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.
Education paves the way for future success. There is a multitude of choices where students can decide which paths they would like to take. The chances of success in each of the choices heavily depends on the individual’s passion, attitude and luck. However, if educators can identify students that are unlikely to succeed in pursuing certain fields of study, they should not dissuade the students, but instead provide guidance and support during this endeavour.
First and foremost, students should have the freedom to select the field of study they would like to pursue. Some may find it enticing to be conducting experiments in the laboratory while others may find it liberating to create paintings using brushes and palettes. The future is like an enigma and no one can know for sure if an individual will succeed even if things may appear grim. Some individual may be late bloomers and will only develop the talent in the field after a few years later. Inhibiting or dissuading the students may result in them losing the confidence and passion in the field. Hence, providing students the freedom to pursue fields of study promotes their growth and development which results in better chances of succeeding.
Furthermore, a major factor in success is the attitude of the student as opposed to the particular field of study. To obtain success in any fields requires a certain amount of discipline, dedication and determination. Therefore, it is more important to impart these valuable traits in students no matter which field they decide to pursue. For instance, an individual may be pursuing a field in arts and realised that he is unable to succeed due to the lack of opportunities. However, with the invaluable traits entrenched within, he can excel in any other fields that may still link back to arts, such as engineering design or architecture. Thus, the character traits of an individual are more important in success as compared to the field of choice.
Admittedly, some might argue that students may not know what lies ahead in the particular field and should be dissuaded before they make a decision they may regret in the future. For instance, students who went into these fields and failed to succeed may spend their life full of regrets for not choosing the right part that would have led them to success. This will lead them to discourage people around them from making the same ‘mistake’ that they made. Nevertheless, instead of dissuading, educators should provide guidance to students who are in the midst of making a decision. This provides them with a better understanding of the uncertainty that lies ahead in their field and allows them to make an informed decision.
Conclusively, educational institution should encourage students to pursue the field of study they are passionate in, no matter the chances of succeeding. Educators should provide students with the full picture of different fields available and when dealing with a tougher field. They should not dissuade students but ensure that these students understand the arduous path that lies ahead. In this case, students are more likely to succeed no matter the field they decide to pursue.
| 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 |
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Transition Words or Phrases used:
but, first, furthermore, hence, however, if, may, nevertheless, so, still, therefore, thus, while, for instance, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 28.0 12.4196629213 225% => Less auxiliary verb wanted.
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 40.0 33.0505617978 121% => Less pronouns wanted
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2675.0 2235.4752809 120% => OK
No of words: 525.0 442.535393258 119% => OK
Chars per words: 5.09523809524 5.05705443957 101% => OK
Fourth root words length: 4.78673985869 4.55969084622 105% => OK
Word Length SD: 2.77327315476 2.79657885939 99% => OK
Unique words: 235.0 215.323595506 109% => OK
Unique words percentage: 0.447619047619 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 817.2 704.065955056 116% => 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: 5.0 4.99550561798 100% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 33.8985309416 60.3974514979 56% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 107.0 118.986275619 90% => OK
Words per sentence: 21.0 23.4991977007 89% => OK
Discourse Markers: 4.8 5.21951772744 92% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 20.0 10.2758426966 195% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => 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: 0.240456858102 0.243740707755 99% => OK
Sentence topic coherence: 0.0788080035778 0.0831039109588 95% => OK
Sentence topic coherence SD: 0.0555958321129 0.0758088955206 73% => OK
Paragraph topic coherence: 0.155195606082 0.150359130593 103% => OK
Paragraph topic coherence SD: 0.0375930754019 0.0667264976115 56% => OK
Essay readability:
automated_readability_index: 13.1 14.1392134831 93% => Automated_readability_index is low.
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.3 12.1639044944 101% => OK
dale_chall_readability_score: 8.02 8.38706741573 96% => OK
difficult_words: 111.0 100.480337079 110% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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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: 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.