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.

From the very beginning itself, educational institutions are given the stature of the temples of learning. When a child is born, the first thing that strikes a parent’s mind is what he/she is going to be after so and so years? How to lay down a strong foundation as to make his/her life successful? They tend to send their children to the top-notch institutions, be it schools at primary age or Universities at secondary age. Educational institutions have a pivotal role to play in a student’s life.

Yes, Educational institutions are definitely burdened by the responsibility of umpteen students that are admitted and promised to be guided or educated from time to time. All institutes are likely to fulfill their assigned duties, as they have been doing for ages. Now, the first question that strikes our mind is what exactly the educational institution should focus on- interest-based learning algorithm or the long-term success rate of students? From the above statement, the author focuses on the long-term success rate of the students rather than interest-based learning algorithm. As per author, students shouldn’t be allowed to pursue courses in which they are likely to fail. This is rather obscure and a little controversial statement. How can anyone predict the success or failure rate so much in advance? Who gave them the power to decide that a less probable field of study is definitely going to delve a student into failure?

I strongly disagree with the author’s thoughts. If we consider this to be true, Institutions are likely to become more of money hoarders rather than temples of learning, landing you into a guaranteed success after a couple of years. They would rather start offering selective courses in only those fields of study that are going to offer vibrant job opportunities and diminish the rest. For instance, let’s consider the current scenario, today people are running behind technology and almost everybody is pursuing a career in either engineering, science or technology. Does that mean all educational institutions should eradicate the courses related to fine arts and humanities? No. What if the majority of the population is not pursuing it, there still exist people who are phenomenal dancers and want to pursue dance more than just a hobby, irrespective of the success factor. There still exist people who are tremendously passionate about cooking and tend to make it their everyday deal. Although the success factor in all these fields of study is not very high, they still remain non-trivial roles in our society. If all students are likely to become tech-savvy, then whose is going to bring innovation to these fields of study?

Educational institutions definitely have the responsibility to bolster a student’s interest and help him/her achieve an all new level of expertise in whatever field of study is germane to his/her interest. They hold the responsibility to help students choose a right career path for themselves on the basis of their profound interest and profitability both rather than compelling them to opt for only lucrative fields of study. This would not only help them to learn and achieve more but ultimately make them successful. As it is rightly said, no work is tedious if you enjoy doing it. Similar is the scenario for students, if they tend to opt for courses that they enjoy studying, they are more likely to excel and have a brighter future. We must never forget that interest drives innovation and innovation drives success. Hence, interest-based learning comes before long-term success rate, when we talk about a student’s perusal of a particular field of study and his plausibility to succeed in the same. It isn’t that I am discarding the success factor completely, it’s just that I am prioritizing the two to help a student achieve magnanimously in the long run.

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Average: 6.6 (1 vote)
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Transition Words or Phrases used:
but, first, hence, if, second, so, still, then, as to, for instance

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 32.0 19.5258426966 164% => OK
Auxiliary verbs: 6.0 12.4196629213 48% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 60.0 33.0505617978 182% => Less pronouns wanted
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 12.0 12.9106741573 93% => OK

Performance on vocabulary words:
No of characters: 3262.0 2235.4752809 146% => OK
No of words: 633.0 442.535393258 143% => Less content wanted.
Chars per words: 5.1532385466 5.05705443957 102% => OK
Fourth root words length: 5.01592376844 4.55969084622 110% => OK
Word Length SD: 3.00646646365 2.79657885939 108% => OK
Unique words: 306.0 215.323595506 142% => OK
Unique words percentage: 0.483412322275 0.4932671777 98% => OK
syllable_count: 1033.2 704.065955056 147% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.

Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 47.7435394117 60.3974514979 79% => OK
Chars per sentence: 108.733333333 118.986275619 91% => OK
Words per sentence: 21.1 23.4991977007 90% => OK
Discourse Markers: 2.23333333333 5.21951772744 43% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 22.0 10.2758426966 214% => Less positive sentences wanted.
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.230005018632 0.243740707755 94% => OK
Sentence topic coherence: 0.0567458286926 0.0831039109588 68% => OK
Sentence topic coherence SD: 0.0470020936376 0.0758088955206 62% => OK
Paragraph topic coherence: 0.135811624433 0.150359130593 90% => OK
Paragraph topic coherence SD: 0.0394167957185 0.0667264976115 59% => OK

Essay readability:
automated_readability_index: 13.4 14.1392134831 95% => 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: 12.59 12.1639044944 104% => OK
dale_chall_readability_score: 8.25 8.38706741573 98% => OK
difficult_words: 143.0 100.480337079 142% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?

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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:

para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.


Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.