE
Message: I is a common American expression, in British English it is more common to use: I
Suggestion: I
...sadvantages Despite these drawbacks, I believe that the advantages of taking a...
^
Line 21, column 213, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...way from formal education can enhance a students appreciation for learning and provide c...
^^^^^^^^
Line 25, column 410, Rule ID: EN_GB_SIMPLE_REPLACE
Message: I is a common American expression, in British English it is more common to use: I
Suggestion: I
... and professional endeavors. Therefore, I believe that taking a year off between ...
^
Transition Words or Phrases used:
also, furthermore, if, may, moreover, so, therefore, well, while, for example, in conclusion, such as, in some cases, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 7.48453608247 214% => Less to be verbs wanted.
Auxiliary verbs: 24.0 4.92783505155 487% => Less auxiliary verb wanted.
Conjunction : 34.0 5.05154639175 673% => Less conjunction wanted
Relative clauses : 12.0 3.03092783505 396% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 32.0 32.9175257732 97% => OK
Preposition: 69.0 26.3917525773 261% => Less preposition wanted.
Nominalization: 18.0 3.85567010309 467% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3458.0 937.175257732 369% => Less number of characters wanted.
No of words: 629.0 206.0 305% => Less content wanted.
Chars per words: 5.49761526232 4.54256449028 121% => OK
Fourth root words length: 5.00798087137 3.78020617076 132% => OK
Word Length SD: 3.09760524226 2.54303337028 122% => OK
Unique words: 283.0 127.690721649 222% => Less unique words wanted.
Unique words percentage: 0.449920508744 0.622605031667 72% => More unique words wanted or less content wanted.
syllable_count: 1080.0 290.88556701 371% => syllable counts are too long.
avg_syllables_per_word: 1.7 1.41237113402 120% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.13402061856 88% => OK
Article: 9.0 0.824742268041 1091% => Less articles wanted as sentence beginning.
Subordination: 3.0 1.83505154639 163% => OK
Conjunction: 7.0 0.463917525773 1509% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 1.44329896907 485% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 29.0 12.6804123711 229% => Too many sentences.
Sentence length: 21.0 16.3608247423 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 30.1380493961 44.8134815571 67% => OK
Chars per sentence: 119.24137931 76.5299724578 156% => OK
Words per sentence: 21.6896551724 16.8248392259 129% => OK
Discourse Markers: 4.65517241379 4.34317383033 107% => OK
Paragraphs: 11.0 4.29896907216 256% => Less paragraphs wanted.
Language errors: 6.0 2.54639175258 236% => Less language errors wanted.
Sentences with positive sentiment : 21.0 7.41237113402 283% => Less positive sentences wanted.
Sentences with negative sentiment : 7.0 1.49484536082 468% => Less negative sentences wanted.
Sentences with neutral sentiment: 1.0 3.94845360825 25% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.336851143888 0.216113520407 156% => OK
Sentence topic coherence: 0.108314832748 0.0766984524023 141% => OK
Sentence topic coherence SD: 0.0912924888184 0.0603063233224 151% => OK
Paragraph topic coherence: 0.182755690528 0.12726935374 144% => OK
Paragraph topic coherence SD: 0.0792958151931 0.0580467560999 137% => OK
Essay readability:
automated_readability_index: 15.3 8.37731958763 183% => OK
flesch_reading_ease: 41.7 70.7449484536 59% => Flesch_reading_ease is low.
smog_index: 11.2 3.82989690722 292% => Smog_index is high.
flesch_kincaid_grade: 12.7 7.45979381443 170% => OK
coleman_liau_index: 14.62 8.71597938144 168% => OK
dale_chall_readability_score: 8.95 7.59969072165 118% => OK
difficult_words: 170.0 41.2886597938 412% => Less difficult words wanted.
linsear_write_formula: 12.5 8.62886597938 145% => OK
gunning_fog: 10.4 8.54432989691 122% => OK
text_standard: 13.0 8.15463917526 159% => OK
What are above readability scores?
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Maximum five paragraphs wanted.
Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 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.