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.
Education has become very vital in our society. I come from Nigeria, where many of the youths are illiterate, spending most of their time on the streets. The educational sector has become important in creating a movement towards a better developed and informed society. And the institutions, including universities and colleges play a vital role in building our next generation. However, students have different interests; some of them might seem certain to succeed, while others seem otherwise. It is very tempting to believe that education institutions should discourage their students from taking up career choices that seem very unlikely to be successful. However, I do not agree totally with this claim. Institutions should not discourage students from following their interests.
Different people make different judgements on certain cases in different ways. A student might not be the most intelligent or brilliant in his math class, but might have the highest level of determination and might be interested I becoming an Engineers in the future. If a lecturer should discourage that student from attending math class, without understanding where the interests lie, it shows poor judgement on the side of the lecturer (or institution). Micheal Jordan was kicked out of a sports team, because his coach felt he wasn’t skilled enough. But he has become an icon to many basketball aspirants around the world.
In addition, giving such feedback to that student might make him or mar him. People tend to handle feedback in many different ways. That student might become even more determined to become an engineer and put in extra effort. In such a case, this resilience is an invaluable trait, that would likely take him far in life. On the other hand, if that student sits back and feels discouraged, it would have a more negative impact on his life. The real essence of having education institutions is to build up the next generation of citizens and leader and not to discourage them.
Furthermore, there is a saying that experience is the best teacher in life. A person learns from the mistakes that he makes. Life teaches different lessons in many different ways. The experiences of one person might be similar or different from those of another person. If institutions always discourage their students from trying out things, or venturing into risky career paths, they might not have enough opportunity to practice things, make their own mistakes and learn from life’s experiences. But the more mistakes they make, the more lessons they learn. Every successful person on this planet, has gone through many different failures. The real trait of success lies in the ability to rise up and try again. Having institutions discourage students this way, would defeat the aim of building up the next generation of resilient leaders.
In conclusion, the educational institutions are vital in guiding our students in the correct path. But when students show signs of underperformance, that the institutions feel such careers paths are risky, then it might be tempting to have these institutions advice against the paths in question. I disagree with this. I believe this might have a longer negative effect on the students. On the other hand, they would learn more from the mistakes that they make in life.
| 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 |
| 2020-01-20 | maneesha ch | 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 58
Grammar and spelling errors:
Line 3, column 230, Rule ID: I_AM[1]
Message: Did you mean 'I am'?
Suggestion: I am
...f determination and might be interested I becoming an Engineers in the future. If...
^
Line 3, column 241, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'an engineer' or simply 'Engineers'?
Suggestion: an engineer; Engineers
...tion and might be interested I becoming an Engineers in the future. If a lecturer should dis...
^^^^^^^^^^^^
Line 5, column 112, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
... him. People tend to handle feedback in many different ways. That student might become even mo...
^^^^^^^^^^^^^^
Line 7, column 160, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...akes. Life teaches different lessons in many different ways. The experiences of one person mig...
^^^^^^^^^^^^^^
Line 7, column 624, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...person on this planet, has gone through many different failures. The real trait of success lie...
^^^^^^^^^^^^^^
Line 9, column 247, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'institutions'' or 'institution's'?
Suggestion: institutions'; institution's
...then it might be tempting to have these institutions advice against the paths in question. I...
^^^^^^^^^^^^
Transition Words or Phrases used:
but, furthermore, however, if, so, then, while, in addition, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2786.0 2235.4752809 125% => OK
No of words: 539.0 442.535393258 122% => OK
Chars per words: 5.16883116883 5.05705443957 102% => OK
Fourth root words length: 4.81833721656 4.55969084622 106% => OK
Word Length SD: 2.81678114937 2.79657885939 101% => OK
Unique words: 253.0 215.323595506 117% => OK
Unique words percentage: 0.469387755102 0.4932671777 95% => OK
syllable_count: 854.1 704.065955056 121% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 8.0 4.99550561798 160% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 33.0 20.2370786517 163% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 47.7120610679 60.3974514979 79% => OK
Chars per sentence: 84.4242424242 118.986275619 71% => OK
Words per sentence: 16.3333333333 23.4991977007 70% => OK
Discourse Markers: 2.81818181818 5.21951772744 54% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 10.0 5.13820224719 195% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.145529809326 0.243740707755 60% => OK
Sentence topic coherence: 0.0415393103228 0.0831039109588 50% => OK
Sentence topic coherence SD: 0.0368578070978 0.0758088955206 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.0926820328343 0.150359130593 62% => OK
Paragraph topic coherence SD: 0.0440107465548 0.0667264976115 66% => OK
Essay readability:
automated_readability_index: 11.1 14.1392134831 79% => Automated_readability_index is low.
flesch_reading_ease: 55.24 48.8420337079 113% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 12.41 12.1639044944 102% => OK
dale_chall_readability_score: 7.62 8.38706741573 91% => OK
difficult_words: 109.0 100.480337079 108% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => 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.