Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
The statement claim that the educational institutions should dissuade students from pursuing fields of study in which they are unlikely to succeed. I agree with this statement insofar as the field of study where unlikely to get success, should dissuade students as it can help the student to use the time on the field where he can get success. It will help to reduce the unemployment rate and decrease the rate of failure. The field of study where are more likely to get success help the student to contribute on economy after complete the graduation. However, Any field of study where the student are less likely to get success can not determine by his past record. He can be passionate on this field in future and any field of study where jobs are available and there are more opportunities should choose the student though there are less likely to get success.
One compelling argument in favor of my position is if any student spend his valuable time on the field of study where he can be failure or less possibility to get success then this time will be valueless and it can lead him to be depressed and increase the unemployment rate after complete the graduation. On the other hand if the institutions dissuade him not to pursue the field where he can be failure, can lead him to use the valuable time more effectively on the field of study where he can be succeeded. For example, a student spend his time on the field where are likely to get success then he can be focused and he use the time effectively. This will reduce his misuse of dedication and efforts.
Another argument is if student choose any field of study where he can be failed then it will increase the unemployment rate and this will affect the economy badly. On the other hand if institution help him to choose the proper field then it will help him to get success and can contribute economy after complete the graduation.
Moreover, a proper field in which the student can bear easily and can be passionate, are more likely that he will be the expert on this field can contribution on this field by doing research and this will increase the value of the nation.
However, human nature are transient. Past record can not decide his future status. A field where he is dull can be expert and passionate if the proper guidelines and motivation can get. A field where are more opportunities, are plenty of jobs, more ways are available to shift the carrier, should pursue though there are less possibility to get success. For example, an engineering field, where plenty of jobs are available and more opportunities are there should be chosen by students. After some years, he can be passionate on engineering and can get success. Additionally, not to pursue the field where less likely to get success will decrease the students to take risks and decrease the critical thinking abilities.
In conclusion, institutions have responsibility to dissuade the students not to choose the field where are less likely to get success. Also institutions have the responsibilities to ensure the students about the carrier opportunities of different field and also evoke to choose the field where are plenty of opportunities are available.
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- The graph shows the spending on research into renewable energy in four countries between 1975 and 2000 Summarise the information by selecting and reporting the main features and make comparisons where relevant 67
- Students should always question what they are taught instead of accepting it passively 75
Grammar and spelling errors:
Line 2, column 623, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'he' must be used with a third-person verb: 'uses'.
Suggestion: uses
...t success then he can be focused and he use the time effectively. This will reduce ...
^^^
Line 6, column 135, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Also,
...d where are less likely to get success. Also institutions have the responsibilities ...
^^^^
Transition Words or Phrases used:
also, but, however, if, moreover, so, then, for example, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 34.0 19.5258426966 174% => OK
Auxiliary verbs: 34.0 12.4196629213 274% => Less auxiliary verb wanted.
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 20.0 11.3162921348 177% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2649.0 2235.4752809 118% => OK
No of words: 553.0 442.535393258 125% => OK
Chars per words: 4.79023508137 5.05705443957 95% => OK
Fourth root words length: 4.84932490483 4.55969084622 106% => OK
Word Length SD: 2.72331409741 2.79657885939 97% => OK
Unique words: 162.0 215.323595506 75% => More unique words wanted.
Unique words percentage: 0.29294755877 0.4932671777 59% => More unique words wanted or less content wanted.
syllable_count: 865.8 704.065955056 123% => 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: 7.0 4.99550561798 140% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 64.0460836152 60.3974514979 106% => OK
Chars per sentence: 120.409090909 118.986275619 101% => OK
Words per sentence: 25.1363636364 23.4991977007 107% => OK
Discourse Markers: 4.04545454545 5.21951772744 78% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
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: 0.264504007025 0.243740707755 109% => OK
Sentence topic coherence: 0.11342002388 0.0831039109588 136% => OK
Sentence topic coherence SD: 0.148811103273 0.0758088955206 196% => OK
Paragraph topic coherence: 0.16766988488 0.150359130593 112% => OK
Paragraph topic coherence SD: 0.102022450803 0.0667264976115 153% => OK
Essay readability:
automated_readability_index: 13.7 14.1392134831 97% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 10.8 12.1639044944 89% => OK
dale_chall_readability_score: 7.19 8.38706741573 86% => OK
difficult_words: 81.0 100.480337079 81% => More difficult words wanted.
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Rates: 66.0 out of 100
Scores by essay e-grader: 4 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.