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.
Educational institutions play an essential role to shape and guide students on their career path. In other words, each student has their own wish about their future occupation, even it could be fantasized like being an astronaut or theoretical physicist. In my opinion, instead of dissuade students from chasing what they really passionate about, these institutions should support them to realize which fields they could choose according to their hobbies, personalities, characteristics and skills. Thus, I strongly disagree with this claim with two reasons.
To begin, how do any educational institutions could guarantee that if students choose a particular field, they would not success in the future? Moreover, it is hard to define what is success, it depends on personal perspective, for some success is just only the happiness when pursuing what they really love. Thus, forbidding someone to follow his or her dream job would be prevented. For instance, a student keen on cosmology who has a dream to be an astronomer, but just because the job market for this profession has a low demand, by the time he enrolled University, they guide him to learn computer science just because the plethora of lucrative job opportunities. After graduated, he might spend days stare at computer screen and dream about stars, Milky Ways, etc. It could be true that maybe he would have stable job with high income. In addition, he might always wonder what differences could be made if he insisted to follow his dream during his work shift, this could lead to decreasing work efficiency.
Secondly, maybe some fields are considered to create various successful opportunities recently would be outdated in the near future. Besides, there is no assurance that after years spending in schools or universities, the job market remains unchanged. For example, in Vietnam about 6 years ago, there were many government plans to build nuclear power plants along the country. At that time, there were hundreds of high school students who chose going to Russia to get knowledge about this technology. These students hardly knew anything about this field, let alone the job opportunities when they would graduate in the future. However, because of recent nuclear accidents like Fukushima disaster, the plans to build nuclear power plants were suspended. Consequently, most of students could be unemployed. The above example illustrates that job market is highly precarious upon unpredictable factors.
Of course, some could argue that there are many unemployed around, those who dare to pursuit their own wish, and in the end, they still are nobody because of not following what their schools or universities suggested. But future is unstable, if they persist to chase what they love, success would come one day.
- 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 suppor 66
- 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 suppor 58
Grammar and spelling errors:
Line 1, column 429, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to accord'.
Suggestion: to accord
... realize which fields they could choose according to their hobbies, personalities, charac...
^^^^^^^^^
Line 3, column 446, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to go'.
Suggestion: to go
...dreds of high school students who chose going to Russia to get knowledge about this t...
^^^^^
Line 3, column 768, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'most of', you should use 'the' ('most of the students') or simply say ''most students''.
Suggestion: most of the students; most students
...er plants were suspended. Consequently, most of students could be unemployed. The above example ...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
besides, but, consequently, however, if, may, moreover, really, second, secondly, so, still, thus, for example, for instance, in addition, of course, in my opinion, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 46.0 33.0505617978 139% => Less pronouns wanted
Preposition: 59.0 58.6224719101 101% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2344.0 2235.4752809 105% => OK
No of words: 448.0 442.535393258 101% => OK
Chars per words: 5.23214285714 5.05705443957 103% => OK
Fourth root words length: 4.60065326758 4.55969084622 101% => OK
Word Length SD: 2.76595556799 2.79657885939 99% => OK
Unique words: 251.0 215.323595506 117% => OK
Unique words percentage: 0.560267857143 0.4932671777 114% => OK
syllable_count: 707.4 704.065955056 100% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 4.0 4.99550561798 80% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 57.8327402977 60.3974514979 96% => OK
Chars per sentence: 111.619047619 118.986275619 94% => OK
Words per sentence: 21.3333333333 23.4991977007 91% => OK
Discourse Markers: 8.52380952381 5.21951772744 163% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.121105671577 0.243740707755 50% => OK
Sentence topic coherence: 0.0391051376642 0.0831039109588 47% => OK
Sentence topic coherence SD: 0.0470892817634 0.0758088955206 62% => OK
Paragraph topic coherence: 0.0795208495062 0.150359130593 53% => OK
Paragraph topic coherence SD: 0.0589087968889 0.0667264976115 88% => OK
Essay readability:
automated_readability_index: 13.9 14.1392134831 98% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 13.05 12.1639044944 107% => OK
dale_chall_readability_score: 8.45 8.38706741573 101% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.