Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed
Educational institutions all over the world have played a major role in shaping the future of their students. Right from birth to adulthood, education institutions have been associated in delivering education to its students. First, a child at infancy enrolls at a playschool or a kindergarten, then, at teenage at a high school and then, as an adult enrolls at a university for undergraduate or a graduate degree. All these years a child gets educated from during his or her initial stages of growth and finally, becomes an adult when he or she has to make a choice for pursuing the field of study to be enrolled for higher education.
The author here claims that these educational institutions are responsible to dissuade the students from pursuing fields of study in which they are unlikely to succeed. Educational institutions always have a burning desire for their students should be successful in their life. These institutions always base their performance indicators mostly on the success of its students. However, in my view I agree with the claims made by the author but partially.
Beginning right from school level, teachers always persuade their students to excel in the core subjects taught in school. Very few of them will persuade their students to subjects which are mostly non-conventional like music, dance, art & craft, painting etc. Then, moving up to the high school, after tenth grade most of the teachers will persuade the students to either study in either science or commerce stream due to bright prospects in both of them. Seldom, will a teacher wish a student to choose arts and humanities to study in high school as they feel there is a limited scope in this field. As a result, a student will not be able to choose his or her field of interest due to the notions prevalent around them. Further, moving up to the university level we may find that courses being offered are the ones which are in popular demand and pursued by most of the students. For example, an engineering university always lists the branches of engineering which are conventional and have always been pursued by most according to the requirements of the industry. Suppose, if a student is interested to pursue his undergraduate studies in aeronautical engineering in India he or she has to choose from a list of few universities and colleges offering that course because aeronautical engineering course is not much popular and demanding in this country. As a result, the student has to either switch on his desired field of study in engineering so as to enroll in a good institution in order to get absorbed in the industry.
However, educational institutions are not the only responsible elements that dissuade the students from pursuing the fields of study in which they are unlikely to succeed. Society also plays a major role in influencing the students to choose their field of study. Along with society our parents also have a huge influence to choose our study options. For example, in India most of the parents desire their children to choose science as a field of study in high school and further, study engineering or medical at university level. Or, they will desire their children to study commerce and become a charted accountant or a lawyer. Due to this parental pressure along with society’s influence most of the students half-heartedly choose these conventional fields of study and then end up being nowhere. Apart from this, peer pressure also plays a significant role for most of the students in choosing their field of study. Most of the students these days follow what their intimate friends or relatives are pursuing after witnessing their success without keeping in mind their aptitudes and abilities before choosing a field of study.
Therefore, I assert that educational institutions are responsible to dissuade students from pursuing fields of study in which they are unlikely to succeed but it is not the only responsible factor. Other factors such as parents, peers, society are also equally responsible for influencing the students to pursue their field of study.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-12 | siri25 | 67 | view |
| 2019-02-15 | shouvik ash | 67 | view |
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. 56
- A nation should require its students to study the same national curriculum until they enter college. 66
- Woven baskets characterized by a particular distinctive pattern have previously been found only in the immediate vicinity of the prehistoric village of Palea and therefore were believed to have been made only by the Palean people. Recently, however, archa 74
- The best way for a society is to prepare its young people for leadership in government, industry, or other fields by instilling in them a sense of cooperation, not competition. 50
- To understand important characteristics of a society one must study its major cities. 54
Grammar and spelling errors:
Line 5, column 458, Rule ID: ADVERB_WORD_ORDER[1]
Message: The adverb 'Seldom' is usually not used at the beginning of a sentence.
...ue to bright prospects in both of them. Seldom, will a teacher wish a student to choos...
^^^^^^
Line 5, column 1452, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...s desired field of study in engineering so as to enroll in a good institution in order t...
^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, however, if, may, so, then, therefore, apart from, as to, for example, such as, as a result, in my view
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 7.0 329% => Less to be verbs wanted.
Auxiliary verbs: 7.0 1.00243902439 698% => Less auxiliary verb wanted.
Conjunction : 23.0 6.8 338% => Less conjunction wanted
Relative clauses : 12.0 3.15609756098 380% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 55.0 5.60731707317 981% => Less pronouns wanted
Preposition: 116.0 33.7804878049 343% => Less preposition wanted.
Nominalization: 9.0 3.97073170732 227% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3429.0 965.302439024 355% => Less number of characters wanted.
No of words: 681.0 196.424390244 347% => Less content wanted.
Chars per words: 5.03524229075 4.92477711251 102% => OK
Fourth root words length: 5.10842213422 3.73543355544 137% => OK
Word Length SD: 2.84780064691 2.65546596893 107% => OK
Unique words: 269.0 106.607317073 252% => Less unique words wanted.
Unique words percentage: 0.395007342144 0.547539520022 72% => More unique words wanted or less content wanted.
syllable_count: 1063.8 283.868780488 375% => syllable counts are too long.
avg_syllables_per_word: 1.6 1.45097560976 110% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 1.53170731707 196% => OK
Article: 5.0 4.33902439024 115% => OK
Subordination: 5.0 1.07073170732 467% => Less adverbial clause wanted.
Conjunction: 0.0 0.482926829268 0% => OK
Preposition: 6.0 3.36585365854 178% => OK
Performance on sentences:
How many sentences: 27.0 8.94146341463 302% => Too many sentences.
Sentence length: 25.0 22.4926829268 111% => OK
Sentence length SD: 48.5449461528 43.030603864 113% => OK
Chars per sentence: 127.0 112.824112599 113% => OK
Words per sentence: 25.2222222222 22.9334400587 110% => OK
Discourse Markers: 4.81481481481 5.23603664747 92% => OK
Paragraphs: 5.0 3.83414634146 130% => Less paragraphs wanted.
Language errors: 2.0 1.69756097561 118% => OK
Sentences with positive sentiment : 22.0 3.70975609756 593% => Less positive sentences wanted.
Sentences with negative sentiment : 2.0 1.13902439024 176% => OK
Sentences with neutral sentiment: 3.0 4.09268292683 73% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.476780244387 0.215688989381 221% => OK
Sentence topic coherence: 0.167918637409 0.103423049105 162% => OK
Sentence topic coherence SD: 0.210556937546 0.0843802449381 250% => The coherence between sentences is low.
Paragraph topic coherence: 0.348712201452 0.15604864568 223% => OK
Paragraph topic coherence SD: 0.143640168763 0.0819641961636 175% => OK
Essay readability:
automated_readability_index: 14.9 13.2329268293 113% => OK
flesch_reading_ease: 46.1 61.2550243902 75% => OK
smog_index: 11.2 6.51609756098 172% => OK
flesch_kincaid_grade: 13.0 10.3012195122 126% => OK
coleman_liau_index: 12.25 11.4140731707 107% => OK
dale_chall_readability_score: 7.75 8.06136585366 96% => OK
difficult_words: 124.0 40.7170731707 305% => Less difficult words wanted.
linsear_write_formula: 15.5 11.4329268293 136% => OK
gunning_fog: 12.0 10.9970731707 109% => OK
text_standard: 12.0 11.0658536585 108% => OK
What are above readability scores?
---------------------
Maximum four paragraphs wanted.
Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 Out of 9
---------------------
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.