Education has a significant influence on students, thus the policy in schools will affect students' entire life. Therefore whether teachers should dissuade student from chasing their dreams if they aim to study in a field that thay have little chance of success is a controversial issue. I would like to argue that educational institutions does not have a right to dissuade their students, nor do they have a responsibility. In this essay, I would like to present my idea with several examples.
First and foremost, school's main objective is to facilitate student's study and help them pursue their dream. If teachers dissuade students from studying the field a student want to learn further, then educational institutions are working against their original objective. Instead of discouraging students, teachers should strive to find a solution with their students so that students can learn efficiently and develop more insight and knowledge of the field. For example, if a student want to pursue a career in mathematician but he is performancing poor in math class, then teachers can help him find learning material. In this way, educational institutions can assist students in manifold ways instead of dissuading them.
Secondly, it is still up to students who will eventually decide what they do in their life. True, educational institutions and parents and people around students should give them assistance, but what students would pursue plays an significant role in their life, and will have a life-long influence. Therefore ultimately, schools should not neither encourage nor dissuade students. In other words, educational institutions should not interfere with students' decisions on what to do in their life. What if schools dishearten students, but later students find themselves having great talent in the field? What if teachers encourage students, but in the end students are not interested. After all what to pursue is a consequential matter, that students themselves have the responsibility to decide.
Some people may argue that still educational institutions are responsible for their students' life, therefore they need to dissuade students so that they can prevent students from choosing a wrong way or career and resulting in a failure. However they are ignoring the fact that it is premature to judge whether if a student can successfully pursue his field of study. Some students may already be a prodigy at a very early stage of his education. While other students begin to excel at his study in university. When people begin to show excellence differs from person to person. There are plenty of examples to prove it. One of the illustrative is Einstein. Even the famaous scientist Einstein began to show his eminence only after he graduated the university. Thus it is impossible to tell if students have an excellent talent when he has still not finished his education. Consequently it is erroneous for teachers to dissuade their students from engaging themselves in furtur study, because they cannot reliably predict whether they will be successful or not.
To recapitulate my idea, for the reasons aforementioned, I would like to insist that educational institutions does has neither rights nor ability to influence on what students study in their future.
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Grammar and spelling errors:
Line 1, column 114, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...hools will affect students entire life. Therefore whether teachers should dissuade studen...
^^^^^^^^^
Line 3, column 189, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to further'
Suggestion: to further
...dying the field a student want to learn further, then educational institutions are work...
^^^^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ifold ways instead of dissuading them. Secondly, it is still up to students who...
^^^^
Line 5, column 230, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...e, but what students would pursue plays an significant role in their life, and wil...
^^
Line 5, column 302, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...e, and will have a life-long influence. Therefore ultimately, schools should not neither ...
^^^^^^^^^
Line 7, column 240, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...y or career and resulting in a failure. However they are ignoring the fact that it is p...
^^^^^^^
Line 7, column 449, Rule ID: SENTENCE_FRAGMENT[1]
Message: “While” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...at a very early stage of his education. While other students begin to excel at his st...
^^^^^
Line 7, column 513, Rule ID: SENTENCE_FRAGMENT[1]
Message: “When” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...in to excel at his study in university. When people begin to show excellence differs...
^^^^
Line 7, column 763, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...only after he graduated the university. Thus it is impossible to tell if students ha...
^^^^
Line 7, column 876, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Consequently,
...e has still not finished his education. Consequently it is erroneous for teachers to dissuad...
^^^^^^^^^^^^
Transition Words or Phrases used:
but, consequently, first, however, if, may, second, secondly, so, still, then, therefore, thus, while, after all, for example, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 54.0 33.0505617978 163% => Less pronouns wanted
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2775.0 2235.4752809 124% => OK
No of words: 523.0 442.535393258 118% => OK
Chars per words: 5.30592734226 5.05705443957 105% => OK
Fourth root words length: 4.78217453174 4.55969084622 105% => OK
Word Length SD: 2.96234720321 2.79657885939 106% => OK
Unique words: 234.0 215.323595506 109% => OK
Unique words percentage: 0.44741873805 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 846.9 704.065955056 120% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 51.6311706024 60.3974514979 85% => OK
Chars per sentence: 102.777777778 118.986275619 86% => OK
Words per sentence: 19.3703703704 23.4991977007 82% => OK
Discourse Markers: 5.22222222222 5.21951772744 100% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 10.0 7.80617977528 128% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.3992031842 0.243740707755 164% => OK
Sentence topic coherence: 0.117712973413 0.0831039109588 142% => OK
Sentence topic coherence SD: 0.0877530152596 0.0758088955206 116% => OK
Paragraph topic coherence: 0.246883858549 0.150359130593 164% => OK
Paragraph topic coherence SD: 0.0610936898564 0.0667264976115 92% => OK
Essay readability:
automated_readability_index: 13.3 14.1392134831 94% => Automated_readability_index is low.
flesch_reading_ease: 52.19 48.8420337079 107% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 7.96 8.38706741573 95% => OK
difficult_words: 112.0 100.480337079 111% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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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.