Educational institutions have a responsibility to dissuade students from pursing fields of study in which they are unlikely to succeed
The responsibility of educational institutions, as far as I am concerned, is to provide a board stage where students could broaden their horizons and guide students into a promising career they really have affection for. Helping students avoid inaccessible study is therefore necessary, just as the statement claims. Because successful education is a process comprised with positive and negative incentives, however those inaccessible studies only serve to frustrate and discourage students. In the end students will inevitably lose heart and disgust the field in turn.
Of course there are people objecting to the statement. They deem that the scientific study is process of self-denial and people should not abandon easily. It is true that real science entails hardwork and hardship. Edison, for instance, tried more than thousands of times when inventing enduring electrical bulbs. And Bell also took great efforts to invent telephones. Therefore, persistence plays an important role in scientific study, which means the self-denial and hardship during the process should be treated as momentum, pushing the study forward. Based on these reasons, these people would definitely persuade students to stick to difficult fields of study.
Moreover, people holding views mentioned above often incite a dictum by Edison that genius is ninety-nine percent of perspiration and one percent of inspiration. However, those people holding the belief success of scientific study is a natural result of abundant perspiration may have apparently neglect the importance of inspiration. Inspiration, in my view, is actually the true momentum that turn a tyro into an expert, or rather, a genius. Those who suggest that students hold on to the tough tasks don't realize the importance of inspiration and interest. Inspiration and interest stem from the positive incentives induced by the scientific study. However, if students are always discouraged by the projects they choose, the positive incentive come from nowhere and the initial enthusiasm fade away within a series of debacles.
In addition, I would like to suggest the educational institutes consider students inclination and their performance on the study meanwhile to draw out the conclusion whether they should dissuade the students. And the institutes are supposed to set a apposite period to observe the students rather than decide hastily. The students who are impregnable facing obstacles and enjoying dealing with problems should be given more time and space. However, students who tend to be frustrated facing difficulty need timely guide and moderation on their orientation.
To sum up, not everyone is qualified to shoulder difficult tasks. The institutes need formulate a comprehensive and specialized plan for their students. Neither can they regard their students as those eminent scientists with great contribution, nor can they set a too low standard for students as to compromise their ability to acquire knowledge.
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Grammar and spelling errors:
Line 5, column 297, Rule ID: HAVE_PART_AGREEMENT[2]
Message: Possible agreement error -- use past participle here: 'neglected'.
Suggestion: neglected
...undant perspiration may have apparently neglect the importance of inspiration. Inspirat...
^^^^^^^
Line 5, column 504, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...hat students hold on to the tough tasks dont realize the importance of inspiration a...
^^^^
Line 7, column 249, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
... And the institutes are supposed to set a apposite period to observe the students...
^
Transition Words or Phrases used:
actually, also, apparently, but, however, if, may, moreover, really, so, therefore, thus, while, as to, for instance, in addition, of course, in my view, it is true, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 27.0 33.0505617978 82% => OK
Preposition: 54.0 58.6224719101 92% => OK
Nominalization: 21.0 12.9106741573 163% => OK
Performance on vocabulary words:
No of characters: 2535.0 2235.4752809 113% => OK
No of words: 455.0 442.535393258 103% => OK
Chars per words: 5.57142857143 5.05705443957 110% => OK
Fourth root words length: 4.61852021839 4.55969084622 101% => OK
Word Length SD: 2.94912462784 2.79657885939 105% => OK
Unique words: 261.0 215.323595506 121% => OK
Unique words percentage: 0.573626373626 0.4932671777 116% => OK
syllable_count: 789.3 704.065955056 112% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 49.6535217504 60.3974514979 82% => OK
Chars per sentence: 105.625 118.986275619 89% => OK
Words per sentence: 18.9583333333 23.4991977007 81% => OK
Discourse Markers: 7.29166666667 5.21951772744 140% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => 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: 0.267512213752 0.243740707755 110% => OK
Sentence topic coherence: 0.0607346231184 0.0831039109588 73% => OK
Sentence topic coherence SD: 0.0560117727838 0.0758088955206 74% => OK
Paragraph topic coherence: 0.13777135655 0.150359130593 92% => OK
Paragraph topic coherence SD: 0.0559382014416 0.0667264976115 84% => OK
Essay readability:
automated_readability_index: 14.3 14.1392134831 101% => OK
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: 15.03 12.1639044944 124% => OK
dale_chall_readability_score: 9.56 8.38706741573 114% => OK
difficult_words: 145.0 100.480337079 144% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.