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.
<span style="font-size: 19.36px;">Education means acquisition of knowledge through techniques like teaching, discussion, directed reasearch etc., A student can get education formally or informally depending on the stability of his family and the restrictions his education system puts in his country. An educational institution is an organization primarily intended to provide education to students using techniques stated in the beginning. Choosing a field of study is often a complex task for any student. Often students ruminate on this and spend months together before finalizing on something. I mostly disagree with the claim suggesting that education institution have right to dissuade students from pursuing fields of study in which they are unlikely to succeed and I provide the following three reasons to support my thesis.
Firstly, the area of field of study which students choose during their college days cannot have a simple definition. That means a field of study a student takes can contain multiple sub-areas. For example, consider a student who chose Mathematics branch as his major because he wanted to pursue his long term career in the field of Machine Learning. If we take the field of Mathematics, we have got various sub-areas like Differential Calculus, Integral Calculus, Numbers, Number Theory, Statistics, Probability, Linear Algebra, Abstract Algebra, Plain Geometry, N-Dimensional Geometry, Topology etc., Student might be doing really good at what matters to him in his long term career. For example in this case, Calculus, Linear Algebra, Probability and Statistics. He might not succeed more in Non-Applied Mathematics areas like Gemotery, Abstract Algebra etc., This does not mean that college should prevent student to further study his courses and stop him proceed further to fulfill his aims.
Secondly, a student knows about himself better than his institution. Now, having said that a student is not doing well in his or her courses does not mean that he can do good in some other course or he is not fit for education. Generally, some educational institutions apply a random strategy to shuffle students instead of leaving it to their choice. For example, there are institutions in this world which selects students who are not doing good in their branch and transfer them to other because the strength (number) of students who pursue the second branch is less. This might not only exacerbate the educational life of a student but also destroy the integrity of the educational institution and hence the nation supporting the institution. This means that the role of a college in student's life should be very minimal and should rather be supportive instead of being futile.
On the contrary, I believe there needs to be some involvement that a college should play in students' education role. For example, let us say a student comes into an educational institution by cracking a tough competitive exam. To be justful to uniformly distribute students across various courses available in the university and also to favor the students based on his merit, colleges generally follow this system of assigning departments based on merit-based councelling system (first best student will get what he wants, second best next and so on). Let's say a student interested in Computer Science couldn't get what he wants to study according to the merit-baed counceling system rule, but got tp do Civil Engineering. Then college should give him a second chance by asking him to study good in his current branch for an year and based on merit again, should permit him to study in the department he wants to pursue education.
In conclusion, hence the topic of role of educational institution in students' educational careers is a complex one. And in my opinion it is not always advisible to leave the decision of pursuing what a student wants in hands of colleges. Their role should be as minimal as possible and they cannot dissuade him from what he's currently doing as it might make things even worse.</span><br>
| 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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- 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 suppo 66
Grammar and spelling errors:
Line 13, column 551, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...t he wants, second best next and so on. Lets say a student interested in Computer Sc...
^^^^
Line 13, column 601, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
... student interested in Computer Science couldnt get what he wants to study according to...
^^^^^^^
Line 13, column 820, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...to study good in his current branch for an year and based on merit again, should p...
^^
Line 17, column 322, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: he's
... and they cannot dissuade him from what hes currently doing as it might make things...
^^^
Transition Words or Phrases used:
also, but, first, firstly, hence, if, really, second, secondly, so, then, well, for example, in conclusion, in my opinion, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 59.0 33.0505617978 179% => Less pronouns wanted
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 21.0 12.9106741573 163% => OK
Performance on vocabulary words:
No of characters: 3409.0 2235.4752809 152% => OK
No of words: 650.0 442.535393258 147% => Less content wanted.
Chars per words: 5.24461538462 5.05705443957 104% => OK
Fourth root words length: 5.04926703274 4.55969084622 111% => OK
Word Length SD: 3.00946239474 2.79657885939 108% => OK
Unique words: 305.0 215.323595506 142% => OK
Unique words percentage: 0.469230769231 0.4932671777 95% => OK
syllable_count: 1046.7 704.065955056 149% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 75.8461600874 60.3974514979 126% => OK
Chars per sentence: 136.36 118.986275619 115% => OK
Words per sentence: 26.0 23.4991977007 111% => OK
Discourse Markers: 5.52 5.21951772744 106% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.213893053223 0.243740707755 88% => OK
Sentence topic coherence: 0.0746780909815 0.0831039109588 90% => OK
Sentence topic coherence SD: 0.0793860452413 0.0758088955206 105% => OK
Paragraph topic coherence: 0.138664719108 0.150359130593 92% => OK
Paragraph topic coherence SD: 0.0648926942687 0.0667264976115 97% => OK
Essay readability:
automated_readability_index: 16.3 14.1392134831 115% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.41 12.1639044944 110% => OK
dale_chall_readability_score: 8.57 8.38706741573 102% => OK
difficult_words: 150.0 100.480337079 149% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
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.