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.
Upon the dispute that whether or not should the educational institutions to persuade a student to his/her “best-matched” field of study, exponents insist that it would be a great way for students to find their expertise and save the limited educatioanl resources in the mean time. However, I argue that educational institutions may offer students information and suggestions based on their personalities and expertises, whilst it is not those institutions position to persuade or dissuade someone to purse or give up any field of study.
The most compelling argument against my position might be that since the complehensive data of one student and experience from earlier cases have suggest that one field of study is not promising for the student, the educational institution should try their best to dissuade the student to persue other majors instead, otherwise it would be a waste of time for the student and a waste of resources for the society since they are not likely to be successful in this field. It seems to be rather convincing to use dedicately organized data to predict something in the future, but I have to argue that there is an important premise in this logic: in the future, most of the important factors that determine a student would succeed or not stay the same. Only when this premise is ensured, can we be sure about that all these predictions are reliable and accurate. Nevertheless, our world are rapidly changing nowadays, half of our knowledge learned today will be out of date every five years, not to metion the criteria of “possibilities of success” based on history in the past.
Another important assumption in the aforementioned argument requires that every important factor that might contribute to one’ s success is thoroughly considered in this “prediction system”. Unfortunately, this assumption is usually not well-grounded. Since there are so many merits within one’s personalities that plays a subtle but necessary role in determing one’s future, they are not easily “detectable” for the educational institutions to base their predictions on. For example, how would this student perform under loads of pressure? How is the student’s time management skill? How would the student react upon failures? How interested is the student in this field of study? Those are important personal variables that might influence one’s success, but they took a lot of efforts and resources for the institution to find out by digging into students’ lives, thus made it impossible to be executed national wide, which in turns makes the “prediction system” unreliable.
That being said, I have to make it clear that I am not saying that educational institution should stay out of the picture when students make choices upon their filed of study. What they should do is instead to give information to students and help them to understant and assess themselves better, so that they can understant those fileds in a more substantial way and judge if they themselves are suitable for those majors. With all these help, students can make their own decisions and be responsible for their choices. Even if they chosed a field they seems not to be perfected matched in the beginning, it might imply that they have great interests there and would like to put more efforts to master in their chosen field.
To put it together, it is a neither reliable nor accurate way to predict a student’s “success possibility” within one field of study. What a educational institution shold do instead is to provide students aboundant information in those fields and help them to introspect about their strenghs and weaknesses, so that they can make their own decision and be resposible for it based on information from the outside world and their self-recognision and self-assessment from their inner worlds.
| 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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Grammar and spelling errors:
Line 1, column 23, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
Upon the dispute that whether or not should the educational institutions to ...
^^^^^^^^^^^^^^
Line 3, column 147, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'suggested'.
Suggestion: suggested
... and experience from earlier cases have suggest that one field of study is not promisin...
^^^^^^^
Line 3, column 179, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...es have suggest that one field of study is not promising for the student, the educational instit...
^^^^^^^^^^^^^^^^
Line 3, column 505, Rule ID: ALLOW_TO[1]
Message: Did you mean 'using'? Or maybe you should add a pronoun? In active voice, 'convince' + 'to' takes an object, usually a pronoun.
Suggestion: using
...field. It seems to be rather convincing to use dedicately organized data to predict so...
^^^^^^
Line 5, column 669, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
... would the student react upon failures? How interested is the student in this field...
^^^
Line 7, column 555, Rule ID: NON3PRS_VERB[2]
Message: The pronoun 'they' must be used with a non-third-person form of a verb: 'seem'
Suggestion: seem
...oices. Even if they chosed a field they seems not to be perfected matched in the begi...
^^^^^
Line 7, column 720, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
... more efforts to master in their chosen field. To put it together, it is a neither...
^^^^^
Line 9, column 155, 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
...y' within one field of study. What a educational institution shold do instea...
^
Transition Words or Phrases used:
but, however, if, may, nevertheless, so, thus, well, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 19.5258426966 154% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 78.0 33.0505617978 236% => Less pronouns wanted
Preposition: 88.0 58.6224719101 150% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 3297.0 2235.4752809 147% => OK
No of words: 626.0 442.535393258 141% => Less content wanted.
Chars per words: 5.26677316294 5.05705443957 104% => OK
Fourth root words length: 5.00199880112 4.55969084622 110% => OK
Word Length SD: 3.29473724464 2.79657885939 118% => OK
Unique words: 279.0 215.323595506 130% => OK
Unique words percentage: 0.445686900958 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 1026.9 704.065955056 146% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 31.0 23.0359550562 135% => The Avg. Sentence Length is relatively long.
Sentence length SD: 114.021697497 60.3974514979 189% => OK
Chars per sentence: 164.85 118.986275619 139% => OK
Words per sentence: 31.3 23.4991977007 133% => OK
Discourse Markers: 3.2 5.21951772744 61% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.157877552847 0.243740707755 65% => OK
Sentence topic coherence: 0.0557374496601 0.0831039109588 67% => OK
Sentence topic coherence SD: 0.039656114758 0.0758088955206 52% => OK
Paragraph topic coherence: 0.101258542161 0.150359130593 67% => OK
Paragraph topic coherence SD: 0.0199364502217 0.0667264976115 30% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 19.0 14.1392134831 134% => OK
flesch_reading_ease: 40.01 48.8420337079 82% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.4 12.1743820225 126% => OK
coleman_liau_index: 13.88 12.1639044944 114% => OK
dale_chall_readability_score: 8.73 8.38706741573 104% => OK
difficult_words: 141.0 100.480337079 140% => OK
linsear_write_formula: 20.5 11.8971910112 172% => OK
gunning_fog: 14.4 11.2143820225 128% => OK
text_standard: 14.0 11.7820224719 119% => 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.