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.
The speaker puts forth that educational institutions should take a proactive role towards guiding students away from fields of study where they might not succeed. There is plausibility in such claim because educational institutions, which have holistic view of different fields accompanied with data on how the student is performing. In short, educational institutes are in better position to guide the students. However, since success depends on different factors which educational institution might not have access to, it might be counterproductive in some cases.
Educational Institutions are not only center for education, but also they nurture the students through powerful interactions with other students, faculty, and dynamics of learning. They contribute towards development of individuals, and are the stepping stones for further education, work, or research. Educational Institutions have much better understanding of variety of fields of studies. They also possess data on performance of a student in particular subject of study. Hence, as they are in better position to guide individuals, it is plausible for them to have responsibility to help students.
In addition to that, students who are biased due to their predilection towards particular field, might overlook how they are performing. More than often, we can see examples of misplaced priorities and wrong decision making ruining lives of students, which can lead to changing majors or dropping off entirely. Social pressure is also an important factor in choosing fields of study. Parental pressure and peer pressure can lead to a student choosing an overtly ambitious fields of study. Such a decision will cause discomfort to the student in near future. Hampering his growth, as well as wastage of resources used on particular student. Hence, taking into note that a student can suffer from undue bias and societal pressure, it is apt for the educational institution to guide students towards their fields of study.
However, success in particular field of study depends on multitudes of factors - determination, motivation, passion, guidance, methods of learning, peers, background, etc. An educational institution has access to some but not all information about the student. Taking a decision based on limited information would prove to be hazardous. Considering an examples of a student whose family situation is not good at particular time, and this might cause decrease in grades in demanding subjects. Upon analyzed by the educational institution, they might be inclined to suggest less demanding field of study. However, if the student is passionate and ambitious, and only thing that is responsible for causing such waning in grades is temporary familial problem, then suggesting less demanding field of study would prove to be counterproductive. This might also have detrimental effect if the student wishes to continue in more demanding field of study, as it might demotivate him or her. Hence, while taking decisions on guiding the students away from field of study, where they might fail, various factors shall be taken into account. This can be dealt with by employing career counselors who specialize in this domain.
Summing up, it can be concluded that as educational institutions are in better position to take responsibility to dissuade students from pursuing field of study in which they are less likely to succeed. In addition to that, students might make wrong decisions due to societal pressures, hence, educational institution can play a better role. However, while guiding students, educational institutions should take caution and employ career counselors for better results.
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Grammar and spelling errors:
Line 7, column 350, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'an example' or simply 'examples'?
Suggestion: an example; examples
...ould prove to be hazardous. Considering an examples of a student whose family situation is ...
^^^^^^^^^^^
Transition Words or Phrases used:
also, but, hence, however, if, look, so, then, well, while, in addition, in particular, in short, as well as, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 23.0 12.4196629213 185% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 31.0 33.0505617978 94% => OK
Preposition: 88.0 58.6224719101 150% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 3123.0 2235.4752809 140% => OK
No of words: 565.0 442.535393258 128% => OK
Chars per words: 5.52743362832 5.05705443957 109% => OK
Fourth root words length: 4.87542086881 4.55969084622 107% => OK
Word Length SD: 3.05120810395 2.79657885939 109% => OK
Unique words: 254.0 215.323595506 118% => OK
Unique words percentage: 0.449557522124 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 963.9 704.065955056 137% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
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: 28.0 20.2370786517 138% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 43.6465833107 60.3974514979 72% => OK
Chars per sentence: 111.535714286 118.986275619 94% => OK
Words per sentence: 20.1785714286 23.4991977007 86% => OK
Discourse Markers: 4.39285714286 5.21951772744 84% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 12.0 5.13820224719 234% => Less 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: 0.276869681029 0.243740707755 114% => OK
Sentence topic coherence: 0.0836005938692 0.0831039109588 101% => OK
Sentence topic coherence SD: 0.0717677231019 0.0758088955206 95% => OK
Paragraph topic coherence: 0.188263824345 0.150359130593 125% => OK
Paragraph topic coherence SD: 0.0621011514529 0.0667264976115 93% => OK
Essay readability:
automated_readability_index: 14.7 14.1392134831 104% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.79 12.1639044944 122% => OK
dale_chall_readability_score: 8.37 8.38706741573 100% => OK
difficult_words: 134.0 100.480337079 133% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 15.0 11.7820224719 127% => 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.