Leadership comes naturally: one cannot learn to be a leader
It is established beyond doubt that people are born with some intrinsic predispositions; however, they can procure many aptitudes throughout their lives, and also they can weaken their inherent tendencies by not giving care about them. It is a widely-known fact that leaders have a paramount role in every companies (every company, not companies), and their aptitudes can directly change the progressive route of that company. A long-lasting and controversial question in this regard which has invariably caused a drastic contention among individuals is whether the outstanding qualities of a decent leader can be learned or not. A plethora of people might inclined toward the notion that successful leaders were born with some substantial tendencies which help them to be a good leader. However, I personally, rely on the idea that everyone can learn everything they want, and they can obtain the crucial and prerequisite qualities of a good leader. In what follows, I will cogently elaborate on my perspective through preparing two compelling and distinguished reasons.
The first exquisite point to be declared is that human beings are determined by their ability of learning (to learn) and getting proficient. It is strikingly axiomatic fact that years of diligent and hard-working eventually will culminate in success. Therefore, being a leader is not a hard culmination for human beings, and they can easily catch it. Some preeminent (superior) qualities of a good leader are being a good speaker, wise thinker, diligent and persevere, so all of these abilities can be developed in one's characteristics by working on them. Although I admit some people were born with several inherent abilities (skills), for example one could have a high level of IQ, this does not disprove the fact that people with low level of IQ cannot learn; they may learned in a slow rate, but eventually they learn. For the purpose of illustration, I could not talk till I was ten, I had started to talk (speak) gradually, and my parents had concerns about my future, for they thought it might be possible that I will be unable to talk in a suited manner; however, now I am a leader of a prestigious and well-known company. I worked hard, and I am now (currently) a decent and successful leader. This example undoubtedly authenticates the point that the qualities required for leadership can be learned.
Furthermore, another reason which has an inviolable right to be mentioned here is that people who have intrinsic predispositions to be a good leader also need to work hard like other people without those faculties. In actuality, individuals' tendencies can lessen or weaken if they do not care about the effect of hard-working. Not only can that proliferate (augment) our aptitudes in the wide variety of fields, but also it can contribute to flourishing (in flourishing) our abilities. Some relevant statistics which have been developed by a conducted research in Harvard university corroborate the notion that the number of successful leaders who have inborn abilities are more less than the leaders without them. They assess that only one percent of people who have a role of leadership have inborn traits, and also all them have claimed that they would not have been successful had they not work hard enough. This example unmistakably verifies that people's successfulness has nothing to do with their intrinsic abilities.
Taking all the aforementioned reasons, and examples into account, one can deduce that there is nothing that people cannot learn, and according to the fact that human beings are able to learn everything, so being a good leader is not exclusive one. I vehemently recommend that the reported reasons be taken as additional information to be considered by parents who have compelled their children to work on some restricted fields because they might think their children have not outstanding inborn tendencies.
- the clay jars which had been discovered in Iraq have nothing to do with producing electricity 80
- What is your approach to problem-solving, and how does it work for you? Use specific details to support your response. 73
- What are some important qualities of a good supervisor (boss)? Use specific details and examples to explain why these qualities are important. 73
- It has recently been announced that a new restaurant may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer. 76
- People benefit more from traveling in their own country than from traveling to foreign countries. 73
Grammar and spelling errors:
Line 3, column 512, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... of these abilities can be developed in ones characteristics by working on them. Alt...
^^^^
Line 3, column 1036, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a suited manner" with adverb for "suited"; eg, "in a hasty manner" with "hastily".
... possible that I will be unable to talk in a suited manner; however, now I am a leader of a presti...
^^^^^^^^^^^^^^^^^^
Line 3, column 1148, Rule ID: NOW_CURRENTLY[1]
Message: Use simply 'now'.
Suggestion: now
...-known company. I worked hard, and I am now currently a decent and successful leader. This ex...
^^^^^^^^^^^^^
Line 5, column 537, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'conducted research'.
Suggestion: conducted research
...statistics which have been developed by a conducted research in Harvard university corroborate the n...
^^^^^^^^^^^^^^^^^^^^
Line 5, column 671, Rule ID: MOST_COMPARATIVE[2]
Message: Use only 'less' (without 'more') when you use the comparative.
Suggestion: less
...l leaders who have inborn abilities are more less than the leaders without them. They ass...
^^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, may, so, then, therefore, well, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 33.0 15.1003584229 219% => Less to be verbs wanted.
Auxiliary verbs: 26.0 9.8082437276 265% => Less auxiliary verb wanted.
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 28.0 11.0286738351 254% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 73.0 43.0788530466 169% => Less pronouns wanted
Preposition: 69.0 52.1666666667 132% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 3276.0 1977.66487455 166% => OK
No of words: 636.0 407.700716846 156% => Less content wanted.
Chars per words: 5.15094339623 4.8611393121 106% => OK
Fourth root words length: 5.02185627292 4.48103885553 112% => OK
Word Length SD: 2.97074458097 2.67179642975 111% => OK
Unique words: 292.0 212.727598566 137% => OK
Unique words percentage: 0.459119496855 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 1020.6 618.680645161 165% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 11.0 1.86738351254 589% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 62.6709892419 48.9658058833 128% => OK
Chars per sentence: 148.909090909 100.406767564 148% => OK
Words per sentence: 28.9090909091 20.6045352989 140% => OK
Discourse Markers: 3.95454545455 5.45110844103 73% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.257732290861 0.236089414692 109% => OK
Sentence topic coherence: 0.0859682710289 0.076458572812 112% => OK
Sentence topic coherence SD: 0.0797662897352 0.0737576698707 108% => OK
Paragraph topic coherence: 0.188773779392 0.150856017488 125% => OK
Paragraph topic coherence SD: 0.0808831562879 0.0645574589148 125% => OK
Essay readability:
automated_readability_index: 17.3 11.7677419355 147% => OK
flesch_reading_ease: 43.06 58.1214874552 74% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.2 10.1575268817 140% => OK
coleman_liau_index: 13.18 10.9000537634 121% => OK
dale_chall_readability_score: 8.8 8.01818996416 110% => OK
difficult_words: 152.0 86.8835125448 175% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
---------------------
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.