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 statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Success is indubitably one of the primary reasons why people struggle in their lives. Consider the case of Korea where parents rear their children in a competitive educational environment. The average elementary school student in Korea goes to 4 hagwons (educational academies specializing in certain subjects, such as math hagwons and English hagwons). In this pursuit for triumph, some claim that educational institutions are responsible for dissuading students from entering fields of study in which they are unlikely to succeed. However, this does not hold true in all circumstances.
Admittedly, there is a grain of truth in the argument presented above. The chances of success for ordinary people are becoming increasingly bleak. To illustrate, think about the escalating level of standard education people receive, and the global population rising on a perennial basis. Since more people engage in competition for better jobs than before, which is limited, it is a corollary that the proportion of people who fail would also tend to increase. Thus, there is nothing wrong
First of all, it is of utmost priority of educational venues to motivate students. Motivation acts as a positive driving force, and has greater likelihood of bringing favorable results in contrast to negative feedback such as dissuasion. The point of learning diverse subjects at school is not simply to score exceptional grades in tests and receive matriculation to prestigious universities. It is rather, to overview various fields of study and allow students to ruminate which of those fascinate them the most. Once they find such an area, it would be the responsibility of institutes to offer support, in order for the student to excel in specific academia.
Additionally, the very concept of success must be regarded with much thought. How are we to define success? Can it be judged by the average amount of salary that one makes, or his/her social status? There are occupations free from these considerations, and yet people in those professions find happiness and feel content. For instance, construction workers are conventionally labelled as "blue collar" and not respected very much by people. Still, they have their own set of skills which require practice, and due to their effort, others carry their normal lives in buildings, without suffering collapses. If the worker makes painstaking efforts and in the end gets to become a supervisor while feeling self-fulfillment, this could also be seen as success.
Not all students end up in Harvard or Yale. Of course, educational institutes to some extent, can prevent students from studying on areas with inferior prospects. Still, the most rudimentary principle of these places must be motivation. Also, it is imperative that we look back on ourselves and ponder on whether we have been too narrow and parochial in defining success itself.
- 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 statement and explain your rea 79
- A recently issued twenty year study on headaches suffered by the residents of Mentia investigated the possible therapeutic effect of consuming salicylates Salicylates are members of the same chemical family as aspirin a medicine used to treat headaches Al 60
Transition Words or Phrases used:
also, first, however, if, look, so, still, thus, while, for instance, in contrast, of course, such as, first of all, in contrast to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 7.0 12.4196629213 56% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2442.0 2235.4752809 109% => OK
No of words: 458.0 442.535393258 103% => OK
Chars per words: 5.33187772926 5.05705443957 105% => OK
Fourth root words length: 4.62611441266 4.55969084622 101% => OK
Word Length SD: 3.00422399884 2.79657885939 107% => OK
Unique words: 275.0 215.323595506 128% => OK
Unique words percentage: 0.600436681223 0.4932671777 122% => OK
syllable_count: 761.4 704.065955056 108% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 41.7105454292 60.3974514979 69% => OK
Chars per sentence: 97.68 118.986275619 82% => OK
Words per sentence: 18.32 23.4991977007 78% => OK
Discourse Markers: 5.24 5.21951772744 100% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.207296777362 0.243740707755 85% => OK
Sentence topic coherence: 0.046487783815 0.0831039109588 56% => OK
Sentence topic coherence SD: 0.0805027013881 0.0758088955206 106% => OK
Paragraph topic coherence: 0.110689492553 0.150359130593 74% => OK
Paragraph topic coherence SD: 0.0581630526716 0.0667264976115 87% => OK
Essay readability:
automated_readability_index: 12.8 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 44.75 48.8420337079 92% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 13.63 12.1639044944 112% => OK
dale_chall_readability_score: 9.7 8.38706741573 116% => OK
difficult_words: 150.0 100.480337079 149% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Rates: 79.17 out of 100
Scores by essay e-grader: 4.75 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.