Educational institutions should dissuade students from pursuing fields of study in which they are unlikely to succeed.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
All parents hope for their children's health and success in life. Education can contribute significantly to a student's success. However, educational institutions are not qualified to dissuade students from pursuing fields that they deem ill-suited for a student.
Success is a subjective term and could have a range of meanings at different times and for different people. While one person might consider a successful job to be one that helps them earn money to support a family and have a prosperous life, another person might think of a successful occupation as one that best matches their qualifications and interests. A teacher's definition of success might not align with a student's ideals. As a result, a student is the person who is most capable of identifying the career and education path that best suits him/her.
Even if there was one unified definition of success, the dynamic nature of human potential makes in virtually impossible for educational institutions to be able to correctly predict a student's path to prosperity. As an example, as a child, Albert Einstein was not able to speak until four years old and read until he was seven years old. He was described by one of his teachers as "mentally slow and unsociable" and was later on expelled from high school. However, he finally turned into a well known scientist and came up with revolutionary theories such as special relativity and photoelectric effect for which he won a noble prize. Despite the education system's beliefs, Einstein had great potential in science and despite his slower learning pace as a child, he was able to quickly excel in physics. Einstein's and many other well known scientists' and celebrities' stories of success are great examples of the unpredictability of human potentials.
One might argue, however, that students such as Einstein and Edison with such unique talents are scarce and there are more students who are not successful because they have not been guided properly by educational students. One might say that if a student truly has the potential to succeed in a field, they would be able to do so even if they are discouraged by their school just like Einstein and other scientists were able to do. While this may be true for some students, research has shown that there is in fact a correlation between expectation and encouragement and the development of human potentials. In a study by Robert Rosenthal, for instance, students were selected randomly and put in two different classes. One class was told that they had a higher IQ and were constantly encouraged and challenged by the teacher, while the other class was labelled as average and not motivated as much. By the end of the study it was found that the class that was labelled superior to the other group of students, was able to perform better. Such studies suggest that allowing schools to dictate what success means for each student, could actually limit students' potentials.
Furthermore, even if a successful field was considered to be one that would lead to well-paying jobs, the volatile state of the job market and the rapidly changing economy would prevent educational institutions from correctly predicting which jobs would be more suitable. A job with a good salary fifty years ago might not pay as well in the future and many well-paying jobs now-a-days did not even exist a few decades ago. For instance, about 15 years ago job titles such as data scientist and mobile app developer were non-existent. Yet, today, these occupations are very profitable with the average salary of a data scientist being about 100,000 dollars annually. Thus, even if the definition of success was purely monetary, schools should still not be able to dissuade students from pursuing a field of study.
As can be seen, while education plays an important role in students' success, it should not dissuade them from pursuing certain fields because students' potentials and interests develop at different paces and are constantly changing. Dictating what students should study could actually limit these potentials. Schools should instead focus on providing students with exposure with various opportunities so that they can choose their own path to success.
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- Educational institutions should dissuade students from pursuing fields of study in which they are unlikely to succeed.Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and su 66
Grammar and spelling errors:
Line 1, column 110, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ation can contribute significantly to a students success. However, educational instituti...
^^^^^^^^
Line 3, column 361, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...s their qualifications and interests. A teachers definition of success might not align w...
^^^^^^^^
Line 5, column 185, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...tions to be able to correctly predict a students path to prosperity. As an example, as ...
^^^^^^^^
Line 5, column 758, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to pace'
Suggestion: to pace
...science and despite his slower learning pace as a child, he was able to quickly exce...
^^^^
Transition Words or Phrases used:
actually, but, finally, furthermore, however, if, may, so, still, thus, well, while, as to, for instance, in fact, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 39.0 19.5258426966 200% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 28.0 14.8657303371 188% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 78.0 58.6224719101 133% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3543.0 2235.4752809 158% => OK
No of words: 694.0 442.535393258 157% => Less content wanted.
Chars per words: 5.10518731988 5.05705443957 101% => OK
Fourth root words length: 5.13262893113 4.55969084622 113% => OK
Word Length SD: 2.84796111142 2.79657885939 102% => OK
Unique words: 316.0 215.323595506 147% => OK
Unique words percentage: 0.455331412104 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 1089.0 704.065955056 155% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 11.0 3.10617977528 354% => Less adverbial clause wanted.
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 53.6691846179 60.3974514979 89% => OK
Chars per sentence: 126.535714286 118.986275619 106% => OK
Words per sentence: 24.7857142857 23.4991977007 105% => OK
Discourse Markers: 4.82142857143 5.21951772744 92% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 20.0 10.2758426966 195% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.171608595109 0.243740707755 70% => OK
Sentence topic coherence: 0.0572036982958 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.0576029713417 0.0758088955206 76% => OK
Paragraph topic coherence: 0.114294858822 0.150359130593 76% => OK
Paragraph topic coherence SD: 0.0612941902737 0.0667264976115 92% => OK
Essay readability:
automated_readability_index: 15.0 14.1392134831 106% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 8.54 8.38706741573 102% => OK
difficult_words: 163.0 100.480337079 162% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 11.6 11.2143820225 103% => 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.