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.
The question if educational institutions should intervene while students decide their future careers is an intricate one. Some believe colleges and universities should discourage students from choosing intended professions in which they are unlikely to succeed. However, educational institutions should not dissuade students from pursuing certain fields of study in which they think they are unlikely to succeed because it cannot be guaranteed that they will be unsuccessful and the students may tend to find interest in fields that others think they will be unlikely to succeed in.
First, just because one assumes a student will be unable to succeed in a specific field does not mean they will not succeed. There are existing fields of study in which an individual must go outside of what they learn in their academic textbooks and gain experience elsewhere to be a competent worker. For example, a medical student who averages C’s on all of his tests does not indicate that he will be an incompetent physician. He has time to gain experience working as a doctor or in a related field before he starts working as a doctor to enhance his skills and strengthen his foundation. This student must use what he has learned in school, but he must also utilize knowledge that he has obtained from experience. Even though he is averaging C’s in his courses, this does not indicate his experiences will not compensate and he will not learn through those experiences. Working in one’s field of study allows to build experiences that one can learn from and add to their success. So, to be successful in one’s career, they must encompass what they have learned in their books but must incorporate their experiences to led them to success.
Furthermore, if an individual is not interested in a particular field of study, they might not be willing to pursue it. Take into consideration the same medical student. If his teachers in his undergraduate study advised him not to pursue medicine and instead think about a profession in music because his music grades included high honors grades, he might be unwilling to reconsider his decision. He might not be interested in the music field and if he decided to go forward with a musical career just because he had good grades in those classes, it could lead him to perform less efficiently in his career and he could end up with lower self-satisfaction. Because he does not enjoy what he does, he will put less effort into his tasks which could make him feel like he isn’t reaching his set goals. Whereas if he went through with medical school, he would be part of a profession that he enjoys and can fulfill his satisfaction. Thereby, students should be able to pick what fields of study they would like to go into.
Finally, some may argue that one’s grades in their classes is an indicator of how well they will do in future related professions. For instance, if this pre-medical undergraduate was averaging D’s and F’s on all of his coursework, he might not be understanding the material at the level a medical school would like him to. Misunderstanding of information can lead to malpractice or carelessness in the future. Although this may be true, this is an extreme profession choice in which educational institutions needs to be demanding from their students prior to granting them admission. However, there are less extreme cases that exist. In these, students will be able to be successful as they build more experience like a real estate agent.
Though believing educational institutions should discourage students from certain fields has various valid points, these claims do not outweigh the opposing side. Educational institutions should not dissuade students from fields of study that interest them because they cannot predict success or interest.
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Grammar and spelling errors:
Line 3, column 915, Rule ID: ALLOW_TO[1]
Message: Did you mean 'building'? Or maybe you should add a pronoun? In active voice, 'allow' + 'to' takes an object, usually a pronoun.
Suggestion: building
... Working in one’s field of study allows to build experiences that one can learn from and...
^^^^^^^^
Line 7, column 245, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
... on all of his coursework, he might not be understanding the material at the level a medical sch...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, furthermore, however, if, may, so, then, well, whereas, while, for example, for instance
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 39.0 12.4196629213 314% => Less auxiliary verb wanted.
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 84.0 33.0505617978 254% => Less pronouns wanted
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 3191.0 2235.4752809 143% => OK
No of words: 634.0 442.535393258 143% => Less content wanted.
Chars per words: 5.03312302839 5.05705443957 100% => OK
Fourth root words length: 5.01790360848 4.55969084622 110% => OK
Word Length SD: 2.84869790606 2.79657885939 102% => OK
Unique words: 268.0 215.323595506 124% => OK
Unique words percentage: 0.422712933754 0.4932671777 86% => More unique words wanted or less content wanted.
syllable_count: 970.2 704.065955056 138% => 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: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 57.5915658889 60.3974514979 95% => OK
Chars per sentence: 122.730769231 118.986275619 103% => OK
Words per sentence: 24.3846153846 23.4991977007 104% => OK
Discourse Markers: 4.42307692308 5.21951772744 85% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.192383492488 0.243740707755 79% => OK
Sentence topic coherence: 0.069204025486 0.0831039109588 83% => OK
Sentence topic coherence SD: 0.0701473987718 0.0758088955206 93% => OK
Paragraph topic coherence: 0.152905333766 0.150359130593 102% => OK
Paragraph topic coherence SD: 0.0905358648519 0.0667264976115 136% => OK
Essay readability:
automated_readability_index: 14.5 14.1392134831 103% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.19 12.1639044944 100% => OK
dale_chall_readability_score: 7.96 8.38706741573 95% => OK
difficult_words: 126.0 100.480337079 125% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => 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.