There are certain aspects educators can take into account when considering and investigating the roles schools take in guiding their students. The statement claims that educational institutions should discourage their students from learning what they are not likely to succed. However, I hold the quite opposite point of view, For schools should not be success-oriented and have the responsibility to provide as much opportunities as possible for students to try different things, to get more experience and to discover the world.
The statement suggests educational organizations should dissuade their students from studying something they have a low chance of success. The assumption is that with limited time and resources, it is more efficient for each student to focus on the area they are good at, making them more competitive and more likely to win in the future. For example, teaching a boy without a good voice singing is almost a waste of his time and efforts, which he could be used to practice basketball and even become an NBA star years later. Surely, teaching him basketball seems to be a more wisedom and reasonable choice.
The claim may sounds appealing, is however, not good for the development of a child in the long term. First of all, it is hard for anyone to judge if it is possible for a student to be a leader in a certain field of study, and thus preventing them from learning certain knowledge or techniques may preclude the student from making achievements in those areas. Take myself as an example, when I was in primary school, I wasn't good at writing, and nor me neither my teacher thought I would be a good writer. However, after entering middle school, I gradually became really interested in writing, and made great efforts improving myself under the help from my Chinese teacher. Eventually, I was almost the best student in writing class in my high school. I cannot imagine what would happen if my primary school teacher have told not to spend lots of time on writing just because I was not good at it at that time. Children are developing quickly, and no one knows what will happen to them. Making judgements simply based on a stage in their growth is, if not comletely wrong, but irresponsible.
In contrary to the statement, it is undeniable that learning as much diverse knowledge as possible helps the student to development mentally in a versatile pattern. Scientists have concluded when processing various types of information, for instance, while reading and listening to the music, different parts of our brain are activited. That is to say, although someone does not have singing genes and do not want to be a singer in the future, practicing singing is also beneficial, for it makes sure all parts of the brain are trained equally. The balanced brain development, will in turn, help one to succeed in other fields he is good at and interested in.
For the aforementioned evidence, I firmly believe that educational institutions have the responsibility to provide equal opportunities to all students regardless of their talents or performance in some certain areas. Education is for knowledge and should not be led by future success or outcomes.
Grammar and spelling errors:
Line 1, column 413, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
...d have the responsibility to provide as much opportunities as possible for students ...
^^^^
Line 5, column 420, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wasn't
...xample, when I was in primary school, I wasnt good at writing, and nor me neither my ...
^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, really, so, thus, while, for example, for instance, first of all, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 45.0 33.0505617978 136% => Less pronouns wanted
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2668.0 2235.4752809 119% => OK
No of words: 536.0 442.535393258 121% => OK
Chars per words: 4.9776119403 5.05705443957 98% => OK
Fourth root words length: 4.81161862636 4.55969084622 106% => OK
Word Length SD: 2.88606317661 2.79657885939 103% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.507462686567 0.4932671777 103% => OK
syllable_count: 831.6 704.065955056 118% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 54.0842544181 60.3974514979 90% => OK
Chars per sentence: 127.047619048 118.986275619 107% => OK
Words per sentence: 25.5238095238 23.4991977007 109% => OK
Discourse Markers: 5.52380952381 5.21951772744 106% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.221965891223 0.243740707755 91% => OK
Sentence topic coherence: 0.06375030173 0.0831039109588 77% => OK
Sentence topic coherence SD: 0.0783123917136 0.0758088955206 103% => OK
Paragraph topic coherence: 0.131010387987 0.150359130593 87% => OK
Paragraph topic coherence SD: 0.0432434360498 0.0667264976115 65% => OK
Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 11.9 12.1639044944 98% => OK
dale_chall_readability_score: 8.21 8.38706741573 98% => OK
difficult_words: 113.0 100.480337079 112% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.