Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
According to the speaker, education institutions should dissuade students from pursuing fields of study in which they are unlikely to succeed. I concede that if someone studies in the fields that he/she is not good at, is very frustrating. This kind of depression may hinder their motivation; thus the students may not be able to reach their goals in the study fields. However, how do we definite “success” can also decide if schools should dissuade students from pursuing the fields they do not seem quite good at.
I concede that people will be really disappointed if they find out they can’t succeed in what they are pursuing. If we spend more time on something we are good at, we might be able to reach the greater goals. Put this in education, when students pursue what they can handle well, they might get really good grades and achievement. Studying something we are not good at or something we’re already been told can’t succeed is really frustrating, and also reduce student’s motivation to pursue greater knowledge in that field. Spending time on what we’re already good at might to be more efficient.
However, the main idea is about success, and it can be many aspects of success. If we’re talking about have a great achievement or win the prizes in the studying field, I can agree with the speaker. But if we are talking about self-value, which can not be judged by the sociality, it might be haughty to dissuade someone from the field they are working on. We all have different angles about how success is, some might think about wealth, honor or being famous; some might think that pursuing something they really have enthusiasm in, is the greatest success.
Another point is how do we think about education, is an education all about succeeding? As we cannot have a direct definition of success, and education should service every citizen in the country. It doesn’t matter if people can “succeed” in the field that they’re working on, what really matters is, if they can gain knowledge and satisfaction from it? For instance, I’m not a native English speaker and have a really tough time preparing for the GRE test, it seems I’m unlikely to succeed at first; but when I kept studying, I knew that I’m improving, and this really gave me great satisfaction. What people can gain or whether they succeed doesn’t have an absolutely standard, and some abilities might not be observed.
In brief, students should or should not keep pursuing something they might not succeed it all depends on themselves. Only students know if they should keep on something that others might think inappropriate for them. It’s not an educational institution’s responsibility to dissuade them. And yet, someone who seems not able to succeed might have a great achievement at the end. So I disagree that educational institutions have the responsibility to dissuade students who are unlikely to succeed in a certain field.
Grammar and spelling errors:
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Suggestion:
According to the speaker, education inst...
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Line 2, column 1, Rule ID: WHITESPACE_RULE
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Suggestion:
...fields they do not seem quite good at. I concede that people will be really dis...
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Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...dy good at might to be more efficient. However, the main idea is about success,...
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Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...thusiasm in, is the greatest success. Another point is how do we think about e...
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Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
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... some abilities might not be observed. In brief, students should or should not...
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Message: Possible typo: you repeated a whitespace
Suggestion:
...ties might not be observed. In brief, students should or should not keep pursu...
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Transition Words or Phrases used:
also, but, first, however, if, may, really, so, thus, well, for instance, in brief, kind of, talking about
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 30.0 12.4196629213 242% => Less auxiliary verb wanted.
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 62.0 33.0505617978 188% => Less pronouns wanted
Preposition: 55.0 58.6224719101 94% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2457.0 2235.4752809 110% => OK
No of words: 495.0 442.535393258 112% => OK
Chars per words: 4.96363636364 5.05705443957 98% => OK
Fourth root words length: 4.71684168287 4.55969084622 103% => OK
Word Length SD: 2.74308472802 2.79657885939 98% => OK
Unique words: 208.0 215.323595506 97% => OK
Unique words percentage: 0.420202020202 0.4932671777 85% => More unique words wanted or less content wanted.
syllable_count: 722.7 704.065955056 103% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 1.0 4.99550561798 20% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 8.0 1.77640449438 450% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 43.2761388827 60.3974514979 72% => OK
Chars per sentence: 106.826086957 118.986275619 90% => OK
Words per sentence: 21.5217391304 23.4991977007 92% => OK
Discourse Markers: 4.60869565217 5.21951772744 88% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.418767551417 0.243740707755 172% => OK
Sentence topic coherence: 0.151899099085 0.0831039109588 183% => OK
Sentence topic coherence SD: 0.157446059698 0.0758088955206 208% => The coherence between sentences is low.
Paragraph topic coherence: 0.273294319544 0.150359130593 182% => OK
Paragraph topic coherence SD: 0.126848486993 0.0667264976115 190% => OK
Essay readability:
automated_readability_index: 12.7 14.1392134831 90% => Automated_readability_index is low.
flesch_reading_ease: 58.62 48.8420337079 120% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 11.49 12.1639044944 94% => OK
dale_chall_readability_score: 7.17 8.38706741573 85% => OK
difficult_words: 78.0 100.480337079 78% => More difficult words wanted.
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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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: 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.