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.
With the development of our society and technology, there are variety of occupations for youngsters to choose after they graduate. However, since students are still not mature enough to make a long-term vocational plan and it is inevitable for them to change their preference among their multiple personal hobbies, it seems reasonable for those educational institutions they enter like colleges or even middle schools to take the responsibility to persuade them choosing the one fit them best in order to gain career success in the future and keep the pace with the world. Although it is true these organizations have experienced staffs and well-organized statistic data so as to avoid students take any risky or rush decisions without carefully scrutiny, I may argue that students would have their own consideration and most of the time, these advice can only complement their own thoughts.
It is undoubtedly that these institutions have a variety of professional employees with vocational training who can understand the trend of labor market absolutely better than normal students. They trained even thousands of former students in previous several years so have enough experience to point out the strength of a certain student. In addition to that, most educational institutions including most prestigious universities build close relationship with related industries so they deeply understand how those new cutting-edge technologies would lead new opportunities and can gain first hand data such as employment rate or jobless rate with a certain range. For example, in computer science field, C language is the industrial standard in the past 30 years so anyone who master this language can seek a well-paid job position. However, new programming languages like java or python is gradually taking the place of C and it is predicted that they will be the dominant languages in this area within 5 years. Most students may not notice this change and since universities have better information collection, it is essential for them to emphasis the importance of the trend and force students to get rid of old style thinking pattern.
On the other hand, normally it is impossible for schools to understand all students’ strong points and research preference or sometimes they may even have no idea for new fields out of traditional curriculum, and in these cases, their advice may be counterproductive and deter students’ personal development. Some schools stick to old fashioned areas and avoid to touch anything going virus these days. Some middle schools still do not have any course related to computer even internet and programme design is so popular nowadays and so many traditional professors insist that mathematics or other scientific subjects are far more important than practical majors which is problematic according to the circumstance of modern fast speed communities. If these schools are too arrogant to absorb anything, they would out of the touch with the world soon and thus students need think twice before they really confirm these advice.
Finally, students’ own opinions and schools’ attitudes are not exactly mutually exclusive. Linking them together is a better option because students can check their decision from different aspects of views before making the final one. Sometimes teenagers decisions are too extreme while elderly peoples’ choices are too pragmatic. Students are reluctant to decide their career totally on realistic factors like income or promotion, while experienced person can tell them how to avoid obstacles and find short paths in their future. If students totally reject these advice, it is hard for them to success since they may run away from the destination so I would recommend them take these advices under consideration but still move according to their own dream.
| 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 |
- 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 suppo 70
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- The following appeared as a letter to the editor from a Central Plaza store owner."Over the past two years, the number of shoppers in Central Plaza has beensteadily decreasing while the popularity of skateboarding has increaseddramatically. Many Cent 64
Grammar and spelling errors:
Line 1, column 672, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...taffs and well-organized statistic data so as to avoid students take any risky or rush d...
^^^^^^^^
Line 1, column 840, Rule ID: THIS_NNS[2]
Message: Did you mean 'this advice' or 'these advices'?
Suggestion: this advice; these advices
...own consideration and most of the time, these advice can only complement their own thoughts....
^^^^^^^^^^^^
Line 5, column 923, Rule ID: THIS_NNS[2]
Message: Did you mean 'this advice' or 'these advices'?
Suggestion: this advice; these advices
... think twice before they really confirm these advice. Finally, students' own opinions...
^^^^^^^^^^^^
Line 7, column 575, Rule ID: THIS_NNS[2]
Message: Did you mean 'this advice' or 'these advices'?
Suggestion: this advice; these advices
...heir future. If students totally reject these advice, it is hard for them to success since t...
^^^^^^^^^^^^
Transition Words or Phrases used:
but, finally, first, however, if, may, really, so, still, thus, well, while, as to, for example, in addition, such as, it is true, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 56.0 33.0505617978 169% => Less pronouns wanted
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 3246.0 2235.4752809 145% => OK
No of words: 606.0 442.535393258 137% => Less content wanted.
Chars per words: 5.35643564356 5.05705443957 106% => OK
Fourth root words length: 4.96155895361 4.55969084622 109% => OK
Word Length SD: 2.96411209753 2.79657885939 106% => OK
Unique words: 322.0 215.323595506 150% => OK
Unique words percentage: 0.531353135314 0.4932671777 108% => OK
syllable_count: 1006.2 704.065955056 143% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 33.0 23.0359550562 143% => The Avg. Sentence Length is relatively long.
Sentence length SD: 95.8443471932 60.3974514979 159% => OK
Chars per sentence: 180.333333333 118.986275619 152% => OK
Words per sentence: 33.6666666667 23.4991977007 143% => OK
Discourse Markers: 8.22222222222 5.21951772744 158% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => 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: 0.138887136921 0.243740707755 57% => OK
Sentence topic coherence: 0.0440416611871 0.0831039109588 53% => OK
Sentence topic coherence SD: 0.0253996933067 0.0758088955206 34% => Sentences are similar to each other.
Paragraph topic coherence: 0.0862091952484 0.150359130593 57% => OK
Paragraph topic coherence SD: 0.0221472104702 0.0667264976115 33% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 20.7 14.1392134831 146% => OK
flesch_reading_ease: 29.52 48.8420337079 60% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 17.3 12.1743820225 142% => OK
coleman_liau_index: 14.4 12.1639044944 118% => OK
dale_chall_readability_score: 9.36 8.38706741573 112% => OK
difficult_words: 157.0 100.480337079 156% => OK
linsear_write_formula: 20.5 11.8971910112 172% => OK
gunning_fog: 15.2 11.2143820225 136% => OK
text_standard: 21.0 11.7820224719 178% => OK
What are above readability scores?
---------------------
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: 70.83 out of 100
Scores by essay e-grader: 4.25 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.