Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
I fundamentally disagree that the currently evaluated talent of a student should be an indicator in determining the future study and career. Needless to say, talent is vital to get success in one’s career. Yet, I emphasize the significance of effort compared to talent, and additionally, will show the statement unwarranted by indicating the hidden assumption that it is making.
At first glance, the given statement looks attractive. The inherent ability of a student plays a crucial role in studying and his future career. Numerous examples approve this point. Especially in music and arts, many ingenious composers like Beethoven, Mozart, or Brahms showed their gifts very early in life. On the contrary case, an overwhelming number of contemporary musicians in the 18th century might live in difficulties and are forgotten now in the 21st century. Athletes aren’t exceptions as well. Turning to view a more general case, studying mathematics and science (especially physics) requires learners’ talent much: a lot of students who choose their major in engineer or science are suffered from the burdensome study and finally change their majors. Truly, talent does lots in study and success of a career.
Nevertheless, we can’t ignore the importance of effort. There’s a famous phrase that Sir Edison left: 'A genius consists of 1% inspiration and 99% effort'. Admittedly, 1% inspiration is needed to complete the genius, but what consisting genius in major is the effort. The career of Chinese pianist Yundi lee aptly illustrates the essentiality of effort. Yundi lee, the champion of Chopin International competition in 2000, was famous for his artful technic on piano. But in 2015, at the concert in South Korea, he forgot the portion of the piece and skipped the passage! Surprisingly, the piece was what he performed in the final stage in the competition that he won. In fact, he was lazy in keeping his ability still keenly after the competition. This example conveys us the importance of effort by introducing the dramatic declination in the field where talent is considered extremely necessary.
Moreover, some critical caveats might be hidden in the educational institutions’ judgment, by prematurely trusting that the talent of students will remain the same in the future as now. Plenty number of scholars had prospered their gifts in the middle of their career. Einstein had worked in the patents office of Swiss before he announced the very article explaining relativity theory, though he had graduated a great college (ETH Zürich). Although we despite Einstein’s case, there is an equivalent number of scientists who discovered their talent after graduation compared to who flourished their talent in the early stage. Some can insist that this is the result of effort, but the insistence would not be able to validate the next example. In elementary school, children usually prefer playing with friends than studying in front of a desk. In this step, a calm student with moderate talent would be considered as gifted than a restive child. But by growing up, the restive child would start studying and his hidden talent can be denuded. Thus it is dangerous to define students’ ability in the early age of life.
In sum, though I admit the importance of talents as the speaker asserts, I can't hide my anxiety for the danger that a hasty examination of students’ talent would make. Furthermore, there is another risk of misjudging the actually required ability in a specific field when institutions dissuade tutees. Definitively, the noble value of effort e lighted compared to talent.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-04-27 | luckystar1941 | 66 | view |
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- Educational Institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. 16
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. 16
- People's behavior is largely determined by forces not of their own making.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 compelli 66
Grammar and spelling errors:
Line 7, column 302, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'patents'' or 'patent's'?
Suggestion: patents'; patent's
...heir career. Einstein had worked in the patents office of Swiss before he announced the...
^^^^^^^
Line 7, column 645, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'insists'.
Suggestion: insists
...eir talent in the early stage. Some can insist that this is the result of effort, but ...
^^^^^^
Line 7, column 935, Rule ID: AS_ADJ_AS[1]
Message: Comparison is written "as gifted 'as'".
Suggestion: as
...te talent would be considered as gifted than a restive child. But by growing up, the...
^^^^
Line 7, column 1053, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...g and his hidden talent can be denuded. Thus it is dangerous to define students&apos...
^^^^
Line 9, column 76, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...ce of talents as the speaker asserts, I cant hide my anxiety for the danger that a h...
^^^^
Transition Words or Phrases used:
actually, but, finally, first, furthermore, if, look, moreover, nevertheless, so, still, thus, well, in fact, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 3066.0 2235.4752809 137% => OK
No of words: 583.0 442.535393258 132% => OK
Chars per words: 5.2590051458 5.05705443957 104% => OK
Fourth root words length: 4.91379618374 4.55969084622 108% => OK
Word Length SD: 2.98588425223 2.79657885939 107% => OK
Unique words: 316.0 215.323595506 147% => OK
Unique words percentage: 0.542024013722 0.4932671777 110% => OK
syllable_count: 957.6 704.065955056 136% => 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
Article: 9.0 4.99550561798 180% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 31.0 20.2370786517 153% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 52.6310464949 60.3974514979 87% => OK
Chars per sentence: 98.9032258065 118.986275619 83% => OK
Words per sentence: 18.8064516129 23.4991977007 80% => OK
Discourse Markers: 4.03225806452 5.21951772744 77% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 25.0 10.2758426966 243% => Less positive sentences wanted.
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0991592547619 0.243740707755 41% => OK
Sentence topic coherence: 0.0251538809549 0.0831039109588 30% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0370953855949 0.0758088955206 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.0596343098672 0.150359130593 40% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0303312121409 0.0667264976115 45% => 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: 12.7 14.1392134831 90% => Automated_readability_index is low.
flesch_reading_ease: 53.21 48.8420337079 109% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 13.23 12.1639044944 109% => OK
dale_chall_readability_score: 9.13 8.38706741573 109% => OK
difficult_words: 170.0 100.480337079 169% => OK
linsear_write_formula: 7.5 11.8971910112 63% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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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.