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.
This topic raises the controversial issue of giving the educational institutes the responsibility of dissuading students from pursuing fields of study in which they are unlikely to succeed. Indisputably, the education institute can thoroughly analyze a student's strengths and weaknesses and predict career paths where the student is likely to be comfortable and prosper. Nevertheless, this does not validate the converse conclusion where the institutes dissuade the students from pursuing fields which seem less likely a career path for them. Thus, I generally disagree with the opinion that educational institutions have any responsibility of dissuading students from pursuing fields, and would argue that students should be free to choose their future fields of study.
First of all, students continuously take decisions regarding their future fields of study throughout the tenure of education. I would like to point out that if the educational institute dissuades students at each of these junctures, the students will not develop the attitude of independent thinking and decision making. This is a critical skill required in the later stages of the students' lives. By providing a constant support system for the students' decision mechanism, the students may eventually find themselves completely dependent on the institutes for any sort of decision.
Furthermore, there are no predefined set of parameters that can predict the future talent or performance of an individual. Due to the immense diversity amongst students with varying aspirations and goals, it is impossible to devise a single generic method of prediction for everyone. The students that seem ill-suited for a particular study may end up doing very well and succeeding. For example, many students tend to choose higher education majors in their undergraduate studies based on their interests. However, their past performances may not necessarily bolster their aspirations. Regardless of which the student may still succeed in and after the undergraduate studies.
Admittedly, the educational institutions can definitely classify students based on their aptitudes for different fields. It is true when it comes to pursuing sports fields where the physiques need to be of a specific type. In such cases, students endowed with the ideal physiques are more likely to succeed in contrast with students with genetically non-ideal physiques. In such cases, the educational institutes should provide a feedback to students letting them know the requirements and prerequisite strengths in the student to facilitate a better decision.
In conclusion, the educational institutes should not dissuade students from pursuing fields of studies in which they are unlikely to succeed. However, the institutes should provide comprehensive information and provide counselling services to aid students in making an independent decision. This will help the students gain clarity about the viability of the fields of study under consideration and help make a wiser decision. As long as the opinion of the education body does not overshadow the opinion of students, the students can benefit from the invaluable feedback provided by the institutes. In fact, most institutes today do have special career counsellors which help students assess their strengths and shortcomings and provide them with better tools to make a more informed decision.
| 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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Grammar and spelling errors:
Line 9, column 1, 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.
...ent to facilitate a better decision. In conclusion, the educational institutes ...
^^
Discourse Markers used:
['first', 'furthermore', 'however', 'if', 'may', 'nevertheless', 'regarding', 'so', 'still', 'thus', 'well', 'for example', 'in conclusion', 'in contrast', 'in fact', 'sort of', 'first of all', 'it is true']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.266784452297 0.240241500013 111% => OK
Verbs: 0.151943462898 0.157235817809 97% => OK
Adjectives: 0.0777385159011 0.0880659088768 88% => OK
Adverbs: 0.0512367491166 0.0497285424764 103% => OK
Pronouns: 0.0335689045936 0.0444667217837 75% => OK
Prepositions: 0.118374558304 0.12292977631 96% => OK
Participles: 0.0371024734982 0.0406280797675 91% => OK
Conjunctions: 3.11730262299 2.79330140395 112% => OK
Infinitives: 0.0265017667845 0.030933414821 86% => OK
Particles: 0.00353356890459 0.0016655270985 212% => OK
Determiners: 0.111307420495 0.0997080785238 112% => OK
Modal_auxiliary: 0.0282685512367 0.0249443105267 113% => OK
WH_determiners: 0.0194346289753 0.0148568991511 131% => OK
Vocabulary words and sentences:
No of characters: 3417.0 2732.02544248 125% => OK
No of words: 515.0 452.878318584 114% => OK
Chars per words: 6.63495145631 6.0361032391 110% => OK
Fourth root words length: 4.763781212 4.58838876751 104% => OK
words length more than 5 chars: 0.446601941748 0.366273622748 122% => OK
words length more than 6 chars: 0.361165048544 0.280924506359 129% => OK
words length more than 7 chars: 0.299029126214 0.200843997647 149% => OK
words length more than 8 chars: 0.194174757282 0.132149295362 147% => OK
Word Length SD: 3.11730262299 2.79330140395 112% => OK
Unique words: 245.0 219.290929204 112% => OK
Unique words percentage: 0.47572815534 0.48968727796 97% => OK
Word variations: 55.5459867843 55.4138127331 100% => OK
How many sentences: 23.0 20.6194690265 112% => OK
Sentence length: 22.3913043478 23.380412469 96% => OK
Sentence length SD: 40.9165779557 59.4972553346 69% => OK
Chars per sentence: 148.565217391 141.124799967 105% => OK
Words per sentence: 22.3913043478 23.380412469 96% => OK
Discourse Markers: 0.782608695652 0.674092028746 116% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 1.0 5.21349557522 19% => OK
Readability: 58.5078092022 51.4728631049 114% => OK
Elegance: 1.78358208955 1.64882698954 108% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.480401428093 0.391690518653 123% => OK
Sentence sentence coherence: 0.106751665167 0.123202303941 87% => OK
Sentence sentence coherence SD: 0.0670239194063 0.077325440228 87% => OK
Sentence paragraph coherence: 0.538402112866 0.547984918172 98% => OK
Sentence paragraph coherence SD: 0.115384309954 0.149214159877 77% => OK
Sentence topic coherence: 0.194700786797 0.161403998019 121% => OK
Sentence topic coherence SD: 0.115049741956 0.0892212321368 129% => OK
Paragraph paragraph coherence: 0.456104329936 0.385218514788 118% => OK
Paragraph paragraph coherence SD: 0.0660717457159 0.0692045440612 95% => OK
Paragraph topic coherence: 0.350135612946 0.275328986314 127% => OK
Paragraph topic coherence SD: 0.0814264817532 0.0653680567796 125% => OK
Task Achievement:
Sentences with positive sentiment : 17.0 10.4325221239 163% => OK
Sentences with negative sentiment : 3.0 5.30420353982 57% => OK
Sentences with neutral sentiment: 3.0 4.88274336283 61% => OK
Positive topic words: 16.0 7.22455752212 221% => OK
Negative topic words: 2.0 3.66592920354 55% => OK
Neutral topic words: 3.0 2.70907079646 111% => OK
Total topic words: 21.0 13.5995575221 154% => 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: This is not the final score. 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.