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.
A glance at modern pedagogy sheds light on a question that has somewhat instigated discussion for long, that is, whether schools and universities have the responsibility to prevent students from studying the fields that they are not likely to succeed. The attitudes are ambivalent because doing so can falicitate the career of a student, or damage it at the same. As far as I am concerned, educational institutions should not meddle the students decisions unless in some special cases.
Foremost, it is almost impossible to predict whether a student can be successful in a certain field. Although in schools and universities, a plethora of exams offer a relatively subjective evaluation of a student\'s performance and talent in a field of study, it does not necessarily mean that one cannot continue working on it in the future. Let us take the British Noble Prize laureate Professor Gould as an example. His teacher at Eton College ruthlessly concluded that he did not have the attribute to study life sciences based on his test scores. On the contrary, Profssor Gould found his passion for biology in university and eventually became a renowned biologist.
What is more, students should have the lattitude to choose their fields of interest according to their willings, and there is no reason for the educational institutions to hinder them. The statement assumes that every student is expected to be as successful as possible in future career, which makes it reasonable for educational institutions to help students avoid failure. Nonetheless, I would like to assert that the ultimate goal of any sort of education is not to cultivate successful people, but to let the learners explore the world under the guidance of their own interests and enthusiasm. Were this be the true creed in educating the next generations, schools would not have any logical reason to dissuade students from pursuing fields of study that seem to be close for success.
Notably, giving students the freedom to choose what they want to learn does not equal having no restrictions. Admittedly, there are some fields that require certain requisites, excluding some students in the first place. For instance, having a good voice is generally a requirement for singers, and many role models in the field receive relevant training at an early age. If a student make the determination to be a singer when he or she is in middle school or even high school, the chances are that he or she would not become a professional singer. One may also need to be tall enough to become a professional basketball player. This is when educational institutions are expected to get involved and thoroughly investigate the students\' weaknesses and advantages with them.
In conclusion, there is no exact anwser to whether educational intitutions should avoid students from learning what they are not going to perform excellently. In some cases, the potential of students are unpredictable, while in other situations students are expected to make decision rationally. I would like to suggest that schools should generally not interfere with students, but be prepared to offer consultant and help when needed.
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Grammar and spelling errors:
Line 3, column 367, Rule ID: NOBLE_PRIZE[1]
Message: Did you mean 'Nobel Prize'?
Suggestion: Nobel Prize
... in the future. Let us take the British Noble Prize laureate Professor Gould as an example....
^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, if, may, nonetheless, so, thus, while, for instance, in conclusion, sort of, in some cases, on the contrary, what is more, in the first place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2658.0 2235.4752809 119% => OK
No of words: 516.0 442.535393258 117% => OK
Chars per words: 5.1511627907 5.05705443957 102% => OK
Fourth root words length: 4.76609204519 4.55969084622 105% => OK
Word Length SD: 2.95985752446 2.79657885939 106% => OK
Unique words: 270.0 215.323595506 125% => OK
Unique words percentage: 0.523255813953 0.4932671777 106% => OK
syllable_count: 841.5 704.065955056 120% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 48.2912554348 60.3974514979 80% => OK
Chars per sentence: 126.571428571 118.986275619 106% => OK
Words per sentence: 24.5714285714 23.4991977007 105% => OK
Discourse Markers: 7.57142857143 5.21951772744 145% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.212726573044 0.243740707755 87% => OK
Sentence topic coherence: 0.0592398658347 0.0831039109588 71% => OK
Sentence topic coherence SD: 0.0511989763286 0.0758088955206 68% => OK
Paragraph topic coherence: 0.118569683755 0.150359130593 79% => OK
Paragraph topic coherence SD: 0.0496323557017 0.0667264976115 74% => OK
Essay readability:
automated_readability_index: 15.1 14.1392134831 107% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.89 12.1639044944 106% => OK
dale_chall_readability_score: 9.05 8.38706741573 108% => OK
difficult_words: 138.0 100.480337079 137% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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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.