Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed
Educational institutions play a significant role to make a person educated. They encourage and prepare a person for a successful future career. Thus, they have a great responsibility to guide their students to a path that will bring him success. Having said that, in my opinion, they should not dissuade students from pursuing fields of study in which they are unlikely to succeed. I strongly disagree with the prompt for the following two reasons.
Before stating any counter-logic, we have to take into account the fact that not every person is equally talented or gifted. Some of them are extra-ordinary and just like that, not every person’s gifts bloom at the same age. For many of them its “Morning shows the day” and many are late bloomers. For instance- one of the greatest scientist Albert Einstein. He was not that good in math and physics in his early childhood and was even discouraged to continue his study in school by his teachers. When he published his infamous “The Theory of relativity” which brought him the worldwide fame, he was just a post office clerk. Hence, in his case, if he accepted his fate by agreeing with the school’s suggestion that he should not continue to study complicated subjects like mathematics or physics, these subjects as we see them now would not be the same that’s for granted. Therefore, those students who are late bloomers, it can be a destructive decision for their potentials to dissuade them from pursuing fields that seems unsuccessful for them initially.
Another reason would be this dissuading would be same as snatching away the freedom of choice from the students. Nobody knows in which subjects or fields he/she will get his/her drive and shine in the future. For example- One of the greatest musicians of all time Betoven was completely deaf, yet he composed some extra-ordinary and exquisite music compositions that are still praised. Thus, if his school were to dissuade him from studying music, which relies greatly on the ability of hearing, he would not find his love for music and that would be crime to snatch away that love.
Although it is true that a high risk lies if a student pursues the fields that he is unlikely to succeed. But that elicits the definitions of success. Is success means earning as much as money as you can but staying empty inside? If a person can’t pursue what he likes, if he is not given the freedom of exploration, how can we be sure that he will become successful even if we do assign him to the best profession that he fits into? He can still be feeling worthless and get bored in his job. This would be the reasons that educational institutions should never dissuade students rather encourage them to explore as many fields as they can before entering the competitive professional sector.
- Arctic deer live on islands in Canada s arctic regions They search for food by moving over ice from island to island during the course of the year Their habitat is limited to areas warm enough to sustain the plants on which they feed and cold enough at le 59
- Originality does not mean thinking something that was never thought before it means putting old ideas together in new ways 50
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 50
- Originality does not mean thinking something that was never thought before it means putting old ideas together in new ways 50
- Originality does not mean thinking something that was never thought before it means putting old ideas together in new ways 50
Transition Words or Phrases used:
but, hence, if, so, still, therefore, thus, for example, for instance, in my opinion, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 74.0 33.0505617978 224% => Less pronouns wanted
Preposition: 50.0 58.6224719101 85% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2329.0 2235.4752809 104% => OK
No of words: 480.0 442.535393258 108% => OK
Chars per words: 4.85208333333 5.05705443957 96% => OK
Fourth root words length: 4.68069463864 4.55969084622 103% => OK
Word Length SD: 2.70955020739 2.79657885939 97% => OK
Unique words: 245.0 215.323595506 114% => OK
Unique words percentage: 0.510416666667 0.4932671777 103% => OK
syllable_count: 708.3 704.065955056 101% => 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: 0.0 4.99550561798 0% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 55.3557322131 60.3974514979 92% => OK
Chars per sentence: 101.260869565 118.986275619 85% => OK
Words per sentence: 20.8695652174 23.4991977007 89% => OK
Discourse Markers: 4.17391304348 5.21951772744 80% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.279537831137 0.243740707755 115% => OK
Sentence topic coherence: 0.0835657038858 0.0831039109588 101% => OK
Sentence topic coherence SD: 0.130976117419 0.0758088955206 173% => OK
Paragraph topic coherence: 0.207995854444 0.150359130593 138% => OK
Paragraph topic coherence SD: 0.154414579024 0.0667264976115 231% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 11.8 14.1392134831 83% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 10.85 12.1639044944 89% => OK
dale_chall_readability_score: 8.05 8.38706741573 96% => OK
difficult_words: 104.0 100.480337079 104% => OK
linsear_write_formula: 7.0 11.8971910112 59% => Linsear_write_formula is low.
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => 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: 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.