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.
The above statement claims that the educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. However, in order to take such decision there are several factors that are ought to be considered first. The three most important of them are namely - the capability of the institution itself to judge a student, the social and cultural prejudices prevailing and the effectiveness of the methods and criteria used for the judgment.
Firstly, the educational institutions should be competent enough to examine students on various fields and aspects. But apparently, most of the institutions have teachers who have specialty in one particular field and lack of knowledge in the others. In this situation, it is highly difficult to estimate the aptitude of a student based on his performance on that particular subject. For example, Albert Einstein was a below average student in his history class and always used to receive poor remarks from his history teacher. But he was extraordinary in mathematics. His overall performance in school was below satisfactory. He contradicted the judgment of his educational institution and became a legendary scientist.
Secondly, a student sometimes faces several social and cultural prejudices. For example, in a country like India, pupils with strong aptitude for mathematics, physics or biology are considered smarter than those who have an aptitude in arts. So, it is quite common to find a student being persuaded to choose mathematics instead of singing or fine arts. Likewise, gender related prejudice can also be seen. For example, it is common idea that fields like mechanical engineering are for boys, and girls should not insist to pick a field like that. In this scenario, it is quite a demanding task for an educational institution to look beyond such prejudices and fairly evaluate a student’s abilities and predict his success or failure.
Thirdly, the effectiveness of the methods of evaluating a student’s capabilities is also an important factor. The current pattern- examination determines a student’s academic performance in various subjects- is not very effective. It is quite possible that a student with keen interest in a subject may not perform well in exam. Students may suffer from anxiety issues. Anxiety and stress are the leading causes of poor performance amongst students. Autism and other learning disabilities may also severely affect exam scores. Moreover, exams are highly unreliable technique to evaluate a student’s aptitude, as they can be easily hacked by rote learning the study material. So it only provides a superficial understanding of the student’s capabilities.
The present system of evaluation is highly incompetent and fallacious and faces many difficulties and challenges in effectively and aptly judging a student. Also, there are several factors like hard work and perseverance with which a student can improve himself in the field. So in light of this, it is recommended to not allow the educational institutions to dissuade students from pursuing fields of study in which they are unlikely to succeed.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
| 2020-01-20 | maneesha ch | 50 | view |
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Discourse Markers used:
['also', 'apparently', 'but', 'first', 'firstly', 'however', 'if', 'likewise', 'look', 'may', 'moreover', 'second', 'secondly', 'so', 'third', 'thirdly', 'well', 'for example']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.244247787611 0.240241500013 102% => OK
Verbs: 0.136283185841 0.157235817809 87% => OK
Adjectives: 0.104424778761 0.0880659088768 119% => OK
Adverbs: 0.0672566371681 0.0497285424764 135% => OK
Pronouns: 0.0371681415929 0.0444667217837 84% => OK
Prepositions: 0.111504424779 0.12292977631 91% => OK
Participles: 0.0336283185841 0.0406280797675 83% => OK
Conjunctions: 3.17022742559 2.79330140395 113% => OK
Infinitives: 0.0283185840708 0.030933414821 92% => OK
Particles: 0.0 0.0016655270985 0% => OK
Determiners: 0.0902654867257 0.0997080785238 91% => OK
Modal_auxiliary: 0.0159292035398 0.0249443105267 64% => OK
WH_determiners: 0.012389380531 0.0148568991511 83% => OK
Vocabulary words and sentences:
No of characters: 3198.0 2732.02544248 117% => OK
No of words: 498.0 452.878318584 110% => OK
Chars per words: 6.42168674699 6.0361032391 106% => OK
Fourth root words length: 4.72397222731 4.58838876751 103% => OK
words length more than 5 chars: 0.431726907631 0.366273622748 118% => OK
words length more than 6 chars: 0.353413654618 0.280924506359 126% => OK
words length more than 7 chars: 0.261044176707 0.200843997647 130% => OK
words length more than 8 chars: 0.170682730924 0.132149295362 129% => OK
Word Length SD: 3.17022742559 2.79330140395 113% => OK
Unique words: 248.0 219.290929204 113% => OK
Unique words percentage: 0.497991967871 0.48968727796 102% => OK
Word variations: 58.3760366068 55.4138127331 105% => OK
How many sentences: 27.0 20.6194690265 131% => OK
Sentence length: 18.4444444444 23.380412469 79% => OK
Sentence length SD: 45.9068956988 59.4972553346 77% => OK
Chars per sentence: 118.444444444 141.124799967 84% => OK
Words per sentence: 18.4444444444 23.380412469 79% => OK
Discourse Markers: 0.666666666667 0.674092028746 99% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 0.0 5.21349557522 0% => OK
Readability: 53.7858099063 51.4728631049 104% => OK
Elegance: 1.61764705882 1.64882698954 98% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.463494379524 0.391690518653 118% => OK
Sentence sentence coherence: 0.0937575691146 0.123202303941 76% => OK
Sentence sentence coherence SD: 0.0533345742902 0.077325440228 69% => OK
Sentence paragraph coherence: 0.444602098918 0.547984918172 81% => OK
Sentence paragraph coherence SD: 0.141309924016 0.149214159877 95% => OK
Sentence topic coherence: 0.149810767692 0.161403998019 93% => OK
Sentence topic coherence SD: 0.136231923669 0.0892212321368 153% => OK
Paragraph paragraph coherence: 0.326302224415 0.385218514788 85% => OK
Paragraph paragraph coherence SD: 0.0702996698384 0.0692045440612 102% => OK
Paragraph topic coherence: 0.330481984247 0.275328986314 120% => OK
Paragraph topic coherence SD: 0.130577522937 0.0653680567796 200% => OK
Task Achievement:
Sentences with positive sentiment : 10.0 10.4325221239 96% => OK
Sentences with negative sentiment : 14.0 5.30420353982 264% => OK
Sentences with neutral sentiment: 3.0 4.88274336283 61% => OK
Positive topic words: 10.0 7.22455752212 138% => OK
Negative topic words: 12.0 3.66592920354 327% => OK
Neutral topic words: 1.0 2.70907079646 37% => OK
Total topic words: 23.0 13.5995575221 169% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.