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.
In this modern world, everyone wants to be successful in the shortest time without encountering many obstacles and educational institutions do play an important role in helping an individual in that regard. Ask anyone who has had the experience of studying in a college and they will tell you how studying there helped them gained knowledge and expand their horizons which helped them in their career. However, no one would concur with the fact that the institute told them exactly what to focus on and what not to.
Educational institutions have no right to decide what is beneficial for a student and what is deleterious. It is up to the individual to decide what fields of study he or she wants to pursue. It is a very personal decision where a lot is at stake. Everybody has the right to make their own decisions. One knows about himself better than any other person, let alone an organisation who is not involved in his personal life. No one knows about his strengths, weaknesses, interests and ambitions better than anybody else except himself.
Even if an educational institution decides to dissuade a person from choosing a field of study, how to decide whether a person will be good at something or not and what are the parameters to decide that these groups are suitable for a subject while others are not? One might argue that past academic performances might be a criterion. However, if we were to only consider only marks to divide them, we would only be fooling ourselves. If someone has scored fewer marks but has a keen interest in the subjects, it would be very unjust to even deny him the chance of studying those subjects. Maybe he is a little behind his peers and would need some time to get better. There are many examples of people who in their childhood who were not that good but went on to become successful. Albert Einstein was not very bright in his schooldays. Had the school stopped him from studying math and science, who knows how the world would have been right now. We certainly wouldn’t have come to know about the theory of relativity which changed the foundations of quantum physics.
Also, the term ‘success’ differs from person to person. For the educational institution, success might be determined by a student’s academic performance. Success for a student, however, might be participating in many competitions and gaining experiences that cannot be provided by the educational institution.
On the other hand, one can argue that teachers can help a student in evaluating his strengths. A teacher has awareness about a student’s likings and aptitude in a particular subject. Other than the student himself, the teacher is the only person who can correctly give guidance and help him choose his subjects for future study.
In the end, some students can succeed in the fields they are unlikely to succeed now. They also have the right to change their subjects if they don’t like them. However, it is not wise for the educational institutions to dissuade students from fields of study in which they are unlikely to succeed. They do not possess this responsibility.
- 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 suppor 58
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Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ctly what to focus on and what not to. Educational institutions have no right t...
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Message: Possible typo: you repeated a whitespace
Suggestion:
...ter than anybody else except himself. Even if an educational institution decid...
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Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ed the foundations of quantum physics. Also, the term ‘success’ differs from pe...
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Line 8, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...vided by the educational institution. On the other hand, one can argue that te...
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Line 10, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... choose his subjects for future study. In the end, some students can succeed in...
^^^
Transition Words or Phrases used:
also, but, however, if, may, so, while, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 51.0 33.0505617978 154% => Less pronouns wanted
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2606.0 2235.4752809 117% => OK
No of words: 531.0 442.535393258 120% => OK
Chars per words: 4.9077212806 5.05705443957 97% => OK
Fourth root words length: 4.80035803286 4.55969084622 105% => OK
Word Length SD: 2.76098534328 2.79657885939 99% => OK
Unique words: 255.0 215.323595506 118% => OK
Unique words percentage: 0.480225988701 0.4932671777 97% => OK
syllable_count: 810.0 704.065955056 115% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 49.7834468637 60.3974514979 82% => OK
Chars per sentence: 93.0714285714 118.986275619 78% => OK
Words per sentence: 18.9642857143 23.4991977007 81% => OK
Discourse Markers: 2.03571428571 5.21951772744 39% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 5.0 7.80617977528 64% => 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: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.189951913412 0.243740707755 78% => OK
Sentence topic coherence: 0.0544615196315 0.0831039109588 66% => OK
Sentence topic coherence SD: 0.0830409890957 0.0758088955206 110% => OK
Paragraph topic coherence: 0.112677963823 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.0992032626345 0.0667264976115 149% => OK
Essay readability:
automated_readability_index: 11.2 14.1392134831 79% => Automated_readability_index is low.
flesch_reading_ease: 61.67 48.8420337079 126% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 11.2 12.1639044944 92% => OK
dale_chall_readability_score: 7.86 8.38706741573 94% => OK
difficult_words: 112.0 100.480337079 111% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.