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.
With the continuous development of education, many educational institutions have more and more comprehensive means to train a student. Many students come up with various fields in which they want to pursue their career.From the perspective of the institutions,they might think the field of study some students want to select are not likely to succeed. In other words,maybe the student with potential talent is more successful in other fields. So, should educational institutions discourage students from this kind of pursuit? In my opinion, every students has the right to go after the yearning field of study, whatever the result would be perfect or not. Therefore,educational institutions should not interfere too much in it.
Admittedly, the claim may be meaningful for the future career development of students. Through the way to dissuade, students can avoid spending many time and efforts in their weakness. Instead,it can help them look for what they are really good at gradually. Furthermore, because educational institutions should cultivate useful personnel to society, such dissuasion really helps students to develop talents in their field of expertise.
However,there are notable flaws in such inferences. First of all, although pedagogy, psychology and other disciplines are evolving, educational institutions still cannot judge the success of students accurately.For example,Albert Einstein could not speak until the age of three. His teacher once said that he could not succeed, but in fact he grew up to be a highly accomplished physicist. That is to say, it is difficult to predict whether everyone's development will succeed. If educational institutions dissuade them only according to their own judgment, students may also miss one of the opportunities to succeed.
Most importantly,discouraging students may not make students obey but resist. It’s possible for them to show the negative side in areas that appear to be seemingly successful. For example, If a student especially likes astronomy physics major but the teacher strongly stopped him, as the ground that learning this can not have a good future development, so the student may be weary of study or even abandon himself to vice in order to fight against the teacher. In the stage of fundamental education, students have the right to fully study well, while in the higher education stage, students have the right to choose their major freely. Both rights are the part of the right of education, because of which educational institutions have no right to deprive them.
To summarize, I think dissuading students from seeking the major they really like is not adequate approach for educational institutions to advocate,because students have their freedom to select their interest and education. Educational institutions can indeed train different talents specifically, but they have no obligation or right to discourage students from engaging in their chosen majors.
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Grammar and spelling errors:
Line 1, column 220, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: From
... which they want to pursue their career.From the perspective of the institutions,the...
^^^^
Line 1, column 260, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , they
...From the perspective of the institutions,they might think the field of study some stu...
^^^^^
Line 1, column 367, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , maybe
...re not likely to succeed. In other words,maybe the student with potential talent is mo...
^^^^^^
Line 1, column 657, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ver the result would be perfect or not. Therefore,educational institutions shoul...
^^
Line 1, column 668, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , educational
...ult would be perfect or not. Therefore,educational institutions should not interfere too m...
^^^^^^^^^^^^
Line 3, column 145, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun time seems to be countable; consider using: 'many times'.
Suggestion: many times
...o dissuade, students can avoid spending many time and efforts in their weakness. Instead,...
^^^^^^^^^
Line 3, column 193, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , it
...e and efforts in their weakness. Instead,it can help them look for what they are re...
^^^
Line 5, column 8, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , there
... in their field of expertise. However,there are notable flaws in such inferences. F...
^^^^^^
Line 5, column 212, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: For
...udge the success of students accurately.For example,Albert Einstein could not speak...
^^^
Line 5, column 223, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , Albert
...ccess of students accurately.For example,Albert Einstein could not speak until the age ...
^^^^^^^
Line 7, column 17, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , discouraging
...tunities to succeed. Most importantly,discouraging students may not make students obey but...
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Line 9, column 148, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , because
...for educational institutions to advocate,because students have their freedom to select t...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, look, may, really, so, still, therefore, well, while, for example, i think, in fact, kind of, first of all, in my opinion, in other words, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 34.0 33.0505617978 103% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2503.0 2235.4752809 112% => OK
No of words: 455.0 442.535393258 103% => OK
Chars per words: 5.5010989011 5.05705443957 109% => OK
Fourth root words length: 4.61852021839 4.55969084622 101% => OK
Word Length SD: 3.26863952544 2.79657885939 117% => OK
Unique words: 240.0 215.323595506 111% => OK
Unique words percentage: 0.527472527473 0.4932671777 107% => OK
syllable_count: 766.8 704.065955056 109% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 60.7110756843 60.3974514979 101% => OK
Chars per sentence: 113.772727273 118.986275619 96% => OK
Words per sentence: 20.6818181818 23.4991977007 88% => OK
Discourse Markers: 8.95454545455 5.21951772744 172% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 12.0 7.80617977528 154% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
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: 0.264653328802 0.243740707755 109% => OK
Sentence topic coherence: 0.0789158982141 0.0831039109588 95% => OK
Sentence topic coherence SD: 0.058164530714 0.0758088955206 77% => OK
Paragraph topic coherence: 0.156365116794 0.150359130593 104% => OK
Paragraph topic coherence SD: 0.0610621449269 0.0667264976115 92% => OK
Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.62 12.1639044944 120% => OK
dale_chall_readability_score: 8.34 8.38706741573 99% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 15.0 11.7820224719 127% => 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.