Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. Write a response in which you discuss the extent to which 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.
Leading students for better future is definitely one of the most important duty of educational institutions. This good will, unfortunately, sometimes results in tragedies due to the lack of knowledge and the uncertain nature of our lives. Some students are advised to give up their currently pursuing careers though they have hidden potentials on it; others are led by their mentors to the field that destroy their lives with despairs, failures, and maladaptiveness. Hence even with the delicate cares it is hard for teachers or mentors to say their students what should they do for the careers.
Take, for example, the case of Thomas Edison. He was often discouraged by his teacher in school since she persistently doubted his intellectual abilities. In fact, her observations were not that far from the reality: He sometimes struggled with reading articles, understanding materials covered in the school, and getting around with friends in school. It was natural for her to dissuading Edison and his mother from higher education. However, as we all know, he did not give up and eventually succeeded in becoming the most innovative inventor in 20th century. This is not a rare case. Stephen Curry was once heard that he would never be a basketball player because of his height. The evaluation was reasonable, regarding that he has relatively short compared to the giants in NBA. Rather than giving up, he decided to hone his niche; he practiced harder to develop 3-points shoot skills. Many sports journalists now admit that he is historically one of the most impressive basketball player characterized by awe-arising 3-point shooting skills. If these people gave up when they heard some ‘rational advices,’ there would have never been the innovator or the champion. Unfortunately, though not zero, the odd is pretty low; not everyone can succeed like these.
Teenagers often want to become a superstar. They want to live a special life beloved by everyone. Unfortunately, by definition of superstar not everyone can be the one; there must be someone who miserably fails and tastes the bitterness of life. South Korea boasts hundreds of K-pop stars who make millions of dollars and enjoy the lives as celebrities. However, only few point out that there are hundreds of thousands of young kids who prepare to be a star for a number of years and fail to be one in the end. Brazil also features tons of soccer stars, but it also has thousands of people in the country who fail to survive in the market. Those are what teachers and mentors want to avoid. What they aim to do is to drive their students for happy lives, not pushing them into competitions or challenges with almost zero success chance. So, sometimes they have to be hard-nosed and frankly say what they think about students’ possibilities.
Some might be worried about disappointments and mood of giving up when educational institutes would generate when they have students look into reality. Teachers sometimes turn away students by saying the truth that they have got a longshot, but some of them just do not give up and pursue their goal anyway. They do so probably because they really want to do what they meant to do, or they might have guts or experiences that make them convinced for pursuing their goals. Note that many professors discourage students who allege that they want to pursue a Ph. D. degree to test them whether they are seriously determined. If they continue pursuing, then such students would be robust to the advice from the institutes, and succeed after all.
Therefore, educational institution and teachers should play roles as red teams that test students so that they realize their odds and own determination on pursuing the career and goals. After filtering rigorously, students will less suffer from wrong choices and more likely to succeed in the careers.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-09-21 | hubi | 58 | view |
| 2018-09-01 | BigSize2Shots | 79 | view |
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supp 79
- In any field of endeavor, it is impossible to make a significant contribution without first being strongly influenced by past achievements within that field. 83
- A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer. 66
- “Some people believe that government funding of the arts is necessary to ensure that the arts can flourish and be available to all people. Others believe that government funding of the arts threatens the integrity of the arts.”Write a response in whic 83
- To understand the most important characteristics of a society, one must study its major cities. 58
Grammar and spelling errors:
Line 1, column 469, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...espairs, failures, and maladaptiveness. Hence even with the delicate cares it is hard...
^^^^^
Line 3, column 1116, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...n they heard some 'rational advices,' there would have never been the innova...
^^^^^^
Transition Words or Phrases used:
also, anyway, but, frankly, hence, however, if, look, really, regarding, so, then, therefore, after all, for example, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 20.0 11.3162921348 177% => OK
Pronoun: 68.0 33.0505617978 206% => Less pronouns wanted
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 5.0 12.9106741573 39% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3235.0 2235.4752809 145% => OK
No of words: 642.0 442.535393258 145% => Less content wanted.
Chars per words: 5.03894080997 5.05705443957 100% => OK
Fourth root words length: 5.03365860172 4.55969084622 110% => OK
Word Length SD: 2.80989674981 2.79657885939 100% => OK
Unique words: 339.0 215.323595506 157% => OK
Unique words percentage: 0.528037383178 0.4932671777 107% => OK
syllable_count: 988.2 704.065955056 140% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 33.0 20.2370786517 163% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.599667326 60.3974514979 75% => OK
Chars per sentence: 98.0303030303 118.986275619 82% => OK
Words per sentence: 19.4545454545 23.4991977007 83% => OK
Discourse Markers: 3.78787878788 5.21951772744 73% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 18.0 10.2758426966 175% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.146820192181 0.243740707755 60% => OK
Sentence topic coherence: 0.0370626967064 0.0831039109588 45% => OK
Sentence topic coherence SD: 0.0361377742219 0.0758088955206 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.0945166838282 0.150359130593 63% => OK
Paragraph topic coherence SD: 0.0400190856874 0.0667264976115 60% => OK
Essay readability:
automated_readability_index: 12.0 14.1392134831 85% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.8420337079 124% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 11.95 12.1639044944 98% => OK
dale_chall_readability_score: 8.15 8.38706741573 97% => OK
difficult_words: 145.0 100.480337079 144% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 79.17 out of 100
Scores by essay e-grader: 4.75 Out of 6
---------------------
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.