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 extend 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
I am hardly convinced that educational institutions like college or universities are not in capacity of predicting one’s success. In this way, I believe that they cannot dissuade students from pursuing fields of study. Here are three main reasons.
As Einstein was a very disruptive student, it was hard for him to find a placement as a teacher assistant in Switzerland. His teachers pictured him as student with no future because he was uncapable of fitting the educational mold of ETH Zurich. Though, he became one of the brightest mind sciences has never had. This example illustrates the incapacity of educational institution, and even teachers, to predict the future of a student and his capacity to succeed. Only Einstein himself was able to realize that his field of studies was what he was meant to be, even if it took some time to realize. One must focus on himself, on what he is passionate about, so one will see that those studies are meant for him/her: this work cannot be done by someone other than himself/herself.
Another reason is that our world is today very adaptive. One can have done engineering studies and end up with a businessman position. Lots of positions are accessible to students who didn’t major in the positions’ fields. What I mean here is that, despite the background you have, everything is possible since firms often propose courses to learn the hard skills the job’s taker needs to know. So, you may have had good marks during your studies, it doesn’t really shape the man/girl you will be in a firm. Again, the educational institutions only provide you with basis for your future life. You, and only yourself, are an actor of your future.
Finally, educational institutions often focus on hard skills: knowledge, ability to solve a quantitative problem, etc. Soft skills are not the main focus of courses at schools. As soft skills represent mainly seventy percent of the skills used in companies, how do educational institutions know that this student won’t succeed in life because his bad marks due to maybe his/her disinterest for the filed? In fact, some students aren’t good at schools, but once they quit school, they reveal themselves as being really good at creating a firm and managing it. Let’s take the example of Steve Jobs, who dropped out of school because of disinterest. When he founded Apple, he rapidly created the once a year meeting during which he reveals new products of his company. Those meetings made him one of the most laudable speaker, a skill which is not evaluated by educational institutions.
To conclude, I deeply think that only you can decide whether you are taking the right path or not. Educational institutions do not have the right to dissuade you from doing what you want, but can however give you some piece of advice.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-09-21 | hubi | 58 | view |
| 2018-09-01 | BigSize2Shots | 79 | view |
Grammar and spelling errors:
Line 3, column 247, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Though” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...ing the educational mold of ETH Zurich. Though, he became one of the brightest mind sc...
^^^^^^
Line 7, column 144, Rule ID: MAIN_FOCUS[1]
Message: Use simply 'focus'.
Suggestion: focus
...e problem, etc. Soft skills are not the main focus of courses at schools. As soft skills r...
^^^^^^^^^^
Transition Words or Phrases used:
but, finally, however, if, may, really, so, i mean, in fact, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 63.0 33.0505617978 191% => Less pronouns wanted
Preposition: 59.0 58.6224719101 101% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2373.0 2235.4752809 106% => OK
No of words: 477.0 442.535393258 108% => OK
Chars per words: 4.9748427673 5.05705443957 98% => OK
Fourth root words length: 4.67336384929 4.55969084622 102% => OK
Word Length SD: 2.8156018225 2.79657885939 101% => OK
Unique words: 266.0 215.323595506 124% => OK
Unique words percentage: 0.557651991614 0.4932671777 113% => OK
syllable_count: 740.7 704.065955056 105% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.0288796219 60.3974514979 75% => OK
Chars per sentence: 94.92 118.986275619 80% => OK
Words per sentence: 19.08 23.4991977007 81% => OK
Discourse Markers: 2.8 5.21951772744 54% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 13.0 4.83258426966 269% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.226181500171 0.243740707755 93% => OK
Sentence topic coherence: 0.0602958338486 0.0831039109588 73% => OK
Sentence topic coherence SD: 0.0541536862035 0.0758088955206 71% => OK
Paragraph topic coherence: 0.132762544685 0.150359130593 88% => OK
Paragraph topic coherence SD: 0.0455039727648 0.0667264976115 68% => OK
Essay readability:
automated_readability_index: 11.5 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 52.19 48.8420337079 107% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.55 12.1639044944 95% => OK
dale_chall_readability_score: 8.09 8.38706741573 96% => OK
difficult_words: 106.0 100.480337079 105% => OK
linsear_write_formula: 7.5 11.8971910112 63% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.