Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Nowadays, there is a different view of the issue about whether educational institutions should dissuade students to give up the pursuit on which they are unlikely to succeed. Depending on personal experiences and beliefs, we may find some support such institutions should lead students on the right path and avoid to waste time to pursue somethings could be never successful, while others hold the different attitude that students should have the chance to seek which they want to pursue. As far as I concerned, I believe that educational institutions have a responsibility to encourage students to search what they want and not hinder them to do that. The following discussion will explore my view.
In general, the goal of educational institutions is to teach students and let them have enough knowledge to seek their dream. Also, when they are doing wrong during the time of the seeking, educational institutions should give them appropriate teaching to make them go back to the right path again, especially as they provide many efforts but still cannot close to their goal.
On the other hand, no matter which educational institutions as long as they are responsible for the future of the students, it will not suggest them quit the dream only because of the dream seems implausible to them. This is because, first, if the suggestion is responsible to students and consider the advantages and disadvantages from the position of students, it must have a premise: educational institutions are very sure that the pursuing of students are impossible to achieve. However, if students do not invest all their mind and tears in working hard for dreams, who would sure whether their deals will succeed in the first place? There are so many things we never thought before, but all become the reality, isn't? Secondly, if the recommendations in the topic are implemented, the result will be very simple: to annihilate the dream, to be self-styled, and to never develop and progress. Such result totally contrasts to the claim which educational institutions want to implement.
In fact, the right method is not stopping them to find their idea goal but encourage them to do it. At the same time, educational institutions have to guide and aid them when students are in exploration, therefore, they may cost at the least spend whether they are successful or failure. Pursuing dreams will definitely pay prices, but human civilization is just established by such cost. Thus, educational institutions should not forbid them is correct.
In conclusion, despite the fact that educational institutions have a responsibility to stop students excessive pay for dreams, there are many other factors we should consider discreetly. Therefore, we cannot presumptuously believe the statement.
- Some people suggest that using a cleaner energy to pretect the environment is better, but some people say the traditional energy source such as coal and oil is less expensice, what is your suggestion. 66
- A/D : The most important investment that can be made to the education of children aged four to seven is giving them a computer. 60
- Students should always question what they are taught instead of accepting it passively. 50
- No field of study can advance significantly unless it incorporates knowledge and experience from outside that field. 50
- Students should always question what they are taught instead of accepting it passively. 50
Grammar and spelling errors:
Line 5, column 718, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: isn't
...ght before, but all become the reality, isnt? Secondly, if the recommendations in th...
^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, second, secondly, so, still, therefore, thus, while, in conclusion, in fact, in general, in the first place, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2335.0 1977.66487455 118% => OK
No of words: 449.0 407.700716846 110% => OK
Chars per words: 5.2004454343 4.8611393121 107% => OK
Fourth root words length: 4.60321845022 4.48103885553 103% => OK
Word Length SD: 2.98392277381 2.67179642975 112% => OK
Unique words: 220.0 212.727598566 103% => OK
Unique words percentage: 0.489977728285 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 713.7 618.680645161 115% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 73.8087284477 48.9658058833 151% => OK
Chars per sentence: 129.722222222 100.406767564 129% => OK
Words per sentence: 24.9444444444 20.6045352989 121% => OK
Discourse Markers: 9.0 5.45110844103 165% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.380797350522 0.236089414692 161% => OK
Sentence topic coherence: 0.120865042214 0.076458572812 158% => OK
Sentence topic coherence SD: 0.101666899196 0.0737576698707 138% => OK
Paragraph topic coherence: 0.218004778397 0.150856017488 145% => OK
Paragraph topic coherence SD: 0.0841304110471 0.0645574589148 130% => OK
Essay readability:
automated_readability_index: 15.5 11.7677419355 132% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.18 10.9000537634 121% => OK
dale_chall_readability_score: 7.96 8.01818996416 99% => OK
difficult_words: 89.0 86.8835125448 102% => OK
linsear_write_formula: 19.5 10.002688172 195% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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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.