Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
it would seem logical to believe that it is the responsibility of educational institutions to realize the potential of its students and direct them to follow the path in which they are most likely to succeed. however, these institutions should not dissuade students from their fields of interest albeit they aren't showing any early signs of success in the field. hence, these institutions must be willing to give kids time to pursue their interested fields and encourage them to succeed and follow their passion.
educational institutions conduct exams in various subjects to judge the potential success of their students in different areas. these exams are designed to test the students' skills and knowledge in the core areas of different fields. hence, the institutions believe they are getting an accurate description of the student's understanding of the subject. but, some students might be very skillful in a particular field, however, he/she may not be able to portray the same knowledge in a conventional test conducted by the educational institution. therefore, it would not seem apt to judge the potential success of a student in a particular field based on a few tests conducted by the institution.
Let us take the example of a high student, jake, studying in Springfield School. he was a brilliant student who had exceptional problem solving skills in math and always answered the various questions asked by the teachers in the classroom. however, come exam time, he would barely get passing marks which led his teachers to believe that he was weak in math. The teachers didn't bother to examine what caused jake to perform badly in exams and hence, incorrectly diagnosed him to be weak in math. but, his parents believed in his abilities and wanted to know the exact reason for his behavior. So, they asked him to meet a counsellor who correctly diagnosed jake's anxiety problem. he was very afraid of tests and exams since they were time, hence, would panic during exams and not perform well. therefore, the counsellor gave him some medication to deal with this problem and he performed much better in the next math exam. From this example, we can realize the drawbacks of educational institutions incorrectly dissuading a student from pursuing his field of interest in which he seemed unlikely to succeed.
To summarize, educational institutions must use tests and exams to help students understand their various strengths and abilities in different fields. but, they shouldn't force the students to take up a particular field in which he has no interest. they should rather encourage the student to perform better in his interested field of study.
| 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 |
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Grammar and spelling errors:
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it would seem logical to believe that it i...
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... which they are most likely to succeed. however, these institutions should not dissuade...
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...om their fields of interest albeit they arent showing any early signs of success in t...
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...ny early signs of success in the field. hence, these institutions must be willing to ...
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...cceed and follow their passion. educational institutions conduct exams in various s...
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...s of their students in different areas. these exams are designed to test the students...
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... in the core areas of different fields. hence, the institutions believe they are gett...
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... students understanding of the subject. but, some students might be very skillful i...
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...nducted by the educational institution. therefore, it would not seem apt to judge the pot...
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...ectly diagnosed him to be weak in math. but, his parents believed in his abilities ...
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...anic during exams and not perform well. therefore, the counsellor gave him some medicatio...
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...bilities in different fields. but, they shouldnt force the students to take up a particu...
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...ular field in which he has no interest. they should rather encourage the student to ...
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Transition Words or Phrases used:
but, hence, however, if, may, so, therefore, well
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 45.0 33.0505617978 136% => Less pronouns wanted
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2254.0 2235.4752809 101% => OK
No of words: 437.0 442.535393258 99% => OK
Chars per words: 5.15789473684 5.05705443957 102% => OK
Fourth root words length: 4.57214883401 4.55969084622 100% => OK
Word Length SD: 2.80691950049 2.79657885939 100% => OK
Unique words: 203.0 215.323595506 94% => More unique words wanted.
Unique words percentage: 0.464530892449 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 679.5 704.065955056 97% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 6.24550561798 224% => Less pronouns wanted as sentence beginning.
Article: 3.0 4.99550561798 60% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 35.0598060462 60.3974514979 58% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 112.7 118.986275619 95% => OK
Words per sentence: 21.85 23.4991977007 93% => OK
Discourse Markers: 2.45 5.21951772744 47% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 18.0 7.80617977528 231% => Less language errors wanted.
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.351293906711 0.243740707755 144% => OK
Sentence topic coherence: 0.111710745011 0.0831039109588 134% => OK
Sentence topic coherence SD: 0.107400663952 0.0758088955206 142% => OK
Paragraph topic coherence: 0.237145937107 0.150359130593 158% => OK
Paragraph topic coherence SD: 0.0787455264804 0.0667264976115 118% => OK
Essay readability:
automated_readability_index: 13.8 14.1392134831 98% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 7.64 8.38706741573 91% => OK
difficult_words: 82.0 100.480337079 82% => More difficult words wanted.
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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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: 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.