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.
In this world there are so many aspects against us. Some students have hardships at home, some might not even have a home, and some might not have family or friends for support, thus the students might look to the school and the patrons of the school to help them in their endeavors. Dissuading students to follow their specific pursuits of study is wrongful. How are we able to measure someone’s capacity to learn? Also, how would this affect how someone felt about themselves emotionally and mentally? Furthermore, wouldn’t this have a negative effect on our economy.
In this country we take multiple exams throughout our life. We study until we don’t think we can understand anymore and we take tests that determine our future. Now, there is no way to fully grasp how much a person knows through a test. What if someone doesn’t do well on test but is amazing during a presentation. What if a person knows the subject but can’t help but second guess themselves because they get so nervous during test taking. You could argue that if a person truly knows a subject then they shouldn’t have to second guess, but with the way tests are made now, I attest. For instance, professors now are utilizing multiple choice questions that include three answers that could be correct and barely tweaking each one, which makes it highly difficult to stand strong on an answer. Also, people with anxiety will start to self erupt in a way while taking the test. I have had multiple tests where I start shaking, fidgeting, throwing my hands to my face, and looking like I belong in an insane asylum. Fortunately, I was able to fix this problem throughout time, but if I was told to not even try to get a degree in biology, then I may not have. I honestly never thought I would get a degree in biology because I didn’t study my first semester and paid the price. When I decided to go back to get my degree in biology, I persevered and am now trying to further my education, even though I truly gave up at one point.
Negativity can hinder someone’s life in too many ways and telling someone “no” just makes it that much harder. In other countries, like Iran, students take an exam that tells them what college they have to go into after high school. One of my cousins told me that she was distraught when her scores weren’t good enough because they sent her to a technology school. She had no interest in this profession and the school was 2 hours away from her home. She recently came to America and wants to study to be a stenographer, but she would not have been able to do this in her own country. I know that these are harsher conditions than explained above, but it already feels like a push in that direction.
Not only would this be detrimental to people’s health, but it would alter the economic growth. What if a group of students who were pre-med decided to go a different route, then these students would not be spending a hundred thousand and more dollars on school and there might be a deficit on how well the programs could run at that point. Maybe at that point, the people who do get into medical school would have to pay millions and be even more in debt for that profession. Not to mention, if told they couldn’t then what if we end up having less and less medical professionals, astronauts, or scientist. One might argue that it could aid our future by selecting who is good at what profession at an earlier stage of life and save the person money or time, but sometimes as a person we must go through these experiences to become better than the rest. There are so many scientist’s that didn’t have formal education.
Furthermore, dissuading students to follow their coveted path of study would be reprimanding their ability to learn and possibly shrinking someone’s genius. Not to mention, how this could affect the human psyche and what someone would do instead as a result. If we don’t look at this on the individual level, then maybe consider the level of economy and how not as many investments would be made.
| 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 |
- 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 suppo 16
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- Claim: Governments must ensure that their major cities receive the financial support they need in order to thrive.Reason: It is primarily in cities that a nation's cultural traditions are preserved and generated.Write a response in which you discuss 50
Grammar and spelling errors:
Line 1, column 183, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...have family or friends for support, thus the students might look to the school an...
^^
Line 5, column 365, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'an' or 'IT'?
Suggestion: an; IT
...;t good enough because they sent her to an IT school. She had no interest in this pro...
^^^^^
Line 5, column 371, Rule ID: IT_VBZ[1]
Message: Did you mean 'schools'?
Suggestion: schools
...d enough because they sent her to an IT school. She had no interest in this profession...
^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, honestly, if, look, may, second, so, then, thus, well, while, as to, for instance, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 26.0 12.4196629213 209% => Less auxiliary verb wanted.
Conjunction : 31.0 14.8657303371 209% => Less conjunction wanted
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 90.0 33.0505617978 272% => Less pronouns wanted
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3388.0 2235.4752809 152% => OK
No of words: 725.0 442.535393258 164% => Less content wanted.
Chars per words: 4.67310344828 5.05705443957 92% => OK
Fourth root words length: 5.18900992827 4.55969084622 114% => OK
Word Length SD: 2.67707970874 2.79657885939 96% => OK
Unique words: 330.0 215.323595506 153% => OK
Unique words percentage: 0.455172413793 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 1037.7 704.065955056 147% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 33.0 20.2370786517 163% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 50.4476562773 60.3974514979 84% => OK
Chars per sentence: 102.666666667 118.986275619 86% => OK
Words per sentence: 21.9696969697 23.4991977007 93% => OK
Discourse Markers: 3.78787878788 5.21951772744 73% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 10.0 5.13820224719 195% => OK
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0834008740359 0.243740707755 34% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0231638506109 0.0831039109588 28% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0270401835568 0.0758088955206 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0497814416397 0.150359130593 33% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0163626079983 0.0667264976115 25% => 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: 11.6 14.1392134831 82% => Automated_readability_index is low.
flesch_reading_ease: 67.08 48.8420337079 137% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 9.81 12.1639044944 81% => OK
dale_chall_readability_score: 7.42 8.38706741573 88% => OK
difficult_words: 126.0 100.480337079 125% => OK
linsear_write_formula: 6.5 11.8971910112 55% => Linsear_write_formula is low.
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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Write the essay in 30 minutes.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 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.