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.
Do the educational institutes have responsibility to dissuade students from pursuing field of study in which they are unlikely to succeed? While many critics might agree that, yes, educational institutes should have this right and responsibility, but this is an unjustified belief based on limited knowledge. As far as I am concerned, I believe that educational institutes should encourage students to explore their full capabilities and promote them in accomplishing what they they choose to study.
To begin with, educational institutes have huge resources and pool of knowledge which can be used to shape the better future of students. Therefore, such institutes should encourage students to follow their dream in spite of difficulties and frustration they generally come up with. APJ Abdul Kalam, the 11th president of Republic of India, had once rightly said that the quality of the best teacher is that he encourages his students to explore their capabilities; I accede to his opinion. He said so because once he was harshly berated by his professor that he will never be able to study physics; however, he later took courage to prove his worth and became the founding father of Indian missile program and civilian space program. Hence, his great life teach us that for teachers it is better to encourage their students rather than dissuading them.
Furthermore, there are several counterproductive effects of dissuading students: they became indolent and stop to be creative. Take my brother, for instance. He was a good athlete and used to get several awards each month in different athletic contests - like high jump, long jump, running and so forth. However, in School Leaving Certificate (SLC) level, he was unable to pass; he failed for three consecutive years. Therefore, the teachers dissuaded him and the result is he dropped formal education and is unemployment till today. This could have avoided and he could have passed on fourth year if he was encouraged instead, I guess.
Finally, encouraging helps even the dull students to perform his best. If we dissuade, instead of encouraging, we may lose genuine talents sometimes. Michale Jorden, for example, was rejected from his high school basketball team; the reason was he was too short to play basketball. The high-school team was to lose such a talent player; he took firm determination to show his worth and practiced hard, however. Later, he became the Olympic gold medalist , not once but twice, and turned himself into one of the most effective athlete in the marketing world. This example, also props up my belief that dissuading students is not a good tool to employ.
All in all, students should be encouraged by their professors to follow their dreams. Some globally renowned figures - like APJ Abdul Kalam and Michael Jorden - were once dissuaded by their masters; there were none to encourage them. The took courage from themselves, however, and turned themselves into the most reputable figures. Therefore, encouragement is far more effective and useful to promote students, rather than dissuading them from studying their field of interest.
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Grammar and spelling errors:
Line 2, column 474, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: they
... and promote them in accomplishing what they they choose to study. To begin with, edu...
^^^^^^^^^
Line 8, column 454, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...ter, he became the Olympic gold medalist , not once but twice, and turned himself ...
^^
Discourse Markers used:
['also', 'but', 'finally', 'furthermore', 'hence', 'however', 'if', 'may', 'so', 'therefore', 'while', 'as to', 'for example', 'for instance', 'i guess', 'in spite of', 'to begin with']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.208771929825 0.240241500013 87% => OK
Verbs: 0.177192982456 0.157235817809 113% => OK
Adjectives: 0.080701754386 0.0880659088768 92% => OK
Adverbs: 0.0701754385965 0.0497285424764 141% => OK
Pronouns: 0.0929824561404 0.0444667217837 209% => Less pronouns wanted. Try not to use 'you, I, they, he...' as the subject of a sentence
Prepositions: 0.0912280701754 0.12292977631 74% => OK
Participles: 0.0350877192982 0.0406280797675 86% => OK
Conjunctions: 2.83560327741 2.79330140395 102% => OK
Infinitives: 0.040350877193 0.030933414821 130% => OK
Particles: 0.00350877192982 0.0016655270985 211% => OK
Determiners: 0.0491228070175 0.0997080785238 49% => Some determiners wanted.
Modal_auxiliary: 0.0175438596491 0.0249443105267 70% => OK
WH_determiners: 0.00526315789474 0.0148568991511 35% => Some subClauses wanted starting by 'Which, Who, What, Whom, Whose.....'
Vocabulary words and sentences:
No of characters: 3135.0 2732.02544248 115% => OK
No of words: 507.0 452.878318584 112% => OK
Chars per words: 6.18343195266 6.0361032391 102% => OK
Fourth root words length: 4.74517233601 4.58838876751 103% => OK
words length more than 5 chars: 0.384615384615 0.366273622748 105% => OK
words length more than 6 chars: 0.29191321499 0.280924506359 104% => OK
words length more than 7 chars: 0.214990138067 0.200843997647 107% => OK
words length more than 8 chars: 0.138067061144 0.132149295362 104% => OK
Word Length SD: 2.83560327741 2.79330140395 102% => OK
Unique words: 280.0 219.290929204 128% => OK
Unique words percentage: 0.552268244576 0.48968727796 113% => OK
Word variations: 68.4080023039 55.4138127331 123% => OK
How many sentences: 24.0 20.6194690265 116% => OK
Sentence length: 21.125 23.380412469 90% => OK
Sentence length SD: 44.5345527528 59.4972553346 75% => OK
Chars per sentence: 130.625 141.124799967 93% => OK
Words per sentence: 21.125 23.380412469 90% => OK
Discourse Markers: 0.708333333333 0.674092028746 105% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 2.0 5.21349557522 38% => OK
Readability: 50.316321499 51.4728631049 98% => OK
Elegance: 0.984536082474 1.64882698954 60% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.380151523678 0.391690518653 97% => OK
Sentence sentence coherence: 0.0840503999287 0.123202303941 68% => OK
Sentence sentence coherence SD: 0.0675308915686 0.077325440228 87% => OK
Sentence paragraph coherence: 0.467463686991 0.547984918172 85% => OK
Sentence paragraph coherence SD: 0.127888401753 0.149214159877 86% => OK
Sentence topic coherence: 0.131417988227 0.161403998019 81% => OK
Sentence topic coherence SD: 0.114367127444 0.0892212321368 128% => OK
Paragraph paragraph coherence: 0.309313515299 0.385218514788 80% => OK
Paragraph paragraph coherence SD: 0.0558610178087 0.0692045440612 81% => OK
Paragraph topic coherence: 0.250550159606 0.275328986314 91% => OK
Paragraph topic coherence SD: 0.0844512655239 0.0653680567796 129% => OK
Task Achievement:
Sentences with positive sentiment : 16.0 10.4325221239 153% => OK
Sentences with negative sentiment : 7.0 5.30420353982 132% => OK
Sentences with neutral sentiment: 1.0 4.88274336283 20% => More neutral sentences wanted.
Positive topic words: 13.0 7.22455752212 180% => OK
Negative topic words: 4.0 3.66592920354 109% => OK
Neutral topic words: 0.0 2.70907079646 0% => More neutral topic words wanted.
Total topic words: 17.0 13.5995575221 125% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.