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.
The issue of educators’ responsibility is controversial. Some visionaries, including the speaker, claim that educational institutions should advise students to not pursuing fields of study in which they are unlikely to succeed whereas others argue that all students should study what they want to do. Admittedly, both ideas are equally important. As far as I see it, the former statement is more convincing than the latter. People should have the right to study what they want to do because educational institutions are a place to study. However, it is erroneous to conclude that educational advises are worthless, and I, therefore, insist and provide evidence supporting the former one and refuting the latter one.
To begin with, one logical explanation for my fundamental agreement is that people go to school to study and learn. Educational institutions are not placed to practice their talented skills. If we analyze university students’ reason to go to university in Japan, we have a certain level of agreement that they respond they want to study what they cannot study in high schools. In such a society where people consider educational institutions is a place to study, advisers don’t have to choose student’s fields of study because many students are thinking that they go to a university to pursue what they want to study.
Furthermore, there is another reason for me to choose the former statement. The reason is that no one can truly advise specialties of study in which they are likely to succeed because we cannot know other people’s talents in a short period. Suppose, for instance, that you are a teacher and teach mathematics for middle school students, and some students got 100% of your test and others received only 15% of the test. Can you say the students who got the lowest grade, 15%, will not succeed in mathematics fields in her rest of life? I don’t think no one can judge what subject’s area suit for each student from an educator’s view, because they just can see test score. As is widely known, some professional famous mathematician such as Galileo were not great at math at first, thus, as this example illustrates, I disagree with the opinion that people should advise learner’s professional studies.
Even with all these reasons I stated above, however, it would be still too perfunctory to conclude that educational institutions should not advise students’ appropriate fields of study since there is no denying that the advantage of advising preferable kinds of studies. Admittedly, some might contend that it is waste of time and money if we can not succeed in the study which a student chooses. Let’s say you are a computer science student and studied the subject for three years, but you changed your major of the study because you realized that you ate computer programming and the GPA is too low to graduate from a university. In that case, you will think that you wanted to have some advice from advisers, however, this argument overlooks the fact that what you learned at least fundamental concepts of computer science. For example, if you change the major to psychology, you might use computers knowledge to conduct psychological experiments, thus, I believe that there is no wasting time and money to study a subject because all fields of study connect in several ways.
Consequently, I advocated that people should not have advice from others because, the main reason is, educational intuitions are places to study, so all students can choose what they want to pursue their favorite studies. Another reason is we don’t have a certain way to distinguish students’ suitable studies. However, admittedly, while pursuing the subject, which students might not complete their study, is not ideal for student’s life and budget may be true in exceptional cases, I agree that every study is useful in other fields. Hence, I want to stress that all students have to pursue what they want to study. Considering these reasons, it is clear that educational institutions should not provide suggestions to choose a major of studies.
hese reasons, it is clear that educational institutions should not provide suggestions to choose major of studies.
| 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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Grammar and spelling errors:
Line 7, column 53, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...l these reasons I stated above, however, it would be still too perfunctory to con...
^^
Line 10, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Hese
...gestions to choose a major of studies. hese reasons, it is clear that educational i...
^^^^
Line 10, column 98, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to major'
Suggestion: to major
...hould not provide suggestions to choose major of studies.
^^^^^
Transition Words or Phrases used:
but, consequently, first, furthermore, hence, however, if, look, may, so, still, therefore, thus, whereas, while, at least, for example, for instance, such as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 23.0 12.4196629213 185% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 28.0 11.3162921348 247% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 77.0 33.0505617978 233% => Less pronouns wanted
Preposition: 78.0 58.6224719101 133% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 3574.0 2235.4752809 160% => OK
No of words: 692.0 442.535393258 156% => Less content wanted.
Chars per words: 5.16473988439 5.05705443957 102% => OK
Fourth root words length: 5.12892706869 4.55969084622 112% => OK
Word Length SD: 2.96882433618 2.79657885939 106% => OK
Unique words: 290.0 215.323595506 135% => OK
Unique words percentage: 0.419075144509 0.4932671777 85% => More unique words wanted or less content wanted.
syllable_count: 1115.1 704.065955056 158% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 4.0 4.99550561798 80% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 67.9246940395 60.3974514979 112% => OK
Chars per sentence: 132.37037037 118.986275619 111% => OK
Words per sentence: 25.6296296296 23.4991977007 109% => OK
Discourse Markers: 6.40740740741 5.21951772744 123% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.317625872003 0.243740707755 130% => OK
Sentence topic coherence: 0.0919750771109 0.0831039109588 111% => OK
Sentence topic coherence SD: 0.0640579513327 0.0758088955206 84% => OK
Paragraph topic coherence: 0.173193524463 0.150359130593 115% => OK
Paragraph topic coherence SD: 0.0688449910159 0.0667264976115 103% => OK
Essay readability:
automated_readability_index: 15.7 14.1392134831 111% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 12.94 12.1639044944 106% => OK
dale_chall_readability_score: 7.98 8.38706741573 95% => OK
difficult_words: 136.0 100.480337079 135% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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.