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.
This topic raises a controversial issue of whether the educational institution plays a role in dissuading students who are unlikely to succeed in their pursuing fields. Indisputably, educational institution plays a vital role in one's success, definitely institutes can find what are the abilities and disabilities of the student. Nevertheless, educational institutions should not impede the student from his/her desires and motivation. Thus, I generally disagree with this point, educational institutions should guide the students but they should not put compulsion on them.
Firstly, the students in institutions are from different educational backgrounds, and they all have different mental abilities. Some students are good at a particular course while others are not, but others may have knowledge of other topics and may have different interests. Likewise, some students have the ability to work hard and achieve anything, even at the things they are bad at. Therefore it is unlikely that if the student is lacking in a particular subject, he will not succeed. It may happen that he works twice as the other students and can score well in the future. Therefore, institutions should not prevent students from their course of interest.
Additionally, the institutions should not only focus on teaching the new terms and knowledge only, rather they should focus on different interests of the students. Because it may possible that the student has a creative mentality and can succeed in other subjects, instead of technical subjects. Moreover, if educational institutions help to find students their hidden abilities then, it might be very helpful for students to get proper guidance to succeed further. Hence, different events should be performed in institutions to find the hidden potentials of students.
Conversely, no one other than the educational institute better understands the student's abilities. They can understand and observe the students very closely and able to find the lacking areas of students. If the student continues to study in the particular field in which he can't get good knowledge and score then it might be wasteful for the student because he can understand the lessons taught, but he may not be able to apply in real life. Also, if the institute recognizes the lower performing students and shifts them to their area of interest then, it might be beneficial for the other students to seek that course who have knowledge of that course and want to pursue that course.
In conclusion, according to me, institutions should help their students to find weak and strong areas of their interest but they should not force students or prevent them, from pursuing their desired course of study. Also, institutions should organize different events and should encourage students to participate in different events to find their real interests, rather than placing compulsion on the lower performing students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
| 2020-01-20 | maneesha ch | 50 | view |
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Grammar and spelling errors:
Line 1, column 230, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...ional institution plays a vital role in ones success, definitely institutes can find...
^^^^
Line 5, column 389, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...ng, even at the things they are bad at. Therefore it is unlikely that if the student is l...
^^^^^^^^^
Line 13, column 276, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...udy in the particular field in which he cant get good knowledge and score then it mi...
^^^^
Line 13, column 276, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'he' must be used with a third-person verb: 'cants'.
Suggestion: cants
...udy in the particular field in which he cant get good knowledge and score then it mi...
^^^^
Transition Words or Phrases used:
also, but, conversely, first, firstly, hence, if, likewise, may, moreover, nevertheless, so, then, therefore, thus, well, while, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 40.0 33.0505617978 121% => Less pronouns wanted
Preposition: 53.0 58.6224719101 90% => OK
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2486.0 2235.4752809 111% => OK
No of words: 461.0 442.535393258 104% => OK
Chars per words: 5.39262472885 5.05705443957 107% => OK
Fourth root words length: 4.63367139033 4.55969084622 102% => OK
Word Length SD: 2.9180905761 2.79657885939 104% => OK
Unique words: 198.0 215.323595506 92% => More unique words wanted.
Unique words percentage: 0.429501084599 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 754.2 704.065955056 107% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 48.5523171435 60.3974514979 80% => OK
Chars per sentence: 124.3 118.986275619 104% => OK
Words per sentence: 23.05 23.4991977007 98% => OK
Discourse Markers: 7.1 5.21951772744 136% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.20992753301 0.243740707755 86% => OK
Sentence topic coherence: 0.0795840883129 0.0831039109588 96% => OK
Sentence topic coherence SD: 0.0381129930322 0.0758088955206 50% => OK
Paragraph topic coherence: 0.131029672833 0.150359130593 87% => OK
Paragraph topic coherence SD: 0.0444473992655 0.0667264976115 67% => OK
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.28 12.1639044944 117% => OK
dale_chall_readability_score: 8.07 8.38706741573 96% => OK
difficult_words: 96.0 100.480337079 96% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.