Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
The statement indicates that the educational institutions have to discourage the students from studying in fields that they are unlikely to succeed. Those fields, where students are seldom succeeded, sometimes are too impenetrable for everyone to research on, or so dependent on talents that some untalented students are almost impossible to make progress. To some extent, I agree with the statement that the educational institutions have the responsibility to advice the students to choose the fields they study more carefully, while I believe it’s not proper for those institutions to make decisions for students regardless students’ interest and ideals.
Admittedly, the educational institutions should provide guidance to students on their choice of future academics, and it’s also their duty to give more information of the fields their interested in, some of which are unprofitable and need long-term effort, in other words, are unlikely to succeed. The institutions, providing more information of the fields that students may not consider before, might help them to make more suitable choice and decrease the unavailing trail.
However, the institutions indeed have the responsibility to recommend, but they cannot substitute the role of students themselves to make the decision. The fields students choose are not just for the short-term profit or for the end of success, but for endeavoring to realize their dreams. Regardless the situation of the students and chasing for the fields with high possibility of success, the institutions may betrayed the well intention and counterductively be harmful for students. Edison, one of the greatest inventors of the world, was derided and misunderstood by contemporaries and received seldom supports, but after his perseverance on electric inventing, the light bulb came to us. Consider that if the institution that time dictated him to abandon the “unlikely succeeded” field, then we may live in a dark world today in the night. Some fields, which seem impossible in today, can create miracles tomorrow. Hence, please do not say impossible to students. With a generation of students’ innovation and insistence, the unlikely things will become likely.
In sum, the statement may come form a well-intentioned recommendation, but it seems unfeasible, because there is no absolutely unlikely field which lots of researchers are trying their best to make it likely. It is the responsibility of the institutions to provide more information to students and push them to make their own choice to decide whether to face the challenges or not
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-28 | Kiho Park | 50 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
- Do you agree or disagree with the following statement?In the past, young people depended too much on their parents to make decisions for them; today young people are better able to make decisions about their own lives.Use specific reasons and examples to 73
- Do you agree or disagree with the following statement: "A person should never make an important decision alone." 80
- To understand the most important characteristics of a society, one must study its major cities. 62
- We can usually learn much more from people whose views we share than from people whose views contradict our own. 83
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. 50
Transition Words or Phrases used:
also, but, hence, however, if, may, so, then, well, while, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 55.0 58.6224719101 94% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2224.0 2235.4752809 99% => OK
No of words: 402.0 442.535393258 91% => More content wanted.
Chars per words: 5.53233830846 5.05705443957 109% => OK
Fourth root words length: 4.47771567384 4.55969084622 98% => OK
Word Length SD: 3.27378305689 2.79657885939 117% => OK
Unique words: 203.0 215.323595506 94% => More unique words wanted.
Unique words percentage: 0.504975124378 0.4932671777 102% => OK
syllable_count: 699.3 704.065955056 99% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 15.0 20.2370786517 74% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 69.3646083308 60.3974514979 115% => OK
Chars per sentence: 148.266666667 118.986275619 125% => OK
Words per sentence: 26.8 23.4991977007 114% => OK
Discourse Markers: 4.86666666667 5.21951772744 93% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.376615099585 0.243740707755 155% => OK
Sentence topic coherence: 0.135848879487 0.0831039109588 163% => OK
Sentence topic coherence SD: 0.144050863126 0.0758088955206 190% => OK
Paragraph topic coherence: 0.234519873666 0.150359130593 156% => OK
Paragraph topic coherence SD: 0.101431941666 0.0667264976115 152% => OK
Essay readability:
automated_readability_index: 18.0 14.1392134831 127% => OK
flesch_reading_ease: 36.63 48.8420337079 75% => OK
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 15.09 12.1639044944 124% => OK
dale_chall_readability_score: 8.58 8.38706741573 102% => OK
difficult_words: 93.0 100.480337079 93% => OK
linsear_write_formula: 22.0 11.8971910112 185% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
---------------------
Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
---------------------
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.