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.
It is said that the roots of education are bitter but the fruits are sweet. It is no surprise therefore that parents and society try to various extents to steer their loved ones to pursue degrees that will ensure they enjoy the fruits of their labour. Some people assert that our educational institutions, being in a better position to access a student’s strengths and current employability trends, should dissuade students from pursuing courses that will yield little benefit. I however disagree with this opinion for three reasons.
To begin with, unless in extreme cases, educational institutions are bound to misjudge a student’s abilities and hence, likelihood of success in a particular field. Schools may also underestimate a student’s ability to perform in a field; students may make for their weaknesses with strength in other areas. It is well known that the famous physicist and inventor, Thomas Edison was not the best at math and though this may have seemed an insurmountable hindrance his success is ubiquitous; in every light bulb on our streets. Also, various people have succeeded as actors and talk show hosts in spite of being shy and taciturn back in school. Students may fail to exhibit their true potential due to several factors including shyness or a lack of concentration. Therefore it is the role of schools to identify shortcomings in students and help them develop.
Additionally, the job market is dynamic; fields that were considered profitable and prestigious could be on the decline a mere decade later. A school that encourages a student to pursue a field based on expected earnings may be setting them up for disappointment. Take for instance accounting, which used to be a very lucrative field paying good salaries and bonuses. A dip in the fortunes of banks due to more and more disruption from technology firms with ingenious banking and finance apps coupled with a saturation of the industry has resulted in many degree holders on the prowl for jobs with little success.
People who believe that schools should do more to direct students towards more promising courses may claim that in this times where educational fees are always on the rise and students are left with outrageous loans after school, students should take prudent steps to ensure they don’t end up jobless. I believe that the solution to this however is not to ignore what you are passionate or gifted in but rather to work on your strengths till you are distinguished in whatever field you choose. People who force themselves into certain fields for the sake of a paycheck are likely to end up struggling on the job or depressed and may underperform. Alternatively people who pursue their dreams with hard work and dedication will surely carve out a reputation for themselves and may end up employing others.
Choosing a field to pursue is an arduous task that burdens many students. A schools assistance to its students in this endeavour cannot be understated. It is however not to foist a career choice on students; a choice that will change the entire course of these students’ lives, but to encourage and help students discover and develop their passions and strengths so they can contribute to our society at large.
| 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 |
- The luxuries and conveniences of contemporary life prevent people from developing into truly strong and independent individuals.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning f 79
- 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 72
- In any profession — business, politics, education, government — those in power should step down after five years.Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position 16
- In any profession — business, politics, education, government — those in power should step down after five years.Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position 16
Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
It is said that the roots of education a...
^^^^^^^^
Line 2, column 773, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...ing shyness or a lack of concentration. Therefore it is the role of schools to identify s...
^^^^^^^^^
Line 6, column 117, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...ore promising courses may claim that in this times where educational fees are always...
^^^^
Line 6, column 296, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...dent steps to ensure they don't end up jobless. I believe that the solution ...
^^
Line 8, column 78, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'schools'' or 'school's'?
Suggestion: schools'; school's
...uous task that burdens many students. A schools assistance to its students in this ende...
^^^^^^^
Transition Words or Phrases used:
also, but, hence, however, if, may, so, therefore, well, for instance, in spite of, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 18.0 11.3162921348 159% => OK
Pronoun: 48.0 33.0505617978 145% => Less pronouns wanted
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2728.0 2235.4752809 122% => OK
No of words: 539.0 442.535393258 122% => OK
Chars per words: 5.0612244898 5.05705443957 100% => OK
Fourth root words length: 4.81833721656 4.55969084622 106% => OK
Word Length SD: 2.86610165696 2.79657885939 102% => OK
Unique words: 291.0 215.323595506 135% => OK
Unique words percentage: 0.539888682746 0.4932671777 109% => OK
syllable_count: 827.1 704.065955056 117% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 66.9442859023 60.3974514979 111% => OK
Chars per sentence: 129.904761905 118.986275619 109% => OK
Words per sentence: 25.6666666667 23.4991977007 109% => OK
Discourse Markers: 4.61904761905 5.21951772744 88% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.212077430658 0.243740707755 87% => OK
Sentence topic coherence: 0.059472406827 0.0831039109588 72% => OK
Sentence topic coherence SD: 0.0314241523833 0.0758088955206 41% => Sentences are similar to each other.
Paragraph topic coherence: 0.112648651787 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.0164641463819 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: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 54.56 48.8420337079 112% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.36 12.1639044944 102% => OK
dale_chall_readability_score: 8.83 8.38706741573 105% => OK
difficult_words: 135.0 100.480337079 134% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 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.