Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely succeed. Write a response in which you discuss to what extent you agree or disagree with the claim. In developing and supporting y

Essay topics:

Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely succeed.

Write a response in which you discuss to what extent you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.

Educational institutions have responsibilities to teach students the knowledge of the field, critical thinking, ways of solving problems and encourage them to perform better in their chosen field. They do not have a responsibility to dissuade students from pursuing fields of study in which they will unlikely succeed because students have their reasons for choosing a field of study; nobody is capable of predicting the future for sure; different people may have different definitions for “success.” Therefore, I disagree with the claim.

Very often, students choose a field for some particular reasons. These reasons will greatly affect they effort made in the field. For example, some students choose their fields because of their interest. Some students choose a field because of their family background, say, their family business needs them to have knowledge of certain field. These reasons are often the motivations which have a substantial impact on the achievement of students. Consequently, some students may not be the most talent ones; yet, motivated by the great interest, they may eventually succeed. On the other hand, if the educational institutions insist on dissuading students from the fields, they may lose original motivation. As a result, students may fail in the field where their institutions predict they will succeed. Moreover, different people may have different definitions for “success.” For some people, their chosen fields may not get them the best lives or much extra money; nevertheless, they are happy with what they are doing. This is considered “success” though many educational institutions may disagree. In this way, schools may curtail their happiness by persuading them to change their chosen field. Therefore, the choices should be left to students. What the educational institutions need to do is to equip the students with the knowledge of their chosen field, and help boost their performance and chance of success.

One may argue that students may make wrong choices. Some people may later realize that they have chosen the wrong field and wish someone have told him. After spending a great deal of money, time, and effort, they still could not make a better living. Some may have to struggle to pay the student loans. I agree that not all students turn to be happy with their field of study. However, the educational institutions will not help solve the problems by dissuading them from pursuing fields of study in which they are unlikely to succeed. First, there are some intrinsic reasons which will hamper students from succeeding in any field. These reasons could be laziness, dishonesties, and/or opinionated. In other words, the failure of some students has nothing with the choice of the field but their characteristics. Second, when the educational institutions dissuade students from one field of study, they will have to suggest them to an alternative field of study. The question is: are they sure that the students will succeed in the recommended field? Probably not. No one is certain about the future. Along with the rapid changes with the society and the students, the suggested field may fail the students. They listened to the “experts” at school and changed his field. Then, the chosen fields fail them, and they would have been succeeded if they had stuck to their own choices. Thus, the educational institutions will not help solve the problems by dissuading them from pursuing fields of study in which they are unlikely to succeed.

In conclusion, students have their reasons for their chosen field of study, which helps motivate them. In addition, as for the possible issues that one may argue, these issues do happen; yet, the educational institutions will not help solve them by dissuading them from pursuing fields of study in which they are unlikely to succeed. Thus, I disagree with the claim.

Votes
Average: 5 (1 vote)
Essay Categories

Comments

Grammar and spelling errors:
Line 1, column 191, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
... them to perform better in their chosen field. They do not have a responsibility to d...
^^^^^
Line 3, column 1214, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
... persuading them to change their chosen field. Therefore, the choices should be left ...
^^^^^
Line 3, column 1377, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...ents with the knowledge of their chosen field, and help boost their performance and c...
^^^^^
Line 5, column 129, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...hey have chosen the wrong field and wish someone have told him. After spending a ...
^^^
Line 5, column 140, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'has'.
Suggestion: has
...osen the wrong field and wish someone have told him. After spending a great deal o...
^^^^
Line 7, column 61, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...nts have their reasons for their chosen field of study, which helps motivate them. In...
^^^^^

Discourse Markers used:
['but', 'consequently', 'first', 'however', 'if', 'may', 'moreover', 'nevertheless', 'second', 'so', 'still', 'then', 'therefore', 'thus', 'as for', 'for example', 'in addition', 'in conclusion', 'as a result', 'in other words', 'on the other hand']

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance in Part of Speech:
Nouns: 0.219478737997 0.240241500013 91% => OK
Verbs: 0.161865569273 0.157235817809 103% => OK
Adjectives: 0.0685871056241 0.0880659088768 78% => OK
Adverbs: 0.039780521262 0.0497285424764 80% => OK
Pronouns: 0.0699588477366 0.0444667217837 157% => Less pronouns wanted. Try not to use 'you, I, they, he...' as the subject of a sentence
Prepositions: 0.113854595336 0.12292977631 93% => OK
Participles: 0.0342935528121 0.0406280797675 84% => OK
Conjunctions: 2.91136960209 2.79330140395 104% => OK
Infinitives: 0.0246913580247 0.030933414821 80% => OK
Particles: 0.0 0.0016655270985 0% => OK
Determiners: 0.0946502057613 0.0997080785238 95% => OK
Modal_auxiliary: 0.0384087791495 0.0249443105267 154% => OK
WH_determiners: 0.0150891632373 0.0148568991511 102% => OK

Vocabulary words and sentences:
No of characters: 3918.0 2732.02544248 143% => OK
No of words: 625.0 452.878318584 138% => OK
Chars per words: 6.2688 6.0361032391 104% => OK
Fourth root words length: 5.0 4.58838876751 109% => OK
words length more than 5 chars: 0.3712 0.366273622748 101% => OK
words length more than 6 chars: 0.2672 0.280924506359 95% => OK
words length more than 7 chars: 0.2064 0.200843997647 103% => OK
words length more than 8 chars: 0.12 0.132149295362 91% => OK
Word Length SD: 2.91136960209 2.79330140395 104% => OK
Unique words: 243.0 219.290929204 111% => OK
Unique words percentage: 0.3888 0.48968727796 79% => More unique words wanted or less content wanted.
Word variations: 47.0165918725 55.4138127331 85% => OK
How many sentences: 35.0 20.6194690265 170% => OK
Sentence length: 17.8571428571 23.380412469 76% => OK
Sentence length SD: 64.9443466613 59.4972553346 109% => OK
Chars per sentence: 111.942857143 141.124799967 79% => OK
Words per sentence: 17.8571428571 23.380412469 76% => OK
Discourse Markers: 0.6 0.674092028746 89% => OK
Paragraphs: 4.0 4.94800884956 81% => OK
Language errors: 6.0 5.21349557522 115% => OK
Readability: 44.5771428571 51.4728631049 87% => OK
Elegance: 1.35353535354 1.64882698954 82% => OK

Coherence and Cohesion:
Essay topic to essay body coherence: 0.421761120509 0.391690518653 108% => OK
Sentence sentence coherence: 0.110313403617 0.123202303941 90% => OK
Sentence sentence coherence SD: 0.0805030823797 0.077325440228 104% => OK
Sentence paragraph coherence: 0.423051855947 0.547984918172 77% => OK
Sentence paragraph coherence SD: 0.175280668258 0.149214159877 117% => OK
Sentence topic coherence: 0.15177804226 0.161403998019 94% => OK
Sentence topic coherence SD: 0.100173861187 0.0892212321368 112% => OK
Paragraph paragraph coherence: 0.637018145269 0.385218514788 165% => OK
Paragraph paragraph coherence SD: 0.0472578007311 0.0692045440612 68% => OK
Paragraph topic coherence: 0.366565770648 0.275328986314 133% => OK
Paragraph topic coherence SD: 0.0518269139827 0.0653680567796 79% => The ideas may be duplicated in paragraphs.

Task Achievement:
Sentences with positive sentiment : 15.0 10.4325221239 144% => OK
Sentences with negative sentiment : 13.0 5.30420353982 245% => OK
Sentences with neutral sentiment: 7.0 4.88274336283 143% => OK
Positive topic words: 14.0 7.22455752212 194% => OK
Negative topic words: 12.0 3.66592920354 327% => OK
Neutral topic words: 4.0 2.70907079646 148% => OK
Total topic words: 30.0 13.5995575221 221% => OK
What are sentences with positive/Negative/neutral sentiment?

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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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Note: This is not the final score. 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.

Could anybody please help explain "The ideas may be duplicated in paragraphs" using the essay. or maybe give me some suggestions to avoid it? Thanks a lot!

This is related to your writing style. The two paragraphs in the body is too long. You may separate those two paragraphs to four paragraphs. like this:

para 1: introduction
para 2: argument 1
para 3: argument 2
para 4: argument 3
para 5: argument 4
para 6: conclusion

or in 5 paragraphs:
para 1: introduction
para 2: argument 1
para 3: argument 2
para 4: argument 3
para 5: conclusion

Read essays by this user who got 5.5 out of 6:
http://www.testbig.com/users/ayush

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You argued very well. The essay should get scores over 4.0.

answer 1: the e-grader is expecting five or six paragraphs. or the e-grader likes more ideas. When you have different and more ideas, most likely you are going to make the paragraphs shorter, and hopefully it is going to remove the issue "ideas maybe duplicated,".

answer 2: Yes, you do, but it is not suggested. The correct way is to develop more ideas/arguments. When you have different ideas/arguments, you are forced to write different words. and also remember that the essay is not judged only by 'different words'. Need to put everything together to get higher marks.