Educational institutions have a responsibility to dissuade students from pursing fields of study in which they are unlikely to succeed
Choosing a major has become increasingly important to a student because most students will work in their fields they study in school. While students usually favor those majors which rank in the first places, such as computer science, not all students can master the skills of computer programs. But do educational institution should persuade students not to purse those fields where it is seemingly impossible for them to succeed? I believe dissuading all students to change their majors is not wise. From my perspective, I partially disagree with the statement.
Admittedly, for those who ignore their own abilities and pure only the popular fields, the educational institutions are supposed to tell them they are not suitable for what fields they have chosen. Before making a choice of the major, people pay more attention to the salaries of future jobs than their own abilities of learning. Taking civil engineering for example, to be an engineer is seemingly respectful and can be one of the highly paid jobs in many people’s eyes. However, in fact, nearly half students have great difficulty learning physics. They just take it for granted that what an engineer needs is just a good command of math, ignoring the fact that this major requires so much knowledge of different kinds of physics, like elastic mechanics, structural mechanics, and so on. Concrete also confuses numerous students when it comes to the structure and the material of the concrete. All the things mentioned above are not well considered for those who cannot master this major, and thus the education institution had better persuade them from this field.
Nevertheless, the choice made by students can have something to do with their own dream jobs. For example, though a student majoring in chemistry has trouble learning only a few certain courses, such as recycled battery, it doesn’t matter whether he can get good grades in this course. In fact, there are more than thirty courses a student has to study to get the degree. And a certain flaw in only a few courses can’t exert great effects on all his scores. What is more essential is the comprehensive GPA. Besides, the institutions may have no idea whether a student can succeed in his fields. They only know the grades which are whether good or bad. As for the real ability and the possibilities, they can’t clearly tell which one is the best.
What is the definition of success? The answer varies from person to person. For scholars, the number of famous papers on worldwide magazines such as Nature, can play a critical role in judging whether has succeeded. For salesmen, how much they have sold to customers is the most factor. For the governor, what position he or she can get in is of significant importance. And for an ordinary person, having a warm family and enjoying everyday life can be described as a big success. School is a place for learning basic courses and also for further studies which can improve the whole society. After graduation, succeeding in the company may not depend on the scores they get in school, but the effective and efficient ways they work. If a student chooses engineering as a major, fewer achievements though he gets during school than those who are better at the courses, he can still get a wonderful job as the manager of one department in the company which demands less knowledge but more communication skills.
To sum up, I maintan that educational institutions should only dissuade students who have great difficulty in their fields to make a change. But for most students, as long as they can pass the exams no mater what grade they get, it is hardly wise to persuade them to change their majors.
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Grammar and spelling errors:
Line 7, column 288, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...e sold to customers is the most factor. For the governor, what position he or she c...
^^^
Line 7, column 755, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to engineer'.
Suggestion: to engineer
...nt ways they work. If a student chooses engineering as a major, fewer achievements though h...
^^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, first, however, if, may, nevertheless, so, still, thus, well, while, as for, as to, for example, in fact, such as, to sum up, what is more, in the first place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 50.0 33.0505617978 151% => Less pronouns wanted
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 3086.0 2235.4752809 138% => OK
No of words: 626.0 442.535393258 141% => Less content wanted.
Chars per words: 4.92971246006 5.05705443957 97% => OK
Fourth root words length: 5.00199880112 4.55969084622 110% => OK
Word Length SD: 2.67930759287 2.79657885939 96% => OK
Unique words: 304.0 215.323595506 141% => OK
Unique words percentage: 0.485623003195 0.4932671777 98% => OK
syllable_count: 942.3 704.065955056 134% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 31.0 20.2370786517 153% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 55.7922972913 60.3974514979 92% => OK
Chars per sentence: 99.5483870968 118.986275619 84% => OK
Words per sentence: 20.1935483871 23.4991977007 86% => OK
Discourse Markers: 5.74193548387 5.21951772744 110% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 24.0 10.2758426966 234% => Less positive sentences wanted.
Sentences with negative sentiment : 4.0 5.13820224719 78% => 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: 0.288015640824 0.243740707755 118% => OK
Sentence topic coherence: 0.0794823688315 0.0831039109588 96% => OK
Sentence topic coherence SD: 0.0708324808186 0.0758088955206 93% => OK
Paragraph topic coherence: 0.18982272565 0.150359130593 126% => OK
Paragraph topic coherence SD: 0.0678483733513 0.0667264976115 102% => OK
Essay readability:
automated_readability_index: 11.9 14.1392134831 84% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 11.31 12.1639044944 93% => OK
dale_chall_readability_score: 7.93 8.38706741573 95% => OK
difficult_words: 131.0 100.480337079 130% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
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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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.