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.
Educational institutions are responsible for endowing the children with the adequate knowledge to pursue their goals and assist them in making decisions for their life. However if this assistance turns out to be an intervention to childrens life in a negative way it may produce harmful results. I concede that success at school is an important criteria and a measure of childrens abilities to some extend but this is not the single determining factor. Therefore, educational institutions role should be restricted with knowledge provision and showing field options to pursue a career.
First of all, educational insitutions ,despite their importance, are standardized environments aiming to meet the demands of an average students. The way of teaching, the curriculum and the environment is restricted therefore can not be considered as a pristine reflection of professional life. Setting the school success as the main criteria for life will led to an ill judgement which in turn might produce erroneous outcomes. A highschool student failing at highschool algebra since he finds it very easy might become a pundit at abstract algebra during his university education. Also, it is impossible for educators to closely tract what their students are doing during their freetimes without a complete information on students interests and abilities outside school their judgement will be inevitably ill. Under lack of complete information, dissuading students from what they want to pursue is harmful for overall well being and possible success.
Secondly, teachers are not the only ones valueing success but families and children themselves also do. Considering their limited capacity in judging success as stated above the decision should be left to children itself. As they move further at school they will realize their tendencies, capacities and deficiencies which will lead to reassessment of their career plans. Future plans are always susceptible to change as student discovers more about herself and more about the outer life. If they value success, they will choose fields they tend to be succesful during this process. A direct intervention to this natural process by pressure and discouragement will subvert children from discovering herself and her abilities. Most of the young pupils have naive dreams such as becoming an astronout or a singer however as they face with their own realities and the realities of life they alter their goals so that they can make a living and be succesfull. If institution interrupts this natural process the anger, detest and discouragement produced will either make them hold on to this unrealistic goals even more or to develop a diffidence that further inhibit success.
Finally, persevarance, hardworking and love of what you do has much more contribution to success in professional life than sole abilities. A children might have a great quantative ability but what really fascinates him might be acting. If school discourages him from becoming actor to become a physician he would not utilize his capacity because he don’t enjoy the area itself which in turn hamper his success in the field.
To conclude, success in life is determined by many factors and can not be limited to school. An institution undermining this fact and using discouragement as a tool will not be able to reach its goals.
| 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 1, column 170, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...hem in making decisions for their life. However if this assistance turns out to be an i...
^^^^^^^
Line 1, column 247, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a negative way" with adverb for "negative"; eg, "in a hasty manner" with "hastily".
...to be an intervention to childrens life in a negative way it may produce harmful results. I conce...
^^^^^^^^^^^^^^^^^
Line 1, column 400, Rule ID: SOME_EXTEND[1]
Message: Did you mean 'extent' ("extent" is a noun, "extend" is a verb)?
Suggestion: extent
... measure of childrens abilities to some extend but this is not the single determining ...
^^^^^^
Line 1, column 477, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'institutions'' or 'institution's'?
Suggestion: institutions'; institution's
...ermining factor. Therefore, educational institutions role should be restricted with knowledg...
^^^^^^^^^^^^
Line 3, column 38, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
... First of all, educational insitutions ,despite their importance, are standardiz...
^^
Line 3, column 137, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'student'?
Suggestion: student
...iming to meet the demands of an average students. The way of teaching, the curriculum an...
^^^^^^^^
Line 3, column 358, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'lead'
Suggestion: lead
...cess as the main criteria for life will led to an ill judgement which in turn might...
^^^
Line 9, column 203, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ol will not be able to reach its goals.
^^^
Transition Words or Phrases used:
also, but, finally, first, however, if, may, really, second, secondly, so, therefore, well, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 2829.0 2235.4752809 127% => OK
No of words: 532.0 442.535393258 120% => OK
Chars per words: 5.31766917293 5.05705443957 105% => OK
Fourth root words length: 4.80261649409 4.55969084622 105% => OK
Word Length SD: 2.94885634052 2.79657885939 105% => OK
Unique words: 276.0 215.323595506 128% => OK
Unique words percentage: 0.518796992481 0.4932671777 105% => OK
syllable_count: 880.2 704.065955056 125% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 39.122559594 60.3974514979 65% => OK
Chars per sentence: 123.0 118.986275619 103% => OK
Words per sentence: 23.1304347826 23.4991977007 98% => OK
Discourse Markers: 4.91304347826 5.21951772744 94% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.148481731979 0.243740707755 61% => OK
Sentence topic coherence: 0.0425031324183 0.0831039109588 51% => OK
Sentence topic coherence SD: 0.0397460164027 0.0758088955206 52% => OK
Paragraph topic coherence: 0.0805697414766 0.150359130593 54% => OK
Paragraph topic coherence SD: 0.0324741244023 0.0667264976115 49% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.87 12.1639044944 114% => OK
dale_chall_readability_score: 8.96 8.38706741573 107% => OK
difficult_words: 141.0 100.480337079 140% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
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.