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.
Educational institutions have the responsibility of providing support to students in their endeavors to be successful in all pursuits.The responsibility of the university is not to dissuade students from pursuing fields of study that they are unlikely to be successful in, it is, in stark contract, their responsibility to provide the tools in order to increase the likeliness of a student to be more successful.
First and foremost, the educational institute has no valid measure to predict whether or not a student will be successful in a particular subject matter. It is a highly subjective prediction that would be unethical and uncouth for an educational institute to preport to be in possession of. Who would determine whether or not the student will be successful in the future? The student’s advisor? The student’s professors? What measures would be used to determine the student’s success? The student’s grades? The student’s progress over time? The student’s determination? No person, group of persons, measure, or group of measures can predict the future success of a student in general or in a particular area of interest. It would be unfair of the educational institute to make such judgements on any person, let alone a student whom they are supposed to be enabling to succeed.
In addition to not being able to objectively and ethically determine the students which are least likely to be successful in certain fields of study, the university has the responsibility, in direct opposition to dissuasion, to educate and support students in whatever possible manner. It is their responsibility to help students gain the necessary tools to be successful in any endeavor they so choose to embark upon, regardless of the subjective opinion of the institution or persons employed by the institution. If I decided to pursue a career as a teacher and I reached out to my advisor, professor, or other venerated institution figure, I would be expecting that those idols help me acquire the proper tools to achieve the necessary skills and in order to be successful in that goal or any other I approached them about. I would be appalled if such a venerated institution figurehead were to discourage me in any way and for any reason, instead of offering guidance.
Although I can understand that it an important part of an educational institution’s responsibility to provide students with realistic expectations and goals, I can not understand how it would not be equally or entirely more paramount for that discussion to be centered around access to tools and resources that will allow the student to increase their chances of future success, rather than mere dissuasion. Dissuasion can damage the relationship between the student and the educational institution, which could, in turn, damage the student’s motivation to learn or become a successful, contributing part of society in the future. Discouraging a student at all should be proscribed from the educational setting, replaced with encouragement in general, and in specific areas that may be currently hindering the students success.
It is not only NOT the educational institution’s responsibility to dissuade students, it is the opposite. Their responsibility should be to encourage growth, courage, and excellence in all endeavors their students pursue, both, seemingly likely and unlikely. The educational institution has the responsibility to provide realistic goals and expectations, while also providing the necessary tools and resources the students needs in order to be successful.
| 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 |
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Grammar and spelling errors:
Line 1, column 135, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: The
...eavors to be successful in all pursuits.The responsibility of the university is not...
^^^
Line 3, column 80, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
...stitute has no valid measure to predict whether or not a student will be successful in a parti...
^^^^^^^^^^^^^^
Line 3, column 313, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
...e in possession of. Who would determine whether or not the student will be successful in the f...
^^^^^^^^^^^^^^
Line 3, column 568, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
... The student's progress over time? The student's determination? No person...
^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...re supposed to be enabling to succeed. In addition to not being able to objecti...
^^^^
Line 5, column 975, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...y reason, instead of offering guidance. Although I can understand that it an imp...
^^^^^^
Line 7, column 822, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...eas that may be currently hindering the students success. It is not only NOT the ed...
^^^^^^^^
Discourse Markers used:
['also', 'but', 'first', 'if', 'may', 'so', 'while', 'in addition', 'in general']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.225806451613 0.240241500013 94% => OK
Verbs: 0.144393241167 0.157235817809 92% => OK
Adjectives: 0.0875576036866 0.0880659088768 99% => OK
Adverbs: 0.0384024577573 0.0497285424764 77% => OK
Pronouns: 0.0430107526882 0.0444667217837 97% => OK
Prepositions: 0.101382488479 0.12292977631 82% => OK
Participles: 0.026113671275 0.0406280797675 64% => OK
Conjunctions: 3.45354740891 2.79330140395 124% => OK
Infinitives: 0.0552995391705 0.030933414821 179% => OK
Particles: 0.00153609831029 0.0016655270985 92% => OK
Determiners: 0.10291858679 0.0997080785238 103% => OK
Modal_auxiliary: 0.0276497695853 0.0249443105267 111% => OK
WH_determiners: 0.0138248847926 0.0148568991511 93% => OK
Vocabulary words and sentences:
No of characters: 3616.0 2732.02544248 132% => OK
No of words: 563.0 452.878318584 124% => OK
Chars per words: 6.42273534636 6.0361032391 106% => OK
Fourth root words length: 4.87110059796 4.58838876751 106% => OK
words length more than 5 chars: 0.412078152753 0.366273622748 113% => OK
words length more than 6 chars: 0.364120781528 0.280924506359 130% => OK
words length more than 7 chars: 0.278863232682 0.200843997647 139% => OK
words length more than 8 chars: 0.202486678508 0.132149295362 153% => OK
Word Length SD: 3.45354740891 2.79330140395 124% => OK
Unique words: 244.0 219.290929204 111% => OK
Unique words percentage: 0.433392539964 0.48968727796 89% => More unique words wanted or less content wanted.
Word variations: 51.0738029521 55.4138127331 92% => OK
How many sentences: 22.0 20.6194690265 107% => OK
Sentence length: 25.5909090909 23.380412469 109% => OK
Sentence length SD: 112.65059709 59.4972553346 189% => The lengths of sentences changed so frequently.
Chars per sentence: 164.363636364 141.124799967 116% => OK
Words per sentence: 25.5909090909 23.380412469 109% => OK
Discourse Markers: 0.409090909091 0.674092028746 61% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 7.0 5.21349557522 134% => OK
Readability: 62.0029872437 51.4728631049 120% => OK
Elegance: 1.56462585034 1.64882698954 95% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.470034246813 0.391690518653 120% => OK
Sentence sentence coherence: 0.174689507581 0.123202303941 142% => OK
Sentence sentence coherence SD: 0.076808870992 0.077325440228 99% => OK
Sentence paragraph coherence: 0.590602751398 0.547984918172 108% => OK
Sentence paragraph coherence SD: 0.14266600083 0.149214159877 96% => OK
Sentence topic coherence: 0.192218978683 0.161403998019 119% => OK
Sentence topic coherence SD: 0.113493404476 0.0892212321368 127% => OK
Paragraph paragraph coherence: 0.49878962059 0.385218514788 129% => OK
Paragraph paragraph coherence SD: 0.0165544519773 0.0692045440612 24% => OK
Paragraph topic coherence: 0.361753933138 0.275328986314 131% => OK
Paragraph topic coherence SD: 0.0757396351863 0.0653680567796 116% => OK
Task Achievement:
Sentences with positive sentiment : 14.0 10.4325221239 134% => OK
Sentences with negative sentiment : 4.0 5.30420353982 75% => OK
Sentences with neutral sentiment: 4.0 4.88274336283 82% => OK
Positive topic words: 12.0 7.22455752212 166% => OK
Negative topic words: 4.0 3.66592920354 109% => OK
Neutral topic words: 1.0 2.70907079646 37% => OK
Total topic words: 17.0 13.5995575221 125% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6
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Note: This is not the final score. 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.